94346  Côte d’Ivoire   SABER Country Report TEACHER POLICIES 2012      Policy Goals Status 1. Setting clear expectations for teachers There are expectations for what teachers should do and what students should  learn. There are no policies guiding teachers’ use of time to ensure that their work conditions allow them to improve instruction. 2. Attracting the best into teaching Teacher qualifications are on par with qualifications for entering other skilled  professions. Teacher pay, career opportunities, and working conditions may not be attractive to competent and qualified individuals. 3. Preparing teachers with useful training and experience There are classroom experience requirements and programs for novice  teachers. Teacher trainees are required to have 12 months of classroom experience. 4. Matching teachers’ skills with students’ needs There are no incentives provided for teachers who work in hard-to-staff  schools or teach critical shortage subjects. 5. Leading teachers with strong principals There are no specific programs to support the development of principals’  leadership skills, nor is their performance rewarded. 6. Monitoring teaching and learning There are official systems in place to monitor teacher performance, notably  through external evaluations. Student achievement data are collected, but are not used to inform teaching or policy. 7. Supporting teachers to improve instruction Teacher professional development is not required. Professional development  activities that do occur include some activities that are associated with instructional improvement (e.g. observation visits to other schools). 8. Motivating teachers to perform Policies stipulate that teacher performance should affect teacher compensation  and appointments, and there are mechanisms to hold teachers accountable.      CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  OverviewofSABERͲTeachers categories that describe how different education systemsmanagetheirteacherforce,aswellascopiesof There is increasing interest across the globe in supporting documents. The full database is available at attracting, retaining, developing, and motivating great theSABERͲTeacherwebsite. teachers. Student achievement has been found to correlate with economic and social progress (Hanushek Box1.Teacherpolicyareasfordatacollection & Woessmann 2007, 2009; Pritchett & Viarengo 2009; 1. Requirementstoenterandremaininteaching Campante & Glaeser 2009), and teachers are key: Recent studies have shown that teacher quality is the 2. Initialteachereducation main schoolͲbased predictor of student achievement 3. Recruitmentandemployment and that several consecutive years of outstanding teaching can offset the learning deficits of 4. Teachers’workloadandautonomy disadvantagedstudents(Hanushe&Rivkin2010;Rivkin, 5. Professionaldevelopment et al. 2005; Nye et al. 2004; Rockoff 2004; Park & Hannum 2001; Sanders & Rivers 1996). However, 6. Compensation(salaryandnonͲsalarybenefits) achieving theright teacher policies to ensure that every 7. Retirementrulesandbenefits classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the 8. Monitoringandevaluationofteacherquality impacts of many teacher policies remains insufficient 9. Teacherrepresentationandvoice and scattered, the impact of many reforms depends on specific design features, and teacher policies can have 10. Schoolleadership very different impacts depending on the context and othereducationpoliciesinplace. To offer informed policy guidance, SABERͲTeachers analyzestheinformationcollectedtoassesstheextent A new tool, SABERͲTeachers, aims to help fill this gap to which the teacher policies of an education system by collecting, analyzing, synthesizing, and are aligned with those policies that the research disseminating comprehensive information on teacher evidence to date has shown to have a positive effect policies in primary and secondary education systems on student achievement. SABERͲTeachers analyzes the aroundthe world.SABERͲTeachersisacorecomponent teacher policy data collected to assess each education of SABER (Systems Approach for Better Education system’s progress in achieving eight teacher policy Results), an initiative launched by the Human goals: 1. Setting clear expectations for teachers; 2. Development Network of the World Bank. SABER Attracting the best into teaching; 3. Preparing teachers collects information about different education systems’ with useful training and experience; 4. Matching policy domains, analyzes it to identify common teachers’ skills with students’ needs; 5. Leading challengesandpromisingsolutions,and makesitwidely teachers with strong principals; 6. Monitoring teaching available to inform countries’ decisions on where and and learning; 7. Supporting teachers to improve howtoinvestinordertoimproveeducationquality. instruction; and 8. Motivating teachers to perform (see Figure1). SABERͲTeacherscollectsdataon10coreteacherpolicy