1. Setting Clear Expectations for Teachers A. Are there clear expectations for teachers? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Are there standards No OR Missing Yes, at the local level Yes, at the sub-national S1Q13 for what students must level or national level know and be able to do? 2. Are the tasks that No Yes S5Q13 teachers are expected to carry out officially stipulated? B.Is there useful guidance on the use of teachers’ working time? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Do teachers’ official No 1 task out of: mentor or 2 or 3tasks out of: out of: 4 tasks out of: out of: S5Q14f, h, i, j Don’t Knows count tasks include tasks support other teachers, mentor or support other mentor or support other as no related to instructional collaborate on the school teachers, collaborate on teachers, collaborate on improvement? plan, design the the school plan, design the school plan, design curriculum, and take part the curriculum, and take the curriculum, and take in the internal evaluation part in the internal part in the internal activities of the school evaluation activities of evaluation activities of the school the school 2. Does the statutory No, there is no statutory No, it is the number of Yes, it is the number of Yes, it is the overall S5Q6a definition of working definition of working teaching hours hours spent at school number of working hours time for primary school time teachers recognize non- teaching hours? 3. What is the share of Teaching time is 90% to Teaching time is 70% to Teaching time is 50% to Teaching time is less than S5Q10a, S5Q7a working time allocated to 100% of working time 89% of working time 59% of working time 50% of working time teaching for primary school teachers? 2. Attracting the Best into Teaching A. Are entry requirements set up to attract talented candidates? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1.At what level of At or below ISCED 4A ISCED 5B ISCED 5A Above ISCED 5A S2Q4b education does teacher initial education take place for primary school teachers? 2.At what level of At or below ISCED 4A ISCED 5B ISCED 5A Above ISCED 5A S2Q8b education does teacher initial education take place for secondary school teachers? 3. How stringent are No requirements 1 requirement out of: 2 requirements out of: 3 or 4 requirements out S2Q4e-h Don’t Know = No requirements to become Or Passing a written test, Passing a written test, of: a primary school All don’t knows passing an interview- passing an interview- Passing a written test, teacher? stage assessment, having stage assessment, having passing an interview- a minimum amount of a minimum amount of stage assessment, having practical professional practical professional a minimum amount of experience, passing an experience, passing an practical professional assessment conducted by assessment conducted by experience, passing an a supervisor based on the a supervisor based on the assessment conducted by practical professional practical professional a supervisor based on the experience experience practical professional experience 4. How stringent are No requirements 1 requirement out of: 2 requirements out of: 3 or 4 requirements out S2Q8e-h Don’t Know = No requirements to become Or Passing a written test, Passing a written test, of: a secondary school All don’t knows passing an interview- passing an interview- Passing a written test, teacher? stage assessment, having stage assessment, having passing an interview- a minimum amount of a minimum amount of stage assessment, having practical professional practical professional a minimum amount of experience, passing an experience, passing an practical professional assessment conducted by assessment conducted by experience, passing an a supervisor based on the a supervisor based on the assessment conducted by practical professional practical professional a supervisor based on the experience experience practical professional experience 5. How broad is the pool Missing/Unknown There is only 1 model of There are 2 models of There are 3 models of S3Q4a Require alternative as of potential teacher teacher initial education teacher initial education teacher initial education S3Q7c ISCED5A or above (s3q7c) entrants for primary (concurrent, consecutive (concurrent, consecutive (concurrent, consecutive school? or alternative, provided or alternative, provided or alternative, provided that alternative takes that alternative takes that alternative takes place at ISCED5A or place at ISCED5A or place at ISCED5A or above) above) above) 6. How broad is the pool Missing/Unknown There is only 1 model of There are 2 models of There are 3 models of S3Q4b Require alternative as of potential teacher teacher initial education teacher initial education teacher initial education ISCED5A or above (s3q8c) S3Q8c entrants for secondary (concurrent, consecutive (concurrent, consecutive (concurrent, consecutive school? or alternative, provided or alternative, provided or alternative, provided that alternative takes that alternative takes that alternative takes place at ISCED5A or place at ISCED5A or place at ISCED5A or above) above) above) B. Is teacher pay appealing for talented candidates? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Is starting teacher pay Less than 50 % of per 50 to 69% of per capita 70 to 79 % of per capita 80% or more of per UIS data competitive? capita GDP GDP GDP capita GDP 2. Does pay vary No Yes S7Q5d; S7Q9c according to teacher performance? 3. Does pay change over Ratio of highest salary to Ratio of highest salary to Ratio of highest salary to Ratio of highest salary to UIS data the course of a teacher’s initial salary is less than initial salary is from 1.2 initial salary is from 1.6 initial salary initial salary career? 1.2 to 1.59 to 1.99 is 2.0 or more C. Are working conditions appealing for talented applicants? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. How many schools There are no standards, There are standards, but There are standards, and There are standards and S12Q1a (total); S12Q23a comply with standards compliance is unknown, only 50 to 85% of schools 85 to 98% of schools at least 98% of schools (total) for the infrastructure, or less than 50% of comply with them comply with them comply with them hygiene and sanitation of schools comply with S5Q1 schools? them 2. How many primary 30 or more students Less than 30 students S12Q3a(primary) school students are there S12Q5a(primary) per each teacher? 