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Regional Program for the Development of the Teacher Profession (PREDALC) Eighth Ordinary Meeting of the Inter-American Committee On Education Javier Botero Alvarez, Lead Education Specialist, World Bank October 4, 2018
Transcript
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Regional Program for the Development of the Teacher Profession (PREDALC)

Eighth Ordinary Meeting of the Inter-American

Committee On Education

Javier Botero Alvarez, Lead Education Specialist, World Bank

October 4, 2018

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WB Ongoing Activities that contribute to the Inter-American Education Agenda on Strengthening the Teaching Profession

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Central America

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Latin America

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No. of active projects

Of which include

Teacher/Principal

Training Activities

No. of ASA over last 3

years Of which include

Teacher/Principal

Training Activities

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Student learning outcomes in LAC remain insufficient and below peers

0%

25%

50%

75%

100%

DR PE BR CO MX CR T&T UY CH OECD

PISA Results in LAC ( 2015, Science) by level of proficiency

Below Basic Proficiency Basic Proficiency High Proficiency

325

355

385

415

445

475

505

535

565

595

0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000 55000 60000 65000 70000

PIS

A 2

01

5 S

co

re in

Scie

nce

GDP Per capita in 2015 or latest, PPP

PISA Results vs GDP per Capita

EUROPE &

CENTRAL

ASIA

EAST ASIA &

PACIFIC

LATIN AMERICA

& CARIBBEAN

OECD

MIDDLE EAST

& NORTH

AFRICA

Source: World Bank, 2016

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Teachers are Crucial Contributors to Children’s learning Even within the same school and grade

• Students with the best teachers master 1.5 years or more of curriculum in a single school year

• Students with the worst teachers master 0.5 year of curriculum or less

• Effects are cumulative and hard to overcome

• Least effective teachers concentrated in low-income schools

• Teacher effectiveness hard to predict -- not correlated with formal education or years of experience

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A Great Teacher has Long Lasting Postive Impacts on a Child’s Future Trajectory 20 year study of 2.5 million US students showed that primary schools students assigned to even one “highly effective” teacher were significantly more likely to:

• go to college

• attend better colleges

• earn higher incomes by age 28 and

• avoid teen pregnancy*

• High returns to finding and developing great teachers

• High costs to retaining ineffective teachers

*Chetty, Friedman and Rockoff, 2013

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We Still have Work to do to Raise the Capacity of Teachers in LAC Comparative PISA math performance of prospective teachers and engineers

Average Time on Instruction in LAC countries

52%

61% 62% 64% 64% 65%

85%

39%

28% 25% 24% 27% 25%

15% 9% 11%

14% 12% 10% 9%

0% 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

MéxicoD.F.

Jamaica Perú Honduras Brasil Colombia Indicadorde

BuenasPrácticasStallings

Po

rcen

taje

del

Tie

mp

o T

ota

l de

Cla

ses

Actividades académicas Administración de la clase

Profesor fuera de tarea

Source: Burns & Luque, Great Teachers 2015

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Getting to “Great Teachers” in LAC

Recruiting

• Raising the selectivity of teacher education

• Raising the quality of teacher education

• Raising hiring standards

Grooming

• Teacher induction and probation period / Challenge and promise of information technology

• Teacher evaluation / Grooming teachers through school leadership

• In-service training

Motivating

• Professional rewards

• Accountability pressure

• Financial incentive

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Raising the Quality of Teacher Training is Key

Recruiting

• Raising the selectivity of teacher education

• Raising the quality of teacher education

• Raising hiring standards

Grooming

• Teacher induction and probation period / Challenge and promise of information technology

• Teacher evaluation / Grooming teachers through school leadership

• In-service training

Motivating

• Professional rewards

• Accountability pressure

• Financial incentive

Teacher training is cross cutting

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PREDALC seeks to guide and support the development of innovative initiatives in the field of pre-service and in-service teacher education

Steering Committee

Countries • Mexico • Argentina • Chile • Dominican Republic • Jamaica

Multilaterals • WB • OEI • OAS • CAF

Technical Committee

Uruguay Jamaica Colombia

• Regionally representative • Program management, oversight, and

implementation • Elected by all countries during 2016 Buenos

Aires Summit

• Regionally representative technical experts • Technical and implementation support to Project

activities • Salaried • Elected by Steering Committee

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Drafting of background

papers on each key theme

Forum of Regional Technical Experts

Bogota, March

2016

Forum of Regional and Multilateral

Organizations

Puebla, April 2016

Preliminary Presentation to the Region’s Ministers

Andorra, September 2016

Summit of Higher Education and

Teacher Training Authorities:

PREDALC adopted

Buenos Aires, December 2016

IX Inter-American Meeting of Ministers of Education

Bahamas, February 2017

How We Got Here from Panama 2015:

Launch of Call for Proposals

Mexico, April, 2018

Closing of Call: 109 interventions

presented

July, 2018

13 interventions selected as

outstanding and 20 as replicable

August, 2018

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Objetives

Select experiences in the Latin American and the Caribbean that incorporate innovative components in pre-service and in-service teacher training, make them visible and contribute to generating a new vision of the teaching profession, which makes it a more attractive option for professional development for future generations

Call for the identification and recognition of promising innovations in teacher training

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Categories of Innovations • Initiatives to attract and retain good students to the teaching career

• Frameworks of competencies guiding teacher training for the 21st century

• Modalities of training and flexible forms of academic organization

• Development of high capacities of teaching staff in teacher training programs

• Quality assurance of training through teacher performance evaluation mechanisms

• Training of teachers and staff for early childhood care through innovative modalities

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Synthesis

• Call exceeded expectations in terms of number and quality of proposals

• Proposals were diverse in terms of categories, country of origin and proposing institutions

• High percentage of proposals have high replicability

• Excellent material (reports, videos, didactic materials) included in the proposals Recent literature highlights the need to design in-service teacher training programs. PREDALC contributes to addressing this need.

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Evaluation Criteria

• Is it not business-as-usual? Innovative

•Are there observable results and evidence?

•How significant are the results? Results

•What are the main strengths of innovation?

•Does it have enough institutional support? Sustainable

• Is this original or the result of adaptation and replication of other experiences?

•How replicable is it?

•How much does it depend on specific conditions? Replicable

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Proposals submitted by country

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2 2 3 3 3

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10 11 11

24 25

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rop

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Country

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Evaluation Methodology

Completeness

• All sections filled out

• Endorsement letter

Content Pt 1 (11 evaluators)

• Quantitative and qualitative evaluation based on rubric

• Innovation, Results, Sustainability, Replicability

Content Pt 2 (Evaluation Committee)

• Scores reviewed

• Winsorization applied

• Ranking of proposals

109 proposals

65 proposals

33 proposals

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Selection Process

13 outstanding projects

20 projects with potential to be

replicated

33 interventions that meet

criteria

Ranked based on evaluation criteria

& filtered for regional

representativeness • Dissemination

• Recognition in workshop

(participation not financed)

• Dissemination

• Recognition in workshop

(participation financed)

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Everyone, Learn! Program: Towards Teacher Excellence Programa todos a aprender: Hacia la excelencia docente National Ministry of Education, Colombia In-service teacher training

Summary • Successful and innovative scheme of in-classroom

accompaniment to teachers of low-performing schools by teachers selected as successful (tutors)

• Results evaluated through students’ improvement in SABER tests

Practicality: Classroom-based Specificity: Emphasizes languages and

mathematics Continuity: Continuous and collaborative work

among teachers, tutors, and students for 3 years

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Mobilizing beliefs in pedagogy students through LEGO serious play Movilizando creencias en estudiantes de pedagogía mediante LEGO serious play Universidad Católica de Chile Pre-service teacher training

Summary • Novel strategy of game-based pre-service training

• First- year education students construct/reconstruct metaphors related to poverty and vulnerability with LEGO pieces

• Easy-to-apply strategy can be developed in 3 days

• Quantitative and qualitative evaluation allows assessment of student beliefs after the project

Practicality: Classroom-based Specificity: Focuses on understanding the role

of poverty & its relation to educational quality and equity

Continuity: Applied in 4 sessions

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Educational leadership & innovation program Programa de liderazgo e innovación educative (PLIE) Fundación Varkey, Argentina In-service teacher training

Summary • Successful, 6-week, full-time intensive training program for

school principals through an easily scalable workshop modality

• Training based on collaborative strategies such as problem-solving, case studies, debates, and group presentations

• Principals design projects of innovation and leadership (PIEs) for their school

Practicality: School/Classroom-based Specificity: Emphasizes personal, pedagogical,

and institutional competencies Continuity: Varkey Foundation follows up on

PIEs and collaborates in implementation

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Lessons Learned

• Importance of a strong relationships with partner organizations and governments

• Importance of having the online platform

• Importance of World Bank leadership

• Extending the deadline of the Call

• Improvement of channels of dissemination

• Improvement of the evaluation rubric

• Better training and guidance of evaluators

• Improvement of regional representativeness and submissions per category

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Next Steps

• Workshop in Bogota, Colombia, October 25-26 • Panels on innovative interventions

• Panel with governments and multilateral for future collaboration

• Documentation and Publication of innovative interventions in Teacher training, (WB, CAF): First brief for the Workshop in October, final publication, January, 2019.

• TA to interested countries for replication of interventions (Oct 2018 - May, 2020).

• Other possible topics: • Second call or new call for innovative intervention to improve leadership and management of

school principals

• Quality Assurance of teacher training programs

• Graduate programs for teacher trainers

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Thank you!

[email protected]


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