areastoofferacomprehensivedescriptiveoverviewof  the teacher policies that are in place in each  participating education system (see Box 1). Data are  collected in each participating education system by a  specialized consultant using a questionnaire that  ensures comparability of information across different  education systems. Data collection focuses on the rules   and regulations governing teacher management  systems. This information is compiled in a comparative  database where interested stakeholders can access  detailed information organized along relevant   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012   place teacher policies that are known to be related to Figure1:EightTeacherPolicyGoals improved student outcomes. The main objective of this assessment is to identify the strengths and weaknesses of the teacher policies of an education system and pinpoint possible areas for improvement. For a more detailed report on the eight teacher policy goals, policy levers and indicators, as well as the evidence base supportingthem,seeVegasetal.(2012). The main focus of SABERͲTeachers is on policy design, rather than on policy implementation. SABERͲTeachers analyzes the teacher policies formally adopted by education systems. However, policies “on the ground,” that is, policies as they are actually implemented, may differ quite substantially from policies as originally designed, and in fact they often do so, due to the politicaleconomyofthereformprocess,lackofcapacity oftheorganizationsinchargeofimplementingthem,or The eight teacher policy goals are functions that all the interaction between these policies and specific highͲperforming education systems fulfill to a certain contextual factors. Since SABERͲTeachers collects extent in order to ensure that every classroom has a limited data on policy implementation, the assessment motivated, supported, and competent teacher. These of teacher policies presented in this report needs to be goals were identified through a review of evidence of complementedwith detailedinformationthatdescribes research studies on teacher policies, and the analysis of the actual configuration of teacher policies on the policies of topͲperforming and rapidlyͲimproving ground. education systems. Three criteria were used to identify This report presents results of the application of them: teacher policy goals had to be (i) linked to SABERͲTeachers in Côte d’Ivoire. It describes Côte student performance through empirical evidence, (ii) a d’Ivoire’s performance in each of the eight teacher priority for resource allocation, and (iii) actionable, that policy goals, alongside comparative information from is, actions governments can take to improve education education systems that have consistently scored high policy. The eight teacher policy goals exclude other results in international student achievement tests and objectives that countries might want to pursue to have participated in SABERͲTeachers. Additional increase the effectiveness of their teachers, but on detailed descriptive information on Côte d’Ivoire’s and which there is to date insufficient empirical evidence to other education systems’ teacher policies can be found makespecificpolicyrecommendations. ontheSABERͲTeacherswebsite. Byclassifyingcountriesaccordingtotheirperformance  on each of the eight teacher policy goals, SABERͲ Teachers can help diagnose the key challenges that   countriesfaceinensuringtheyhaveeffectiveteachers. For each policy goal, the SABERͲTeachers team identified policy levers (actions that governments can take to reach these goals) and indicators (which measure the extent to which governments are making effective use of these policy levers). Using these policy levers and indicators, SABERͲTeachers classifies education systems’ performance on each of the eight teacher policy goals using a fourͲcategory scale (latent, emerging, established, and advanced), which describes the extent to which a given education system has in  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  CôteD’Ivoire’sTeacherPolicySystemResults Successful education systems such as Ontario, Finland, Japan, South Korea, and Singapore devote considerable Goal1:Settingclearexpectationsfor time at the school level to such activities that are teachers related to instructional improvement, such as collaboration among teachers on the analysis of Latentz||| instructional practice as well as mentoring and  professional development (Darling Hammond & Setting clear expectations for student and teacher Rothman 2011, DarlingͲHammond 2010, Levin 2008). In performance is important to guide teachers’ daily work addition, these systems tend to devote a smaller share and align necessary resources to make sure that of teacher’s time to actual contact time with students, teachers can constantly improve instructional practice. and a relatively larger share to teacher