Morocco SABER Country Report TEACHERS 2016 Policy Goals Status 1. Setting Clear Expectations for Teachers Clear expectations exist for what students should learn and what teachers are supposed to do. Yet teachers’ official duties do not explicitly include any non- teaching tasks related to instructional improvement that occur outside the classroom. 2. Attracting the Best into Teaching Additional policies to motivate the best candidates to apply and enroll in Teacher Certification Centers could be beneficial. 3. Preparing Teachers with Useful Training and Experience Although Teacher Certification Programs have been restructured and include internships and one year of classroom experience prior to becoming a certified teacher, they may not be sufficiently effective in providing prospective teachers with the necessary skills to succeed. 4. Matching Teachers’ Skills with Students’ Needs Official systems are in place to identify critical shortage subjects, though they should be strengthened to address teacher shortages in those subjects and to motivate effective teachers to teach in hard-to-staff schools. 5. Leading Teachers with Strong Principals Despite improvements in training, principals are still not expected to monitor teacher performance or to support teachers in improving their instructional practice. 6. Monitoring Teaching and Learning Teachers are trained to assess student achievement, and systems are in place to assess student learning, but these systems do not appear to be informing teaching at the classroom level. 7. Supporting Teachers to Improve Instruction Although a coaching system is being developed, teachers are not assigned to receive in-service teacher training based on perceived needs and teachers are not required to engage in professional development activities. 8. Motivating Teachers to Perform Promotion opportunities are partially linked to teacher performance, but mechanisms to hold teachers accountable could be strengthened. Teacher compensation is not linked to performance. MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 includes copies of supporting documents. It is available Overview of SABER–Teachers at the SABER–Teacher website. Interest is increasing across the globe over how to Box 1. Teacher policy areas for data collection attract, retain, develop, and motivate great teachers. 1. Requirements to enter and remain in teaching Student achievement has been found to correlate with 2. Initial teacher education economic and social progress (Hanushek & Woessmann 3. Recruitment and employment 2007, 2009; Pritchett & Viarengo 2009; Campante & 4. Teachers’ workload and autonomy Glaeser 2009), and teachers are key. Recent studies have 5. Professional development shown that teacher quality is the main school-based 6. Compensation (salary and non-salary benefits) predictor of student achievement, and that several 7. Retirement rules and benefits consecutive years of outstanding teaching can offset the 8. Monitoring and evaluation of teacher quality learning deficits of disadvantaged students (Hanushek & 9. Teacher representation and voice Rivkin 2010; Rivkin et al. 2005; Nye et al. 2004; Rockoff 10. School leadership 2004; Park & Hannum 2001; Sanders & Rivers 1996). However, achieving the right teacher policies to ensure that every classroom has a motivated, supported, and To offer informed policy guidance, SABER–Teachers competent teacher remains a challenge. Evidence on the analyzes the information collected to assess the extent impacts of many teacher policies remains insufficient to which the teacher policies of an education system are and scattered, and the impact of many reforms depends aligned with policies shown by research evidence to on specific design features. In addition, teacher policies have a positive effect on student achievement. SABER– can have very different impacts, depending on the Teachers analyzes the teacher policy data collected to context and other education policies in place. assess each education system’s progress in achieving eight teacher policy goals: 1. setting clear expectations A tool, SABER–Teachers, aims to help fill this gap by for teachers; 2. attracting the best into teaching; 3. collecting, analyzing, synthesizing, and disseminating preparing teachers with useful training and experience; comprehensive information on teacher policies in 4. matching teachers’ skills with students’ needs; 5. primary- and secondary-education systems around the leading teachers with strong principals; 6. monitoring world. SABER–Teachers is a core component of SABER teaching and learning; 7. supporting teachers to improve (Systems Approach for Better Education Results), an instruction; and 8. motivating teachers to perform initiative launched by the Human Development Network (Figure 1). of the World Bank. SABER collects information about Figure 1: 8 Teacher Policy Goals different education systems’ policies, analyzes it to identify common challenges and promising solutions, and makes the results widely available to help inform countries’ decisions on where and how to invest to improve education quality. SABER–Teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies that are in place in each participating education system (Box 1). Data are collected in each participating education system by a specialized consultant using a questionnaire that ensures comparability of information across different 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 The eight teacher policy goals are functions that all information that describes how different education high-performing education systems fulfill to a certain systems manage their teacher force. The database also extent to ensure that every classroom has a motivated, supported, and competent teacher. These goals were SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 identified through a review of evidence in research In the last five years, there have been several important studies on teacher policies, and through analysis of policy reforms to the education system in Morocco, policies of top-performing and rapidly improving which is regulated by the Ministry of National Education education systems. Three criteria were used to identify and Vocational Training, the Ministry of Public Service, the teacher policy goals. Specifically, they had to be (i) and the Ministry of Economy and Finance. The education linked to student performance through empirical system consists of five levels: preprimary, primary, lower evidence; (ii) labeled a priority for resource allocation; secondary, upper secondary, and tertiary (UNESCO and (iii) actionable, that is, open to improvement Institute for Statistics 2014). The pre-primary level is for through government actions. The eight teacher policy children under six years of age. Primary school begins at goals exclude other objectives that countries might want age six and extends through the age of eleven, from to pursue to increase the effectiveness of their teachers, grades 1 through 6. Secondary school begins at age but have lacked, to date, sufficient empirical evidence for twelve and is divided into two cycles: lower secondary for making specific policy recommendations. By classifying grades 7 to 9 and upper secondary for grades 10 through countries according to their performance on each of the 12. eight teacher policy goals, SABER–Teachers can help diagnose the key challenges that countries face in This report presents results of the application of ensuring they have effective teachers. For each policy SABER–Teachers in Morocco. It describes Morocco’s goal, the SABER–Teachers team identified policy levers performance for each of the eight teacher policy goals, (actions that governments can take to reach these goals) alongside comparative information from education and indicators (measures of the extent to which systems that have consistently scored high results in governments are making effective use of these policy international student achievement tests and have levers). Using these policy levers and indicators, SABER– participated in SABER—Teachers. Additional information Teachers classifies education systems’ performance on on Morocco’s teacher policies and those of other each of the eight teacher policy goals using a four- countries can be found on the SABER–Teachers website. category scale (latent, emerging, established, and advanced). The ratings describe the extent to which a given education system has in place teacher policies that are known to be related to improved student outcomes (Annex 