3. How many secondary 20 or more students Less than 20 students S12Q3a(secondary) school students are there S12Q5a(secondary) per teacher? D. Are there attractive career opportunities? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Are there Teachers can apply Teachers can apply to Teachers can apply to S4Q23 opportunities for career neither for academic either administration or both administration and advancement? posts, nor for academic posts academic posts administration posts 2. Are promotion No Yes S9Q14c; S9Q21c opportunities linked to performance? 3. Preparing Teachers with Useful Training and Experience A. Are there minimum standards for pre-service teaching education programs? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. What is the minimum At or below ISCED 4A ISCED 5B ISCED 5A Above ISCED 5A S3Q7 level of education required to become a teacher for primary school teachers? 2. What is the minimum At or below ISCED 4A ISCED 5B ISCED 5A Above ISCED 5A S3Q8 level of education required to become a teacher for secondary school teachers? B. To what extent are teacher-entrants required to be familiar with classroom practice? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Do primary school No classroom experience Classroom experience Both classroom S3Q15 teacher entrants have (either in initial teacher during initial teacher experience in initial S6Q14a opportunities to learn education or through education teacher education and from other teachers mentoring or induction Or through induction or through induction, programs) Participation in induction mentoring programs mentoring, or student or mentoring programs experience programs? 2. Do secondary school No classroom experience Classroom experience Both classroom S3Q17 teacher entrants have (either in initial teacher during initial teacher experience in initial S6Q14b opportunities to learn education or through education teacher education and from other teachers mentoring or induction Or through induction or through induction, programs) Participation in induction mentoring programs mentoring, or student or mentoring programs experience programs? 3. How much classroom 3 months or less Less than 12 months 12-24 months More than 24 months S3Q16 Count classroom experience must S6Q15a experience in teacher beginning primary school initial education and in teacher have? mentoring/induction programs 4. How much classroom 3 months or less Less than 12 months 12-24 months More than 24 months S3Q18 Count classroom experience must S6Q15b experience in teacher beginning secondary initial education and in school teacher have? mentoring/induction programs 4. Matching Teachers’ Skills with Students’ Needs A. Are there incentives for teachers to work at hard-to-staff schools? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Are teachers provided No One incentive Multiple incentives S4Q17a-e incentives for working in hard-to-staff schools? 2. Is teaching experience Yes No S4Q32a,b, c, d the only factor used in deciding transfer priorities? B. Are there incentives for teachers to teach critical shortage subjects? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculation 1. Are critical subjects No (there is no policy, Yes (there is a policy and S4Q19 If there are no critical shortages addressed? but there are critical there may or may not be shortage subjects and no S4Q18 shortage subjects). shortages). critical shortage policy, set to missing 2. [Only if answer to No One incentive Multiple incentives S4Q22a-e 4.B.1 was “yes”] Are teachers provided incentives for teaching critical shortage subjects? 5. Leading Teachers with Strong Principals A. Does the education system invest in developing qualified school leaders? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are there programs No specific training Specific coursework Specific coursework S11Q3d,f,g to support the requirements OR participation in an AND participation in development of internship or an internship or leadership skills? mentoring program mentoring program 2.Is principals' No Yes performance S11Q6 rewarded ? B. Are principals expected to support and improve instructional practice? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1.Are principals No Yes S11Q9g explicitly required to provide guidance for curriculum and teaching-related tasks? 2.Are principals No Yes S11Q9c explicitly required to evaluate teacher performance? 6. Monitoring Teaching and Learning A. Are there systems in place to assess student learning in order to inform teaching and policy? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are teachers trained There are no training There are optional Teachers are required SABER-SA Latent: no to assess student opportunities on training to complete Long: CA Q7 and Q8 Emerging: CAQ7=Yes achievement? student assessment opportunities on coursework or training Short: Q23 & 8c=No] methods student assessment on student assessment [SHQ methods methods Established: [CAQ8a=y| CAQ8c=y| SHQ23a=y|SHQ23c=y] 2. Are national large No Yes Long: EX Q1AII.h Est: scale examinations Long: NLSA 3AIIa Yes for NLSA Or used to monitor Short: Q6a Yes for EXAMs education quality levels? 3. Is student No Yes SABER-SA Yes to 14a OR Yes to achievement data Long: CA Q14a Q1AII. k OR yes to available for Long: EX Q1AII. k NLSA Q3AIIc OR yes to policymakers? Long: NLSA Q3AIIc Q6c or d Short: Q6c or d 4. Are student No Yes, findings are Yes, findings are SABER-SA assessment findings disseminated or are disseminated and are Long: ILSA Q23 disseminated to used to provide used to provide teachers and/or used support to teachers support to teachers Long: NLSA Q3AIIe to provide guidance to and schools and schools Short: Q6f and g underperforming teachers and schools? 5. Are student No Yes SABER-SA assessments used to Long: CA15b,d inform teaching lesson plans and instructional Short: Q22f practices? B. Are there systems in place to monitor teacher performance? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are teachers There are no external There are either S9Q10; S9Q17 No to external and required to participate or internal evaluations internal or external internal in evaluations? of teacher evaluations of teacher Or performance performance, or both No to one and N/A to the other 2. Do authorities No Either national, sub- S9Q9c, d, e (national, sub-national national or local or local) monitor authorities monitor teacher performance? teacher performance) 3. Is it possible to track No Yes S1Q20a-b teachers over time? C. Are there multiple mechanisms to evaluate teacher performance? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are classroom No Yes S9Q13f; S9Q20f observations part of teacher assessment systems? 2. Are professional No Either principals or Both principal and S9Q13b-c, S9Q20b-c communities involved colleagues participate colleagues participate in teacher assessment in teacher in teacher systems? assessments assessments 3. Are a variety of Only one criteria out Only two criteria out Only three criteria out All four criteria out of: S9Q12 b, d, f, h criteria (subject matter of: subject matter of: subject matter of: subject matter subject matter S9Q19 b, d, f, h knowledge, teaching knowledge, teaching knowledge, teaching knowledge, teaching knowledge, teaching methods, student methods, student methods, student methods, student methods, student assessment methods, assessment methods, assessment methods, assessment methods, assessment methods, students’ academic students’ academic students’ academic students’ academic students’ academic achievement) used to achievement achievement achievement achievement assess teacher performance? 7. Supporting Teachers to Improve Instruction A. Are there opportunities for professional development? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1.Are primary school No Yes, 1 to 5 days Yes, 6 to 9 days Yes, 10 or more days S6Q6a teachers required to Or S6Q8a participate in Yes, unknown or professional undefined days. development? 2.Are secondary school No Yes, 1 to 5 days Yes, 6 to 9 days Yes, 10 or more days S6Q6b teachers required to Or S6Q8b participate in Yes, unknown or professional undefined days. development? 3.Are individual teachers Teachers pay some costs Teachers pay none of the S6Q4e Both questions missing or responsible for paying for of professional costs of professional S6Q3e don’t know their professional development in policy or development in policy development? practice and practice (or if only 1 is known) B. Is teacher professional development collaborative and focused on instructional improvement? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1.Does professional Teacher professional Teacher professional Teacher professional Teacher professional S6Q13d,e,f development include development does not development includes development includes development includes activities that may include observation one out of: observation two out of: observation three out of: observation promote best-practice visits, participation in visits, participation in visits, participation in visits, participation in sharing? teacher networks, nor teacher networks or teacher networks or teacher networks or participation in school participation in school participation in school participation in school networks networks networks networks 2.Does professional Teacher professional Teacher professional Teacher professional S6Q13g, h development provide development does development includes development includes opportunities for the neither include research, either: research, or both research, and analysis of instructional nor mentoring, coaching mentoring or coaching mentoring or coaching practice? C. Is teacher professional development assigned based on perceived needs? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1.If a teacher obtains an No Yes S9Q15b; S922b unsatisfactory result in an evaluation, is he or she assigned to a supervisor? 2.Are teacher No Yes S9Q15a; S922a performance evaluations used to assign professional development? 8. Motivating Teachers to Perform A. Are career opportunities linked to performance? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are promotion No Yes S9Q16d; S9Q23d opportunities linked to high teacher performance? 2. Are open-ended There is neither a There is a probation S4Q6 appointments informed probation period, nor are period, and open-ended S4Q8d by performance history? open-ended appointments are appointments granted granted based on based on performance performance B. Are there mechanisms to hold teachers accountable? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1. Are there Neither professional Only teacher Teacher performance S2Q12a-b Combine primary and requirements development nor professional evaluations are required S2Q13a-b secondary (professional performance evaluation development is required for either primary or development and requirements for primary (in either or both primary secondary school performance and secondary school and secondary teachers evaluations) to remain in teachers education) teaching? 2. Can teachers be Teachers cannot be Teachers can only be Teachers can be Teachers can be S4Q9a-d dismissed with cause? dismissed for misconduct dismissed for misconduct dismissed for dismissed for or child abuse and child abuse misconduct, child abuse, misconduct, child abuse, and absenteeism or poor absenteeism, and poor performance performance C. Is teacher compensation linked to performance? Indicator Latent (1) Emerging (2) Established (3) Advanced (4) Questions Calculations 1.Do performance No Yes S9Q14e reviews carry salary S9Q21e implications? 2. Do high-performing No Yes S7Q9c-d teachers get monetary bonuses? 9. Policy in practice Policy lever Indicator Data 2.A. Are entry To what extent is entry into teacher initial education programs selective? requirements set up to attract talented candidates? 3.A. Are there minimum How may primary school teachers meet requirements to enter teaching? standards for pre-service teaching education programs? 3.A. Are there minimum How may secondary school teachers meet requirements to enter teaching? standards for pre-service teaching education programs? 6B. Are there systems in How many teachers fail their evaluations? place to monitor teacher performance?