collaboration, In addition, clear expectations can help ensure there is onͲsite professional development, and research on the coherence among different key aspects of the teaching effectiveness of various teaching strategies. Japan, for profession, such as teacher initial education, example, devotes about 40 percent of teachers’ professionaldevelopment,andteacherappraisal. working time to this type of activities, while Ontario  currently devotes 30 percent (Darling Hammond & SABERͲTeachers considers two policy levers school Rothman 2011). Unlike Côte d’Ivoire, these high systems can use to reach this goal: (1) clear performers generally include schoolͲimprovement tasks expectations for what students should know and be in the teachers’ responsibilities and include nonͲ able to do, and how teachers can help students reach teachingtimeforthesetasksintheteacherworkday. thesegoals;(2)usefulguidanceonteachers’useoftime  tobeabletoimproveinstructionattheschoollevel. Figure2.Teachers’officialtasksrelatedtoschool  improvement (1) In Côte d’Ivoire, expectations for what teachers are GuineaͲBissau supposedtodo,andforwhatstudentsareexpectedto Côted’Ivoire learn are set in the national curriculum. Côte d’Ivoire Singapore Shanghai has defined a set of standards that informs teachers of Japan required subject content and measurable indicators of learning that should be achieved by students at different grades. The tasks that teachers are expected Mentorpeers   9  9 tocarryoutareofficiallystipulated. Collaborateonschool  plan   9 9 9 (2)Therearenotpoliciesforguidanceonteachers’use of time, beyond the stipulated 28 hours required for Designthecurriculum   9  9 teaching every week. Policies do not ensure that Participateinschool teachers’ work conditions allow them to improve evaluation   9  9 instruction. Teachers’ working time in Côte d’Ivoire is Source:SABERͲTeachersdata officiallydefinedasthenumberofhoursspent teaching  (contact time with students), as opposed to counting the overall number of hours spent at the school. As civil  servants, teachers’ salaries are structured on a 40Ͳhour work week, but they are only expected to teach 28   hours. The remaining time is completely unstructured. This definition of teachers’ working time does not officially recognize that teachers normally need to devote some time to nonͲteaching tasks, such as lesson planning, the analysis of student work, and professional development,aswellasadministrativetasks.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal2:Attractingthebestintoteaching addition, studentͲteacher ratios (at 43 students per teacher) may be too high to make working conditions Emergingzz|| appealing. In primary and secondary education, highͲ performing systems have a maximum studentͲteacher The structure and characteristics of the teaching career ratio of less than 30 and 20 students per teacher, can make it more or less attractive for talented respectively. individuals to decide to become teachers. Talented  people may be more inclined to become teachers if (4) Career opportunities may not be appealing enough they see that entry requirements are on par with those to attract talented individuals to the teaching of wellͲregarded professions, if compensation and profession. Most education systems offer teachers the working conditions are adequate, and if there are possibility of being promoted to principal positions at attractive career opportunities for them to develop as some point in their careers. In addition to these professionals. “vertical” promotions, most highͲperforming education systems offer teachers the possibility of “horizontal” SABERͲTeachers considers four policy levers school promotions, to academic positions that allow them to systems can use to reach this goal: (1) minimum grow professionally as teachers and yet remain closely requirements to enter the teaching profession; (2) connected to instruction, instead of moving up to competitive pay; (3) appealing working conditions; and managerial positions (OECD 2012, DarlingͲHammond (4)attractivecareeropportunities. 2010). In Côte d’Ivoire, policies allow for teachers to  apply for school administration posts (such as school (1) In Côte d’Ivoire, teachers are required to have principals) but not for academic leadership positions. qualifications that are equivalent to completing an Teachers’ advancement opportunities are officially associate’s degree (for primary school teachers) or a linked to their performance, which (if implemented as bachelor’s degree (for secondary school teachers). intended) may help to attract talented applicants into Primary education teachers are required to complete a theprofession. Brevet d’Etude du Premier Cycle or a Baccalauréat  equivalent to two years of full time study, whereas Figure3.StudentͲteacherratio,primaryschool secondary school teachers must complete either a bachelor’s or master’s degree. Requirements in Côte Singapore 18 d’Ivoire are officially similar to those in many higherͲ Shanghai 11 performing countries. For instance, teachers in Côte Japan 16 d’Ivoire are required to pass a written test, take part in an interview, and gain classroom experience prior to GuineaͲBissau 52 becomingateacher. Coted'Ivoire 43  0 10 20 30 40 50 60 (2) Teacher pay in Côte d’Ivoire does not vary  Source:SABERͲTeachersdata;WorldBank(2010) according to teacher performance. Teachers are  subject to the salary scale and benefits of civil servants.  