1). The main objective of this assessment is to identify the strengths and weaknesses of the teacher policies of an education system, and to 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 supporting them, see Vegas et al. (2012). The main focus of SABER– Teachers is on policy design, rather than policy implementation. SABER–Teachers analyzes the teacher policies formally adopted by education systems. However, policies on the ground, that is, as they are actually implemented, may differ quite substantially from policies as originally designed. In fact, they often do differ, due to such factors as the political economy of the reform process; lack of capacity of organizations in charge to implement the policies; or the interaction between these policies and specific contextual factors. Since SABER–Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Economic Context National Education and Vocational Training 2014). Despite this, a recent assessment conducted by the Morocco has the eighth largest GDP in the Middle East Superior Council found that these efforts have not been and North African region (World Bank 2014). Its economy successful enough in improving the quality of teaching grew from 2.4 percent in 2014 to 4.4 percent in 2015 as and student learning, especially the efforts related to a result of the liberalization of petroleum prices (gasoline professional development programs (Superior Council and diesel) and of other fiscal consolidation efforts that for Education, Training, and Scientific Research 2015). In were made after 2013. Furthermore, in 2015, its fiscal the context of Morocco’s new decentralization reforms, deficit decreased from 7.2 percent in 2012 to 4.3 percent the ministry recently approved the Education Reform and its external current account has improved Strategic Vision 2015-2030, which will be realized significantly (World Bank 2016a). Morocco’s main through a portfolio of 16 integrated projects. Among exports include agriculture, phosphates, and tourism. them, project 8 titled “Reform teaching and training Sales of fish and seafood are also growing industries. profession and promote professional career management” emphasizes the importance of Morocco’s per capita income growth in recent years has supervision, high-quality in-service teacher training, and helped to eliminate extreme poverty and to significantly strong pre-service teacher education programs. reduce overall poverty. In fact, the country’s poverty rate declined from 8.9 percent in 2007 to 4.2 percent in 2014. In the past three decades, public spending on education Nevertheless, nearly 19 percent of the rural population has increased, and enrollment rates at all education still live in poverty or in vulnerable conditions (World levels have expanded (IMF 2015; Ministry of National Bank 2016b). Income disparities by geographical origin Education and Vocational Training 2014). For example, in and socioeconomic background persist, and the youth 1994, the primary education net enrollment rate was unemployment rate is among the highest in the region, nearly 60.3 percent compared with 98 percent in 2014. reaching as high as 38.8 percent among urban youths in Similarly, preprimary and lower secondary net June 2016 (World Bank 2016c). enrollment rates rose from 49 percent and 30.2 percent in 2003 to 53.8 percent and 62.6 percent respectively in Education Context 2014 (World Bank 2016c). In spite of this progress, challenges remain in terms of increasing access to The Ministry of National Education and Vocational preprimary and secondary education, and quality is still Training is responsible for designing and overseeing the low at all levels. According to the National Program for implementation of education policies nationwide for Student Learning Assessment (PNEA) from 2008, primary and secondary education and partially for Moroccan fourth-graders attained only a 34 percent level preschool education. Unlike the other levels of of proficiency in Math. Similarly, in Arabic and French, education, preschool targeting children aged 4-6 years students scored, on average, only 27 percent and 35 old is not compulsory in Morocco. Primary education percent (PNEA 2009). These results are consistent with consists of six years of schooling and is compulsory for those of international learning assessments in which children aged 6-12 years old. Secondary education is Morocco has performed poorly compared to other composed of three years of lower-middle school and countries, including its regional neighbors. three years of high school including one year of common Approximately 74 percent of Moroccan fourth-graders core and two years of curriculum in the humanities or scored within the lower Math level of the 2011 Trends in sciences. Overall, nine years of education are the Mathematics and Science Study (TIMSS), and 84 compulsory. percent scored within the lower level in Science, while in Turkey fewer than 25 percent of students fell in the lower In 2000, Morocco approved the National Education and level in both subjects (IAE 2012). According to the 2007 Training Charter, which outlines the requirements for the TIMSS results, average student learning has decreased teaching profession, including teachers’ rights and over time in Morocco. In addition, there are still duties, their working conditions, and their relationship to significant disparities among students in learning the school environment. In addition to the charter, outcomes by socioeconomic status and geographic origin Morocco also approved the 2009-2012 Emergency (TIMSS 2011). For instance, according to the PNEA, sixth Program, which made reducing social and geographical grade students from the Casablanca region have a level disparities a priority of the education system (Ministry of of proficiency of 50 percent compared with those from SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 the Souss-Massa-Draa region who have only a 38 percent (2) Guidance on how teachers use their time could be proficiency (PNEA 2009). more focused on tasks related specifically to instructional improvement. In Morocco, teachers are Goal 1: Setting clear expectations for teachers considered to be public officials and, therefore, are expected to work 40 hours per week. However, they also Established have a special status under the Civil Service Law. Therefore, primary teachers are expected to teach for at Setting clear expectations for student and teacher least 30 hours per week, and secondary teachers are performance is important to guide teachers’ daily work expected to teach for at least 18 or 24 hours per week, and align necessary resources to make sure that teachers depending on their status. The remaining amount of can constantly improve instructional practice. In their time should be devoted to non-teaching activities addition, clear expectations can help ensure coherence such as lesson planning and homework revision. among different key aspects of the teaching profession, such as initial teacher education, professional Global experience suggests that defining working time as development, and teacher appraisal. the total number of hours spent at school rather than just the number of hours spent actually teaching may be SABER–Teachers considers two policy levers that school more conducive to learning because it recognizes that systems can use to reach this goal: (1) clear expectations teachers normally need to devote some time to non- for what students should know and be able to do and teaching tasks such as lesson planning, grading students’ how teachers can help students reach these goals; and work, learning support, and professional development as (2) useful guidance on how teachers can use their time well as administrative and educational tasks outside of to improve instruction at the school level. the classroom such as collaborating on school plans and participating in school evaluations. (1) In Morocco, there are expectations for what students are expected to learn and for what teachers The world’s most successful education systems, such as are supposed to do. The National Center for those in Ontario, Finland, Japan, South Korea, and Examinations and Evaluations as well the National Singapore, devote considerable time at the school level Curriculum Department within the Ministry of National to activities that are related to instructional Education and Vocational Training are responsible for improvement. These include collaboration among setting education goals and controlling the national teachers