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Evaluating and Rewarding the Quality of Teachers: International Practices

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Drawing on relevant international research, including information from experts’ presentations and papers given at the December 2008 Joint Conference between the OECD and the Government of Mexico, this book sets out good practice in the design and implementation of incentive systems for teachers. With this aim in mind, the book provides analysis and discussion of the design and implementation of incentive systems for teachers as well as guidance on what should be rewarded and how it should it be measured, who should be rewarded, how they should they be rewarded and how policies should be developed and implemented to ensure stakeholder engagement and commitment.

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Putting It All Together

As the chapters in this book have shown, countries across the world are trying to establish compensation and incentive systems that will ensure the successful recruitment, evaluation, and retention of effective teachers in their education systems. An effective teacher in every classroom would dramatically increase the learning of our students and would enable economically disadvantaged students to achieve at levels comparable to their peers (Hanushek, 1992; Sanders and Rivers, 1996; Rivkin et al., 2005). As McKinsey & Company (2009) has shown, this would lead to higher Gross Domestic Product (GDP) levels and a society with fewer health, welfare and crime problems (Hanushek, 1996). A recent report (Hanushek and Wößmann, 2009) suggested that the low cognitive demand of education in many Latin American countries may explain why there was less economic growth over the last 30 years in the Latin American economies than that experienced in East Asian countries which started at similar levels.

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