Linking pay in part to performance on the job may be   one way of attracting better candidates into teaching: It sends a signal to talented individuals who are considering the teaching profession that there are attractiveopportunitiesforprofessionalgrowth.  (3) Working conditions may not be appealing enough to attract talented individuals to the teaching profession. There are no data available on the percentage of schools that comply with infrastructure, hygiene, and sanitation regulations, which may indicate alackofattentiontoworkingconditionsforteachers.In  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal3:Preparingteacherswithuseful during teacher initial education. In highͲperforming trainingandexperience systems, for comparison, programs aimed at facilitating new teachers’ transition into teaching for both primary Establishedzzz| and secondary school teachers are similar, lasting anywhere from seven months to two years. These Equipping teachers with the skills they need to succeed programs have the potential to make teachers more in the classroom is crucial. To be successful, teachers effectiveintheclassroomandreduceteacherturnover. need subject matter and pedagogic knowledge, as well as classroom management skills and lots of teaching Figure4.Requiredclassroomexperience,secondary practice. Adequate preparation puts all teachers on an schoolteachers equal footing, giving them a common framework to GuineaͲBissau Côted’Ivoire improvetheirpractice. Singapore Shanghai SABERͲTeachers considers two policy levers school Japan systems can use to reach this goal: (1) minimum standards for preͲservice training programs; (2) requiredclassroomexperienceforallteachers. 6monthsorless  9 (1) In Côte d’Ivoire, primary teacher initial education 12monthsorless 9  9 takes place at the ISCED 5B level and secondary 12Ͳ24months     9 teacher education at the ISCED 5A level, which is on par with many advanced education systems. Virtually Morethan24months   9   all highͲperforming countries, for instance, require that Source:SABERͲTeachersdata teachers have an educational level equivalent to ISCED  5A (a bachelor’s degree), and some systems, such as  Finland, require in addition a researchͲbased master’s  degree (OECD 2011). In Côte d’Ivoire, primary school  teachers are considered qualified to teach after  completing the equivalent of an associate’s degree, but official policy stipulates that secondary school teachers   must have the equivalent of a bachelor’s degree. Candidates enter teacher training programs courses aftercompletingsecondaryeducation. (2) There are opportunities for new teachers to develop practical classroom experience. Practical experience is an important factor in teaching quality. The more teachers try out their pedagogical theories, subject matter knowledge, and classroom management skills, the better prepared they will be for their job. Most highͲperforming systems require their teacher entrants to have a considerable amount of classroom experiencebeforebecomingindependentteachers,and some of these systems provide mentoring and support during the first and even second year on the job (DarlingͲHammond 2010, Ingersoll 2007). In Côte d’Ivoire, student teachers can develop classroom experience during their teacher initial education. Teacher trainees for primary and secondary education are required to have one year of classroom experience  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal4:Matchingteachers’skillswith Figure5.IncentivesforteacherstoteachinhardͲtoͲ students’needs staffschools GuineaͲBissau Latentz||| Côted’Ivoire Singapore Shanghai  Ensuringthatteachersworkinschoolswheretheirskills Japan are most needed is important for equity and efficiency. First, it is a way of ensuring teachers are distributed as efficiently as possible, making sure that there are no Betterchancesofpromotion    9  shortages of qualified teachers at any given grade, education level, or subject. Second, it is a means of Higherbasicsalary   9   ensuring all students in a school system have an equal opportunity to learn. Without purposeful allocation Monetarybonus   9 9  systems, it is likely that teachers will gravitate towards schools serving betterͲoff students or located in more Subsidizededucation    9  desirableareas,deepeninginequalitiesinthesystem. Housingsupport   9   SABERͲTeachers considers two policy levers school Source:SABERͲTeachersdata systems can use to reach this goal: (1) incentives for Note: Singapore has no specific incentives to attract qualified teachers to teachers to work in hardͲtoͲstaff schools; and (2) hardͲtoͲstaff schools, but it does have a centrallyͲmanaged teacher incentivesforteacherstoteachcriticalshortageareas. deployment system that ensures an equitable and efficient distribution of teachers. (1)  In Côte d’Ivoire, there are no incentives for  teachers to work in hardͲtoͲstaff schools (Figure 5).  