to analyze instructional practice, mentoring, curriculum. and professional development (Darling, Hammond, & Rothman 2011; Darling & Hammond 2010; Levin 2008). The tasks that teachers are expected to carry out are In addition, these systems tend to expect teachers to officially stipulated and determined by the Ministry of spend less time on actual contact with students and National Education and Vocational Training. Regulations, more on teacher collaboration, on-site professional supported by formal instructions, require teachers to development, and research on the effectiveness of carry out tasks directly related to classroom teaching, various teaching strategies. In Japan, for example, including the grading of assessments. The regulations do teachers devote about 40 percent of their working time not require teachers to participate in many activities to these types of activities, while in Ontario they outside their classroom, including standing in for absent currently devote 30 percent (Darling, Hammond, & teachers or adapting a curriculum to pupils with special Rothman 2011). Although Moroccan regulations take needs. Nevertheless, mentoring and coaching activities into account the amount of time that teachers are by experienced teachers to other teachers are included expected to devote to non-teaching tasks, activities in the 8th integrated project of the Ministerial portfolio. related to instructional improvement are not clearly Evidence from the top performing systems around the specified in the policies, and most are not officially world has revealed that many tasks outside of the required as part of teachers’ basic responsibilities (Figure classroom, such as providing and receiving teacher 2). support, actually make teachers more effective inside the classroom. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Figure 2. Teachers’ official tasks related to school obtain the Certificate in Pedagogical Competencies, improvement which is the professional degree required for tenure and full teaching responsibilities. Singapore Morocco Tunisia Turkey UAE Many high-performing education systems offer two Mentor peers      types of teaching training tracks: consecutive programs and concurrent programs. In Morocco, training is Collaborate on school plan     provided through both concurrent and consecutive Design the curriculum   programs. Concurrent programs teach subject knowledge and pedagogic skills simultaneously. Participate in school evaluation   Consecutive programs include a first phase of one or Source: SABER–Teachers data several years of knowledge acquisition in a particular subject followed by a phase for the acquisition of Goal 2: Attracting the best into teaching professional skills and knowledge before a candidate receives the Certificate in Pedagogical Competencies. In Emerging addition, there are requirements within the Moroccan system for the amount of time that education programs, The structure and characteristics of a career in teaching which are delivered by the Teachers Training Centers, can help determine whether talented individuals opt to must spend preparing teachers in several areas-- become teachers. Talented people may be more inclined including pedagogy, teaching methods, classroom to take such a career path if entry requirements are on planning and management, research methods, use of par with those of well-regarded professions, information and communication technologies (ICTs), compensation and working conditions are adequate, and evaluation, legislation, school life, and languages, math, attractive career opportunities are in place for them to and science. develop as professionals. (2) Teachers’ pay may be attractive compared with that SABER–Teachers considers four policy levers that school of other public officials. However, in Morocco teachers’ systems can use to reach this goal: (1) requirements to pay does not vary according to performance. Although enter the teaching profession; (2) competitive pay; (3) pay increases can be granted for years of experience and appealing working conditions; and (4) attractive career education attainment, there are no incentives for opportunities. teachers to participate in professional development activities or to work in hard-to-staff schools. According to (1) In Morocco, the requirements for entering the the Human Resources Directorate within the Ministry of teaching profession are stringent for both primary and National Education and Vocational Training, on average, secondary school teachers. Most high-performing teachers attain the highest pay after 25 years of tenure. education systems require that incoming teachers have at least a minimum amount of practical professional (3) Working conditions must be appealing enough to experience or that they pass an examination in addition attract talented individuals to the teaching profession. to their teacher-training program. Those two conditions Working conditions play an important role in are met in Morocco. After graduating from a three-year encouraging people to become teachers. Talented bachelor’s program in any academic subject or in candidates who have opportunities in other professions education through the Filière Universitaire d’Education, may be discouraged from choosing to become teachers teaching candidates must pass a written test and an if working conditions are poor. In Morocco, national interview to enter into a Teacher Certification Center, standards exist for infrastructure, hygiene, and where they remain for one year to learn pedagogical sanitation, which are set and monitored by the Ministry methods. Afterwards, they are required to participate in of National Education and Vocational Training. Progress a selection process in order to be hired by the state as has been made in terms of improving school probationary officials and must then intern as teachers in infrastructure as a result of the Emergency Plan. a school for one year. Once they have acquired this However, many schools still do not comply with those minimum amount of professional experience, teacher standards and wide disparities remain, especially in rural candidates must pass a final practical assessment to areas. When the Emergency Plan ended in 2012, only 55 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 percent of primary schools had access to drinking water of applying to school administration posts (such as that and 36 percent to latrines (CSEFRS 2014). of school principal), they cannot apply for academic leadership positions as these do not officially exist. The Student-teacher ratios are another indicator that can be Moroccan teaching career ladder is composed of several used to compare Morocco’s teacher working conditions job categories. Within each of these categories are with those in high-performing international education different levels within which teachers can be promoted. systems, where the maximum number of students per Thus, teachers can be promoted either to a higher level teacher is typically 30 in primary schools and 20 in within the same category or from a given category up to secondary schools. The student-teacher ratio in a more advanced one. School principals have specific Moroccan primary schools is 27.5:1. However, there are levels in their job classification and may be promoted inequities across the education system by geographic within those levels. location and socioeconomic status. In 2013, the student- teacher ratio in urban primary schools was 30.9:1 and in rural primary schools it was 25.3:1. At the lower Goal 3: Preparing teachers with useful secondary level, the student-teacher ratio was 26.4:1 in training and experience urban areas and 25:1 in rural areas. At the upper Emerging secondary level, the ratio was 21.2:1 in urban areas and 18.9:1 in rural areas (CSEFRS 2014). Equipping teachers with the skills they need to succeed in the classroom is crucial. Teachers need subject matter Figure 3. Student-teacher ratio, primary school and pedagogic knowledge, as well as classroom- management skills and lots of teaching practice to be Singapore successful in the classroom. In addition, preparation helps put all teachers on an equal footing, giving them a Turkey common framework to improve their practice. Tunisia SABER–Teachers considers two policy levers that school UAE systems can use to reach this goal: (1) minimum standards for pre-service training programs; and (2) Morocco required classroom experience for all teachers. 