Establishing a Framework for Evaluation and Teacher Incentives

Considerations for Mexico

image of Establishing a Framework for Evaluation and Teacher Incentives

Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries.

A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.

English Also available in: Spanish

In-Service Teacher Evaluation: Policy and Implementation Issues

As discussed in previous chapters, education systems should provide access to basic education for all children and improve student learning. This chapter addresses one of the key factors for improving student learning: the quality of teaching. Research has clearly shown that the quality of teaching, and therefore the performance of every individual teacher, is the factor that has the greatest effect on student achievement (Manzi and Sclafani, 2010; OECD, 2009b). At the same time, there is compelling evidence, as discussed in Chapter 2, that higher educational achievement is strongly related to economic growth, with benefits to society as well as to the individual (OECD, 2010a). Teacher evaluation systems should therefore help to ensure that every classroom has an effective teacher, even in the most challenging environments. The chapter begins by briefly reviewing some of the main elements of teacher evaluation systems based on international practices. It then considers the basic policy dimensions and issues commonly involved in implementing teacher evaluation systems. The chapter concludes with a series of considerations and recommendations for Mexico to support current and future efforts aimed at establishing an effective in-service teacher evaluation system.


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