Attracting effective teachers to work in hardͲtoͲstaff   schools (typically schools that are in disadvantaged locations or serve underprivileged populations) is a challenge for many countries, and often requires specific incentives. Without such incentives, teachers tend to gravitate towards schools that have more appealing working conditions. Possible ways to improve the quality of teachers in hardͲtoͲstaff schools include givingacceleratedpromotionopportunitiesorproviding housing allowances to teachers who have worked in such schools (McEwan 1999). Basing teacher transfer priorities on factors other than just experience can also help by reducing the concentration of the least experiencedteachersintheneediestareas. (2) Côte d’Ivoire has not identified critical shortage subjects, or subject areas in which there is a severe shortage of qualified teachers. It is important to assess differentsubjectareasandidentifyareasinwhich there may be a shortage of qualified teachers who are willing to teacher particular subjects. In highͲperforming and topͲimproving systems, various incentives exist to attract talented professionals, particularly from highͲ demandfields,toteachingcriticalshortagesubjects.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal5:Leadingteacherswithstrong knowledgeable in teaching and curriculum matters, as principals well as to provide guidance and support to teachers. They evaluate teachers, provide feedback, assess the Latentz||| school’sneedsforprofessionaldevelopment,anddirect instructional resources to where they are most needed The quality of school heads is an important predictor of (DarlingͲHammond & Rothman 2011). In Côte d’Ivoire, student learning. Capable principals can act as there are official specifications regarding the role of instructional leaders, providing direction and support to school principals, but principals are not explicitly the improvement of instructional practice at the school required to evaluate teacher performance, a common level.Inaddition,capableprincipalscanhelpattractand taskofprincipalsinmanyhigherͲperformingsystems. retaincompetentteachers. Figure6.Mechanismstosupportthedevelopment SABERͲTeachers considers two policy levers school ofprincipals’leadershipskills systems can use to reach this goal: (1) education system’s investment in developing qualified school GuineaͲBissau Côted’Ivoire leaders; (2) decisionͲmaking authority for school Singapore Shanghai principalstosupportandimproveinstructionalpractice. Japan (1) In Côte d’Ivoire, there are no specific programs to support the development of principals’ leadership skills, Coursesorother nor is their performance rewarded. Principals’ leadership trainingrequirements    9 9 skills can be developed through supported work experience or through specific training courses. HighͲ Participationin performingsystemssuchasJapan,SouthKorea,Shanghai, mentoringorinternship   9  9 and Singapore require the participation of applicants to program principal positions in specific coursework and/or a Source:SABERͲTeachersdata specialized internship or mentoring program aimed at   developingessentialleadershipskills(OECD,2012;DarlingͲ Hammond 2010). In Côte d’Ivoire, principals are required to have a minimum of five years’ professional teaching experience and a Brevet d’Etude du Premier Cycle (equivalent to an associate’s degree) or a Baccalauréat. There are no specific training mechanisms to ensure that applicantstoprincipalpositionscandevelopthenecessary skills to act as instructional leaders, such as specific coursework or participation in a mentoring or internship program. Mechanisms to attract competent individuals to principal positions, such as performance rewards, are absentinCôted’Ivoire.Instead,theMinistryofEducation, atthenationallevel,isresponsibleforhiringprincipals. (2) Principals in Côte d’Ivoire are explicitly expected to provide support and guidance to teachers for the improvement of instructional practice. Once education systems get talented candidates to become principals, they need to structure their time to focus on improving instruction (OECD 2012, Barber & Mourshed 2007). HighͲperforming education systems such as Finland, Ontario, and Singapore think of their principals as instructional leaders. Principals are expected to be  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal6:Monitoringteachingandlearning (2)TeachersinCôted’Ivoirearerequiredtoparticipate in an external evaluation but not in internal Establishedzzz| evaluations. By contrast, many highͲperforming systems have multiple mechanisms in place to monitor Assessing how well teachers are teaching and whether teachers, including internal evaluations. At present, the studentsarelearningisessentialtodevisestrategiesfor MinistryofPublicAdministrativeReformtracksteachers improving teaching and learning. First, identifying lowͲ over time, but the ministry does not monitor teacher performing teachers and students is critical for performance over time. HighͲperforming countries education systems to be able to provide struggling often have multiple systems for managing teacher classrooms with adequate support to improve. Second, information, with teachers assigned individual teacher and student evaluation also helps identify good identification numbers that allow countries to track practices which can be shared across the system to their performance over time. This is one additional way improveschoolperformance. ofensuringteacheraccountability. SABERͲTeachers considers three policy levers school (3) In Côte d’Ivoire, teachers are assessed based on systems can use to reach this goal: (1) availability of theirknowledgeofthesubjectmattertheyteach,their data on student achievement in order to inform teaching methods, and their methods for assessing teaching and policy; (2) adequate systems to monitor students in the classroom. Research suggests that no teacher performance; (3) multiple mechanisms to singlemethodofevaluatingteacherperformanceisfailͲ evaluateteacherperformance. safe. Most highͲperforming systems conduct teacher evaluations using a multiplicity of mechanisms of data (1) In Côte d’Ivoire, student achievement data are collectionandvariedcriteriaforassessment(Figure7). collectedatthenationallevelthroughexams.AllhighͲ performing education systems ensure that there are Figure7.Criteriatoevaluateteacherperformance enough student data to inform teaching and policy. GuineaͲBissau These data ensure that three main functions are Côted’Ivoire fulfilled: (1) There is a system to collect relevant and Singapore Shanghai complete data on student achievement regularly; (2) Japan There is a mechanism for public authorities to access these to inform policy; and (3) There is a mechanism to feed these data back to the school level, so that teachers can use the data to improve classroom Subjectmatterknowledge 9 9 9  9 practice. In Côte d’Ivoire, national student assessments are administered to students after the age of 12. There Teachingmethods 9  9 9 9 Studentassessment arefourdifferentannualexams:entryexamforthefirst methods 9  9 9 9 year of secondary school, tests for the first and second Students’academic cycles of secondary school, and an exam to obtain the achievement    9  general certificate of education. These assessments are sampleͲbased, rather than covering all students, and Source:SABERͲTeachersdata student learning data are not be linked to teacher  information. While the information collected through  the national assessments may be useful for diagnosing   the overall performance of the system, because it covers only a sample of schools, it may not help the government to identify the schools and teachers that need additional support, nor help most teachers to evaluateandadjusttheirownpractice.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal7:Supportingteacherstoimprove professional development can be targeted to the needs instruction of specific teachers, rather than being deployed to all teachersregardlessoftheirneeds. Emergingzz||  Figure8.Requiredorsuggesteddaysofteacher Support systems are necessary to help improve professionaldevelopmentperyear instruction at the school level. To improve instructional practice continuously, teachers and schools need to be Singapore 12 able to analyze specific challenges they face in classroom teaching, have access to information on best Shanghai 33 practices to address these challenges, and receive specificexternalsupporttailoredtotheirneeds. Japan 10  GuineaͲBissau 20 SABERͲTeachers considers three policy levers school systems can use to reach this goal: (1) availability of Coted'Ivoire 0 opportunities for teacher professional development; (2) teacher professional development activities that are 0 10 20 30 40  collaborative and focused on instructional Source:SABERͲTeachersdata;trainingrequirementsbasedonaneightͲhour improvement; (3) assignment of teacher professional schoolday developmentbasedonperceivedneeds.   (1) In Côte d’Ivoire, teachers are not required to   participate in professional development activities (Figure 8). National authorities are responsible for teacher development when it occurs, and teachers are not required to pay for the costs of professional development activities. Given that professional development is not required, it is unclear to what extentteachersbenefitfromtheavailableopportunities foradditionaltraining.  (2) Teacher professional development in Côte d’Ivoire includes teacher observation visits to schools, participation in teacher networks, and mentoring as part of an official school arrangement, all activities that may improve teacher effectiveness. Research suggests that the most effective teacher professional development is collaborative and provides opportunities for the inͲschool analysis of instructional practice, as opposed to being limited to oneͲtime workshops or conferences. For instance, effective teacherdevelopmentactivitiesmayincludeobservation visits to other schools, participation in teacher networks,orparticipationinschoolnetworks.  (3) Teacher professional development is formally assigned based on perceived needs. Assigning professional development to teachers when they score low on performance evaluations can be one way of improving instructional practice. In that way, teacher  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal8:Motivatingteacherstoperform (3) In Côte d’Ivoire, teacher compensation is officially linked to performance as assessed through external Establishedzzz| performanceevaluations.PerformancereviewsinCôte d’Ivoire carry salary implications, but highͲperforming Adequate mechanisms for motivating teachers are a teachers do not receive monetary bonuses for good way for school systems to signal their seriousness in individual performance. Linking either longerͲterm achieving education goals, make the teaching career compensation or shorterͲterm bonuses to teacher attractive to competent individuals, and reward good performance can be one way to improve teacher performancewhileensuringaccountability. performance, if the system has in place an adequate systemofperformanceevaluation. SABERͲTeachers considers three policy levers school  systems can use to reach this goal: (1) linking career Figure9.Requirementstoremainintheprofession, opportunities to teachers’ performance; (2) having primaryandsecondaryschoolteachers mechanisms to hold teachers accountable; (3) linking  teachercompensationtoperformance.  GuineaͲBissau Côted’Ivoire (1) Official policies link teacher promotion Singapore Shanghai opportunities in Côte d’Ivoire to teacher performance Japan evaluations, and openͲended appointments are informedbyperformancehistory.Thereisamandatory probation period of six to 12 months for teachers beforetheyaregrantedopenͲendedappointments,and Primaryschoolteachers:      official policy stipulates that performance on the job factors into whether teachers receive this type of Professionaldevelopment 9   9  appointment.  Performanceevaluations    9 9 (2) There are few mechanisms in place to hold teachers Secondaryschoolteachers:      in Côte d’Ivoire accountable.Requiringteacherstomeet some standards to remain in the teaching profession can Professionaldevelopment 9 9  9  facilitate the removal of ineffective teachers. One minimum standard is consistent teacher attendance. Performanceevaluations  9  9 9 Research in both developed and developing countries Source:SABERͲTeachersdata indicates thatteacherabsenteeism canreach highlevels,  worsening student outcomes (Chaudhury et al. 2005;  Herrmann & Rockoff 2009; Miller, Murnane & Willett  2008; Rogers & Vegas 2009). Education systems can   encourage teacher attendance by taking it into account   inteacherevaluations,providingteacherswithincentives to be present in school, and dismissing teachers if they are consistently absent. In Côte d’Ivoire, policy specifies that teachers can be dismissed for absenteeism and misconduct. At present, primary and secondary education teachers are not required to participate in professional development activities, but teachers are required to participate in annual external performance reviews.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  SABERTeachersPolicyOptions ISCED 5A level, which is on par with many advanced educationsystems. Goal 1. Setting Clear Expectations for Teachers  ¾ PreͲservice teacher training could be strengthened by introducing a formal mentoring or induction The national curriculum sets expectations for what program. students are supposed to learn and teachers are supposed to do. There is no official guidance on ¾ Strengthen opportunities for new teachers to teachers’ use of time, which could help ensure that developpracticalclassroomexperience.  