0 5 10 15 20 25 30 (1) There are minimum standards for entering pre- Source: SABER–Teachers data and UNESCO Statistics service teacher training programs in Morocco. Virtually all high-performing countries require that teachers have (4) Opportunities for career advancement must be an educational level equivalent to a bachelor’s degree appealing. Most education systems around the world (the level specified as ISCED 5A by the Standard give teachers the opportunity to be “vertically” International Classification of Education 1 ), and some, promoted to principal positions at some point in their such as Finland, also require a research-based master’s careers, while most high-performing education systems degree (OECD 2011). In Morocco, the minimum level of also offer teachers the chance to be “horizontally” education required for teacher trainees to enter Teacher promoted to academic leadership positions. Taking an Certification Centers for both primary and secondary academic job can allow teachers to grow professionally school levels is ISCED 6. These bachelor’s programs can while remaining closely involved with instruction without be in any field of expertise, including education. The taking a managerial position (OECD 2012; Darling- candidates who are selected to enroll in Teacher Hammond 2010). Certification Centers are then provided with professional training programs to develop general practical and Given that, in Morocco, teachers are public servants, technical skills and afterwards must complete a one-year potential teachers might find these career advancement internship. At each stage, the teacher candidates must sit opportunities appealing given the stability associated a standardized assessment. with tenure. While teachers in Morocco have the option 1 International Standard Classification of Education, 2011 version. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 (2) Practical classroom experience is required for all Goal 4: Matching teachers’ skills with teachers in Morocco. Practical experience is an students’ needs important factor in determining teaching quality. The more teachers test their pedagogical theories, subject Latent matter knowledge, and classroom management skills, the better prepared they will be for their job. Most high- Avoiding teacher shortages in any given grade, education performing systems require their teacher entrants to level or subject, and ensuring that teachers work in have a considerable amount of classroom experience schools where their skills are most needed, is important before becoming independent teachers, and some of for equity and efficiency. Furthermore, it can help these systems provide mentoring and support during guarantee that all students in a school system have an their first and even second year on the job (Darling- equal opportunity to learn. Without purposeful Hammond 2010; Ingersoll 2007). In Morocco, the second allocation systems, it is likely that teachers will gravitate year of training in Teacher Certification Centers consists towards schools that serve better-off students or that of a year-long internship, during which teachers acquire are located in more desirable areas, deepening practical classroom experience. inequalities in the system. In Morocco, the curriculum of the Teacher Certification SABER–Teachers considers two policy levers that school Centers includes some practical work during the year systems can use to reach this goal: (1) incentives for dedicated to professional training. The trainees teachers to work in hard-to-staff schools; and (2) complete a one-year probationary period that, if incentives for teachers to work in critical shortage areas. successful, leads to tenure and the right to be considered a teacher and an established public official. (1) There are no mechanisms in place to address teacher shortages in hard-to-staff schools. Many countries face Priority Measures 2015-2018, which have been approved challenges in attracting good teachers to work in hard- by the Ministry of and are coherent with the Strategic to-staff schools, such as those in disadvantaged areas or Vision 2030, aim to progressively introduce mentoring those that serve underprivileged populations. As a result, and coaching to support new teachers entering the these countries often put in place a specific set of profession. This should help to increase teacher incentives, such as monetary bonuses or opportunities effectiveness in Morocco. In the world’s high-performing for promotion, to attract teachers to those areas. In systems, programs aimed at facilitating the transition of Morocco, there are not enough incentives for teachers to new teachers into both primary and secondary schools apply to work in hard-to-staff schools. There is supposed usually last longer than seven months and are designed to be an allowance paid to teachers on a scale related to to make teachers more effective in the classroom. the extent of the problems in the areas where they teach. However, this allowance has yet to be implemented Figure 4. Required classroom experience, primary school given the difficulty of determining adequate criteria for teachers an allowance and an appropriate targeting system. As a result, less experienced teachers are often assigned to Singapore Morocco these areas, which can adversely affect their motivation. Tunisia Turkey Figure 5 highlights some examples of incentives that UAE could be offered to attract teachers to work in hard-to- staff schools. 3 months or less (2) The Government of Morocco has identified some 12 months or less    subjects where there are critical shortages of teachers, but its policies do not systematically address these 12-24 months   shortages. Many education systems suffer from critical shortage subjects where there are too few teachers to More than 24 months meet student needs. Some of these systems offer Source: SABER–Teachers data incentives aimed at encouraging teachers to teach these subjects such as monetary bonuses and subsidized education or scholarships in those subject areas. In SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Morocco, French, Arabic, Mathematics, Philosophy, and Following a recent reform in Morocco, an applicant for a English have been identified as critical shortage subjects, school principal position must have at least three years but no incentives are in place to encourage qualified of professional teaching experience. In addition, candidates to choose and teach those subjects. applicants are required to complete specific coursework through a Teacher Certification Center, known as the Figure 5. Incentives for teachers to teach in hard-to-staff Centre Regional des Metiers de l’Education et de la schools Formation (CRMEF), pass a written exam, and complete Morocco a supervised internship. The relevant legislation states that assessing principals’ Tunisia Turkey performance is the responsibility of the subnational UAE education authorities. However, the government could Promotion  introduce mechanisms such as financial bonuses to Higher basic salary reward good performance by principals. in hard-to-staff schools Monetary bonus   (2) Principals in Morocco are required to monitor the Subsidized education administrative regularity of their teachers but not their Housing support teaching performance. They have no formal obligation to provide support and guidance to teachers on how to Source: SABER–Teachers data improve their instructional practice, which is the role of inspectors. Principals should be able to structure their Goal 5: Leading teachers with strong time to focus on improving instruction in their schools (OECD 2012; Barber & Mourshed 2007). High-performing principals education systems, such as those in Finland, Ontario, and Latent Singapore, think of their principals as instructional leaders. Principals are expected to be knowledgeable in The quality of school heads is an important predictor of teaching and curriculum matters as well as to provide student learning. Capable principals can act as guidance and support to teachers. They evaluate instructional leaders, providing direction and support for teachers, provide feedback, assess the school’s needs for improving instructional practice at the school level. In professional development, and direct instructional addition, capable principals can help attract and retain resources to where they are most needed (Darling- competent teachers. Hammond & Rothman 2011). SABER–Teachers considers two policy levers that school In Morocco, principals are expected to manage the systems can use to reach this goal: (1) education-system distribution of teachers’ time during school hours, investment in developing qualified school leaders; and respond to requests from local, sub-national, and (2) decision-making authority for school principals to national educational authorities, represent the school at support and improve instructional practice. meetings or in the community, maintain student discipline, discipline teachers for absenteeism, and (1) In Morocco, training programs support the monitor the school’s health, sanitation, and safety. professional development of principals. Evidence from Research suggests that many of the tasks related to high-performing education systems suggests that teacher performance and curriculum that are associated principals can develop leadership skills through with high student performance are not the responsibility supported work experience or specific training courses. of principals in Morocco, despite the fact that they are High-performing systems such as those in Japan, South required to have teaching experience themselves. Korea, Shanghai, and Singapore require those applying for principal positions to participate in specific coursework or a specialized internship or mentoring program aimed at helping them to develop essential leadership skills (OECD 2012; Darling-Hammond 2010). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Figure 6. Ways to develop principals’ leadership skills Mathematics Assessment) and international exams (Trends in International Mathematics and Science Study and Progress in International Reading Literacy Study) Singapore Morocco have been used to some extent to inform education Tunisia Turkey UAE strategy and guide the national decision-making process, particularly to improve the school curriculum, teacher Courses or other training      training, resource allocation, and evaluation activities. requirements Mentoring or internship    Teachers whose students are taking part in national or program international evaluations may benefit from the opportunity to attend conferences and workshops to Source: SABER–Teachers data prepare for the exams as well as to score those Goal 6: Monitoring teaching and learning evaluations. Established Although assessment systems are in place, it is not clear whether the policy decisions being made by the Assessing how well teachers are teaching and whether government based on these test results are having a students are learning is essential for devising strategies positive impact on student achievement across the for improving teaching and learning. First, identifying country (World Bank 2015). For example, local public low-performing teachers and students is critical if education officials do not use the evaluation results to education systems are to provide struggling classrooms set student learning objectives or to develop school with adequate support to improve. Second, teacher and plans. Given that only a sample of students are assessed, student evaluations can also help identify good practices, it is difficult to use the results to inform specific practices which can be shared across the system to improve school at the school and teacher levels, to draft school plans, or performance. to develop skills enhancement plans for individual teachers. A closer monitoring of students’ achievement SABER–Teachers considers three policy levers that in each school and a better use of student examinations school systems can use to reach this goal: (1) availability could be useful for informing teaching practices, of data on student achievement to inform teaching and particularly as the relevant regulation provides detailed policy; (2) adequate systems to monitor teacher guidelines on how to evaluate students in their class performance; and (3) multiple mechanisms to evaluate activities and as evaluation methods are taught in the teacher performance. pre-service teacher training programs. Tools exist to help teachers with their evaluation activities in class, such as (1) In Morocco, systems are in place to assess student the standards and framework of the school curriculum, learning, though the results are not effectively used to which describes what can be expected of students at inform teaching. All high-performing education systems each educational level and provides suggested exam ensure that enough student data are available to inform questions. teaching and policy, but they do so in very different ways. Regardless of the specific mechanism that they choose to However, these tools are not being used often enough, use, high-performing countries ensure that it fulfills and the evaluation criteria and rubrics that teachers are three main functions: (1) it regularly collects relevant and expected to use to assess students’ work are not explicit complete data on student achievement; (2) it gives public enough. If such criteria were made more explicit, this authorities access to these data so that they can use the would help teachers to carry out systematic assessments information to inform their policy-making; and (3) it of students’ work against clear standards for the grade feeds these data and the analysis of these data back to level while also ensuring that students and their families the school level, so teachers can use them to improve understand those criteria. their instructional practice. In Morocco, current classroom evaluations are often In Morocco, the results of national exams (the summative and normative and are mainly used to select Programme National d'Evaluation des Acquis and the which students will pass from one educational level to Early Grade Reading Assessment and Early Grade the next. Thus, these evaluations are used SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 administratively to regulate the flow of students through national student assessments to assess the performance the grade levels rather than as a resource to improve of their teachers. instruction and schools’ education policies. Many top-performing education systems define explicit (2) A system is in place to evaluate teacher criteria for assessing teacher performance. Figure 7 performance in Morocco, but results are not used to highlights some of these. improve teaching practices in the classroom. Teacher evaluations are conducted by inspectors theoretically Figure 7. Criteria to evaluate teacher performance every year but in practice, partly due to a lack of inspectors, they are carried out every three years. This Singapore timeframe, on average, corresponds to the period Morocco Tunisia Turkey between each promotion, with the administrative and UAE educational appraisal of teachers being the main criterion for promotion. In order to change job categories, teachers must undergo both an inspection      Subject matter knowledge and a professional examination that respectively account for 30 percent and 70 percent of the teacher evaluation.      Teaching methods The inspection involves the inspector visiting the classroom and observing the teacher’s skills as well as an      Student assessment methods interview with the teacher. These inspections are mainly used to verify teachers’ compliance with official   Students’ academic achievement instructions. Source: SABER–Teachers data The Human Resources Directorate at the Ministry of National Education and Vocational Training assigns each teacher an individual identification number that can be Policy Implementation used to track the results of their evaluations throughout We analyzed monitoring data on teaching and learning in their careers. However, this information is currently not Morocco with the goal of establishing whether the country’s used for educational monitoring or to improve teachers’ policy intention differs from how the policy is being performance in the classroom. implemented. We found that the policy intention differs substantially from policy implementation in two key ways: (3) The inspectors’ classroom observations factor into 1. Degree to which teachers are trained to assess student teacher evaluations in Morocco, but it is not clear which achievement: Although Moroccan teachers are theoretically other criteria are used during the inspections to trained to evaluate the achievement of their students, in evaluate teachers (Figure 7). Most high-performing practice they continue to rely on summative assessments. systems collect multiple kinds of data and use a variety As a result, they have no practical training in formative of criteria to assess teacher performance, including class assessment approaches. Furthermore, as