teachers are focused on tasks related to school improvement. Goal 4. Matching Teachers’ Skills with Students’Needs ¾ Revise the statutory definition of teachers’ working time to include the overall number of hours There are untapped incentives to get teachers to work teachers spend at the school. In accordance with in hardͲtoͲstaff areas where living conditions are less the practice in higherͲperforming systems, this attractiveandtoteachcriticalshortagesubjects. definitionshouldincludebothtimeintheclassroom ¾ WorktoidentifyhardͲtoͲstaffschools. as well as time spent on nonͲteaching activities, such as tasks related to improving instruction. Such ¾ Provide incentives to teachers to teach and work in activities might include: providing support to other hardͲtoͲstaff schools. Incentives could include: teachers,collaboratingonschoolplans,ordesigning promotion, higher salary, monetary bonuses, the curriculum, all tasks that could contribute to scholarshipsforeducation,orhousing. instructionalimprovementoftheschool. ¾ Identify subject areas in which there may be a ¾ Set expectations for what percentage of teachers’ shortage of qualified teachers who are willing to working time should be dedicated to teaching and teacher particular subjects, and provide incentives what percentage should be used for other to teachers willing and qualified to teach those necessary activities that may contribute to subjects.    instructionalimprovement.     Goal 5. Leading Teachers with Strong Goal2.AttractingtheBestintoTeaching  Principals  Career opportunities could be strengthened to attract Principals lack necessary support to carry out their talentedindividualstotheprofession. activitiesinaneffectivemanner. ¾ Linkteacher’spayandpromotionopportunities ¾ Provide programs to support the development of moredirectlytoteacherperformance. principals’ leadership skills. These may include mentoring,trainingorinductionprograms. ¾ Improvedatacollectedonteachers’working conditions.Understandingteachers’working ¾ Set higher requirements for becoming a principal. environmentsisimperativetounderstanding Such qualifications may include having minimum teachers’classroomneedsandimprovingthe educationalqualificationsequivalenttoabachelor’s qualityofteaching.   degree,increasingtheyearsofexperiencerequired, and/or designing specific coursework for individuals Goal 3. Preparing Teachers with Useful interestedinworkingasaschoolprincipal. TrainingandExperience   ¾ Considermonetarybonusesorincreasedpay,which Primary teacher initial education takes place at the are other ways to attract individuals to principal ISCED 5B level and secondary teacher education at the positions.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Goal6.MonitoringTeachingandLearning  Goal8.MotivatingTeacherstoPerform  There are systems in place to monitor teacher Promotion opportunities are linked to performance but performance that rely on multiple criteria. Student there are few mechanisms to hold teachers achievement data are collected, but are not used to accountable. informpolicyorteachers’classroominstruction. ¾ Require primary and secondary school teachers to ¾ Make use of student achievement data collected participate in professional development and from annual exams. Use outcomes of these data to performance evaluations to remain in the determineeducationalneeds. profession. ¾ Provide results of student achievement data to ¾ Reward highͲperforming teachers with incentives. school principals, so they may know how their LinkingeitherlongerͲtermcompensationorshorterͲ school performs relative to other schools. If data term bonuses to teacher performance can be one can be made available to teachers, use the data to way to improve teacher performance, if the system inform teachers about student performance and to has in place an adequate system of performance helpteachersimprovetheirowninstruction.  evaluation. Goal 7. Supporting Teachers to Improve   Instruction  In Côte d’Ivoire, neither primary nor secondary school teachers are required to participate in teacher professionaldevelopmentactivities. ¾ Set a required number of days for teachers to participate in professional development activities throughouttheschoolyear. ¾ Offer professional development activities in which teachers can learn from one another and improve their classroom instruction. Research suggests that the most effective teacher professional development is collaborative and provides opportunities for the inͲschool analysis of instructional practice, as opposed to being limited tooneͲtimeworkshopsorconferences.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012  Acknowledgements Hanushek, E. & Woessmann (2007). “Education Quality and Economic Growth.” Washington, D.C.: The ThisreportwaspreparedbyMaryBreeding(Consultant, WorldBank. 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SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 CÔTED’IVOIRE|TEACHERPOLICIES  SABERCOUNTRYREPORT|2012   www.worldbank.org/education/saber  The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems.  SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all childrenandyouthlearn. This report focuses specifically on policies in the area of teacher policies. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the partofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries. THEWORLDBANK  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16