teachers are not observations. Morocco currently lacks the kind of required to engage in professional development activities, comprehensive framework for conducting teacher they often receive no formal training in student assessment evaluations that combines student results, teachers’ methods during the rest of their career. portfolios, monitoring of their performance, and 2. Degree to which student assessment findings are feedback from students and parents. International disseminated to teachers and/or used to provide guidance experience and research suggest that none of these to underperforming teachers and schools: While the results approaches taken separately can produce a balanced and of some international and national assessments are objective evaluation of teacher performance. Research distributed at the institutional and regional level, it is has shown that evaluations tend to be more effective unclear if and how this information is made available to when they combine multiple methods and sources of teachers. Furthermore, as students’ grades are not locally information, such as students’ academic achievement, analyzed and processed, the relevant information is not classroom observations, and students’ survey responses. taken into account when regulating local schools, and it is Also, students’ results in local evaluations could be unclear how this information is used to support underperforming schools or teachers. compared with the average results from standardized SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Goal 7: Supporting teachers to improve Program 2015-2018, the Moroccan education system will instruction begin implementing coaching and mentoring by more experienced teachers to help novice teachers to improve Latent  their performance. Conducting research is also a beneficial form of professional development for Support systems are necessary to help improve teachers, but this does not currently happen in Morocco. instruction at the school level. To constantly improve instructional practice, teachers and schools need to be (3) In Morocco, teachers are not selected to participate able to analyze specific challenges they face in classroom in professional development activities based on their teaching; have access to information on best practices to individual needs. International evidence has shown that address these challenges; and receive specific external selecting teachers to participate in professional support tailored to their needs. development based on evaluations of their individual performance is one way to improve instructional practice SABER–Teachers considers three policy levers that as professional development activities can then be school systems can use to reach this goal: (1) availability targeted to the needs of specific teachers. However, in of opportunities for teacher professional development; Morocco, professional development has been (2) teacher professional-development activities that are systematically developed on the basis of national collaborative and focused on instructional improvement; strategic objectives. Therefore, in-service training and (3) the assignment of teacher professional programs are not sufficiently differentiated to meet the development based on perceived needs. many different professional needs of teachers. These programs currently are not designed to take into account (1) Teachers in Morocco are not required to participate the needs of schools and teachers at the local level or of in professional development activities even when they student achievement and the observations made by are available. In many countries, participation in inspectors during inspection visits. professional development is a prerequisite for teachers to stay in the profession as well as to qualify for Figure 8. Formally recognized types of professional promotions. In addition, to advance up the career ladder, development teachers in most high-performing countries are required to have participated in a number of professional Singapore Morocco development seminars or workshops depending on their Tunisia Turkey rank. In Morocco, regular professional development for UAE teachers is neither planned nor required. Furthermore, when in-service training is offered, teachers do not have to meet the costs of these activities and even receive a Observation visits     per diem allowance if they do participate in them. Teacher networks     (2) Professional development for teachers in Morocco includes activities that have been found by research to School networks    be associated with instructional improvement, such as Research    participation in teacher or school networks (Figure 8). Research suggests that effective professional Mentoring/coaching      development for teachers is collaborative and provides opportunities for in-school analysis of instructional Source: SABER–Teachers data practices. As mentioned earlier, high-performing education systems, such as those in Japan and Ontario, devote as much as 30 percent of school time to professional development and instructional improvement activities. These activities include visiting other schools, carrying out individual or collaborative research, and participating in teacher or school networks. Additionally, as part of the Priority Measures SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Goal 8: Motivating teachers to perform Figure 9. Incentives for good performance Latent  Singapore Morocco Tunisia Turkey Adequate mechanisms to motivate teachers are a way UAE for school systems to signal their seriousness in achieving education goals; to make the teaching career attractive to competent individuals; and to reward good Individual monetary bonus   performance while ensuring accountability. School-level bonus SABER–Teachers considers three policy levers that school systems can use to reach this goal: (1) linking Source: SABER–Teachers data career opportunities to teacher performance; (2) establishing mechanisms to hold teachers accountable; Policy and Implementation Options and (3) tying teacher compensation to performance. This SABER country report has offered a snapshot of Morocco’s key teacher policies and how they compare (1) In Morocco, teachers’ career opportunities are not with those of top global performers in education. This strongly linked to their performance. Although teacher section suggests some policy options to further improve evaluations are in place and promotions are dependent Morocco’s teacher policy framework. on the results of these appraisals, there are no detailed criteria for judging teacher performance and student Goal 1: Setting clear expectations for teachers achievement is not currently taken into account. Furthermore, teachers’ career advancement is usually In Morocco, other than teacher performance criteria based on their seniority rather than their professional related to student achievement, expectations in terms of performance, and there is no performance bonus. what students should learn and what teachers should do are clear. However, teachers often report not knowing (2) Mechanisms to hold teachers accountable could be about these standards or about the curriculum. Also, stronger. Evidence from other countries has shown that while the official work time for teachers recognizes both requiring teachers to meet national quality standards in teaching and non-teaching time, teachers’ official duties their profession can improve instruction in classrooms. In do not clearly define the non-teaching tasks that need to Morocco, teachers must undergo an inspection visit and be carried in school that are related to instructional a professional examination in order to be promoted. improvement. Therefore, policy recommendations Official mechanisms exist to address cases of include: misconduct, child abuse, and absenteeism.  Recognizing that teachers need to devote a significant proportion of their time to non- (3) Teacher compensation is not linked to performance. teaching tasks related to instructional support Teachers’ performance reviews in Morocco have no that are and beneficial for student learning, such direct salary implications, nor do high-performing as mentoring, learning support, adapting the teachers receive any monetary bonuses for their good curriculum to student needs, school planning, performance. Monetary rewards can be effective tools and participating in impact analyses of teaching for improving teacher performance provided that a valid on school performance. and widely accepted system of performance evaluation  Setting expectations for what percentage of is in place. teachers’ working time should be dedicated to these necessary non-teaching activities and ensuring that all teachers adequately understand the standards and the curriculum.  Defining school and teacher performance criteria that include student achievement and professional commitment. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Goal 2: Attracting the best into teaching teaching profession and attract more qualified candidates. Although there are stringent entry requirements in place and teacher salaries are competitive compared to those Goal 3: Preparing teachers with useful of other public officials, the teaching profession still does training and experience not attract the most qualified candidates. In fact, there are more positions available than qualified applicants. Current teacher certification programs could be This may be because teachers are not sufficiently valued improved to ensure that they produce high-quality in Moroccan society (UNICEF 2014; Ministry of National teachers. In addition to introducing incentives for the Education and Vocational Training 2014) or it might also best students to enroll in the Teacher Certification be due, in part, to the disconnect between the Centers, options include: characteristics of most university graduates and the  Restructuring teacher training programs to align necessary qualifications for entering Teacher their curricula to future pedagogical needs, with Certification Centers. Therefore, we recommend sessions on content and subject-specific widening of the pool of candidates to enter the Teacher knowledge. Certification Centers, improving working conditions, and  Enhancing training quality by focusing on enhancing the social image of the teaching profession as practices that have been proven to be effective follows: in promoting student learning, increasing  Strengthening the multidisciplinary skills and teachers’ knowledge of curriculum versatility of potential primary school teachers development, and providing training on how before they enroll in a Teacher Certification student evaluations can make instruction more Center and, in conjunction with the Centers, effective. developing university courses that prepare  Strengthening the requirements for teachers to students for the teaching profession. demonstrate motivation and professional  Offering scholarships to top-performing high commitment as well as the ethical requirements school graduates who decide to enter teacher of the profession. education programs and agree to remain in the  Making probationary periods (internships) more profession for a minimum number of years after effective and providing probationary teachers graduating. with adequate supervision and proper guidance.  Increasing preparedness for classroom situations  Conducting research to analyze the content through teacher education programs. provided and skills developed in Teacher  Opening a new competitive selection process for Certification Centers to identify ways in which adults working in other sectors who are they can be improved. interested in entering the teaching profession.  Ensuring that entrance requirements for pre- Goal 4: Matching teachers’ skills with service teacher training programs are carefully students’ needs enforced. Official systems are in place to identify critical shortage  Improving professional development programs in the Teacher Certification Centers and subjects, but filling the shortfall of teachers in hard-to- enhancing quality standards. staff schools and in critical shortage subjects remains a challenge. Policy options include:  Ensuring that schools comply with national  Providing teachers with significant incentives to standards for infrastructure, hygiene, and sanitation and providing adequate housing for work in hard-to-staff schools, such as promotion, teachers who teach in remote areas. higher salaries, scholarships for education, or housing support.  Conducting research to understand why  Providing significant incentives to attract and graduates of secondary and tertiary education are not interested in pursuing a career in retain the most qualified professionals in the teaching profession. teaching.  Conducting effective communications  Providing teachers with incentives to teach campaigns to increase the prestige of the critical shortage subjects. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016  Providing scholarships for students enrolled in teacher certification programs or in education- related university studies who are studying Goal 6: Monitoring teaching and learning critical shortage subjects such as French, mathematics, philosophy, and English. The Systems are in place in Morocco to assess student scholarship would be contingent on the students learning, but those evaluations are mainly normative and committing themselves to the teaching focus on selecting students to pass from one grade level profession for a minimum number of years. to next. It is not clear that these evaluation systems  Opening up the selection process to inform or modify teaching at the classroom level, and professionals from other sectors who have the teachers seem to be inadequately trained to use those required qualifications and are willing to retrain evaluations as a way to accommodate students with to enter the teaching profession. learning disabilities. To ensure student assessments are used to improve educational quality, the following Goal 5: Leading teachers with strong options are suggested: principals  Factoring student achievement into teacher evaluations in accordance with student learning Morocco has formal selection and hiring processes and a standards and the school curriculum, with a training curriculum for school principals, and their roles weighting system that adjusts for local features, are clearly defined in the official regulations. However, and disseminating handbooks and evaluation principals at the primary and secondary levels are not criteria for assessing student work to guide this expected to monitor teacher performance or to help process. teachers to improve their instructional practice. We  Motivating teachers to engage in training and to recommend the following options: organize their classroom activities to maximize  Setting clear expectations for primary school their students’ success. principals to ensure that they monitor teacher  Incorporating student learning standards and performance and provide teachers with curriculum into teacher evaluations and educational support, guidance, and the motivating teachers to continue learning. necessary tools to improve instruction. Providing explicit criteria for teachers to use in  Reinforcing the advisory role of inspectors to evaluating their students’ work. oversee content-specific knowledge and  Enabling and requiring teachers to use classroom pedagogical methodology. assessments to give feedback to their students  Ensuring that student achievement and teacher and to use this information to improve their performance are factored into school pedagogical practices, both in the classroom and performance reviews and individual promotion school-wide. criteria and that such factors carry significant  Ensuring that teacher evaluations accurately weight in the teacher evaluation process. capture teaching quality and that they take into  Providing school principals with rewards such as account learning outcomes. This might mean monetary bonuses for the good educational using a range of different ways to evaluate performance of the students in their schools. teachers, including classroom observations, Conducting a needs assessment to understand student feedback surveys, parent feedback the specific needs and issues that principals face surveys, and student results as measured by in their work in order to enhance their role in the exams and national standardized assessments. academic achievement of their students.  Ensuring that the purpose, criteria, and uses of  Increasing principals’ accountability and student assessments are explicitly specified and autonomy through meaningful school that available data on school performance at the development plans aimed at enhancing the local and national level are widely disseminated quality of student achievement. across schools and teachers so they can be used to continuously improve the system.  Strengthening the capacities of the Regional Center for Evaluation and Examination to analyze the results of large-scale national and SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 international assessments and to formulate  Including subject and content knowledge policy recommendations at the school level so components aligned with student learning that this information can be used by teachers to standards and school curriculum in in-service adjust and improve their classroom teaching. teacher training courses. Monitoring the supply  Providing the Teacher Certification Centers with and demand for particular professional feedback on the teaching performance of their development activities at the provincial and graduates, for instance, by carrying out a regional levels to inform future policymaking. systemic evaluation of new teachers after two or Conducting regular local assessments of the three years of tenure, so that the Teacher impact that teacher professional development Certification Centers can use this information to and coaching activities have on student improve their training courses. achievement so that the content and methods  Strengthening the capacity of the Inspectors Unit used in the classroom can be adjusted by recruiting an adequate number of inspectors accordingly. to fill existing gaps and providing them with  Revising the training and official duties of relevant training on evaluation and teaching best inspectors to require them to give advice to practices. teachers rather than simply verifying their compliance with administrative instructions. Goal 7: Supporting teachers to improve  Developing high quality educational guidance instruction and relevant coaching activities along with an accountability system for coaches. Research suggests that effective teacher professional development is collaborative and provides teachers with Goal 8: Motivating teachers to perform the opportunity to continuously analyze their instructional practices instead of just attending one-time Mechanisms for holding teachers accountable could be workshops or conferences. Including subject knowledge stronger. At present, the results of teachers’ evaluations and content knowledge in in-service teacher training has are taken into account in assessing their suitability for also been associated with improved student learning promotion but there are no financial incentives for outcomes. Given that teacher professional development teachers to perform well. We recommend the following is not required in Morocco and teachers are not assigned actions: positions based on actual needs within the schools, we  Rewarding high-performing teachers with recommend: desirable financial bonuses or non-monetary  Conducting a needs assessment in every school incentives such as teaching awards, bonuses and implementing in-service teacher training based on student achievement, or symbolic courses in each province that are based on these recognition. assessments and on students’ academic results  Increasing the frequency of teacher performance and that use many different methods (coaching, reviews and facilitating their access to working in networks to analyze practices, class professional development and guidance systems observations and visits, critical analysis of work in accordance with their needs. flow, and tutorials).  Developing a culture of achievement within  Providing primary and secondary school schools focused on student learning. teachers with strong incentives to participate in  Improving the media image of teachers and continuous professional development activities, raising awareness among the population about such as joint analysis of practices and pooling of the significance of the teaching profession. resources and skills.  Raising the criteria and standards for passing  Assigning professional development based on teacher examinations and inspections, while each teacher’s actual needs with priority given to taking into account the academic achievement those teachers whose needs have been of their students, teachers’ participation in identified during their evaluations. Requiring professional development activities and teachers to participate in professional collaborative work, their contribution to any development activities in order to progress in improvements in school performance, their their careers. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 delivery of academic support and school activities, and their level of absenteeism.  Specifically defining expectations of teacher performance as well as the relevant indicators for measuring it and also clarifying the teacher performance expectations of each school in terms of performance in light of their specific situations. This could be done for instance when designing school development plans or provincial directorate plans. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 Hanushek, E. A., and S. G. Rivkin. 2010. “Generalizations Acknowledgements about Using Value-added Measures of Teacher Quality.” American Economic Review 100 (2): This report was prepared by Jess Cross (Global 267–71. Engagement and Knowledge, Education Global Practice, World Bank), with input from Andrew Trembley, Hanushek, E., and Woessmann. 2007. “Education Quality Katherina Hruskovec, and Tracy Wilichowski (Global and Economic Growth.” World Bank, Engagement and Knowledge, Education Global Practice, Washington, DC. World Bank). It features country data collected by Roger- ––––. 2009. “Schooling, Cognitive Skills, and the Latin Pierre Giorgi, consultant, using the SABER-Teachers tool. American Growth Puzzle.” NBER Working Paper This report has been prepared in consultation with the 15066. National Bureau of Economic Research, Ministry of National Education and Vocational Training in Cambridge, MA. Rabat and the World Bank education team based in Morocco. 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SABER–Teachers Ratings  Established—“Established” systems have at least one policy or law in place that uses those policy The SABER–Teachers team has identified several policy levers. levers (actions that governments can take) and indicators (measurements of the extent to which governments are  Emerging—“Emerging” systems may have some making effective use of these policy levers) for each of appropriate policies in place that are consistent the eight policy goals referenced in this country report. with the policy goal. For example, for Teacher Policy Goal 1–Setting Clear Expectations for Teachers–the SABER–Teachers team  Latent—“Latent” systems have none or very few has identified the following policy levers and indicators: appropriate policies in place that are consistent with the policy goal. Annex Table 1. Setting Clear Expectations for Teachers Please see Vegas et al. (2012), “What Matters Most for Teacher Policies? A Framework for Building a More Effective Teaching Profession” for more details about these definitions and a detailed review of the policy levers and indicators used by SABER–Teachers. For each goal in the country report, we define the goal in the first paragraph of the country report and identify the levers in the second paragraph. The remaining paragraphs provide details about the indicators that measure each of the levers. Using the policy levers and indicators, SABER–Teachers classifies how education systems perform on each of the eight teacher policy goals, using a four-category scale (latent, emerging, established, and advanced) The ratings describe the extent to which a given education system has in place teacher policies that are known to be associated with improved student outcomes. This four-tiered rating system represents a continuum, ranging from systems with more comprehensive, developed policies that are oriented toward learning to systems with no policies at all (or, in some cases, policies that are detrimental from the perspective of encouraging learning). SABER–Teacher ratings can be defined in the following manner:  Advanced—Systems are rated as being “advanced” on a particular policy goal when they have multiple policies conducive to learning in place under each of the policy levers used to define that policy goal. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 MOROCCO | TEACHERS SABER COUNTRY REPORT |2016 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policymakers and business people—an accessible, detailed, objective snapshot of how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of teacher policies. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions 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 part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22