COLLEGEOFTEACHEREDUCATI

ON

ED202SECTI
ONJ

UNESCOTEACHERPOLI
CY
DEVELOPMENTGUIDE
A5EMODULE

Aut
hor
:Tagui
am,
Jessl
eeE.

Bachel
orofPhy
sicalEducat
ionI
I
I
ntr
oduct
ion

Educati
onisoneofthekeyhumanpr iori
ti
es,eveni ntherestcountr
iesandcommuni ti
es.Educati
oni sassoci
atedwi th
povert
yr educt
ion,i
mprovedhealthandl i
feexpectancy,quali
tyofl i
feandrespectforhumanr i
ghts.Evi
denceshowst hatapar t
fr
om factorsthatareext
ernaltoschoolsandf act
orsthatar edif
ficul
tforpol
icymakerstoinf
luence.Teachersandteachingar e
some of t he most important inf
luences of studentl earni
ng.Hi gh-
quali
tyteachers and teaching based on t eacher
prof
essionali
zati
onandexcellenceinhumanr esourcepoliciesyieldthebestlear
ningresul
tsandr educecost stoeducat ion
syst
ems.

From theUNESCOt eacherpol

icydevel
opmentgui de,Acompr ehensiveteacherpoli
cyincl
udes:t
horoughandr el
evant
i
niti
alteacherandschoolleadershi
peducati
on(i
ncludi
nggoodpedagogi caltheoryandpracti
ceforarangeoflear
ners)
;conti
nual
professionaldevel
opmentandsuppor tforallt
eachers,schooll
eaders,andschoolst aff
;andasaf e,heal
thy,andstimul
ating
teachingandl ear
ningenv
ironment.Thi
smodul eaddressesonwhatf eatur
epol i
ciesworkbesttoensurethequalit
yofteachers
andt eaching.
Cour
seLear
ningOut
comes

Thismodulehelpsl ear
nerstobeabl etoident
if
ythepar tsanddi mensionsoft heUNESCO
TeacherPol i
cyDev elopmentGui de;pr
ov i
deinsi
ghtsabouttheef f
ecti
v enessofteacherand
teachingwhi chi
st hemosti mpor t
antinfl
uencesonstudentlearning;knowt hequali
tiesofan
effecti
v eandeffi
cientteachersi
nt hefiel
dofeducati
onthrought henat i
onal t
eacherpoli
cy
dev el
opmentgui de;andacknowl edgetheimportantrol
esoft eachersandt eachi
ngf oreff
ect
ive
l
ear ni
ngatal ll
evelsofeducation.

Cont
ent
soft
heModul
e

Thismodul eincor por atesthef oursi

gnificantchaptersofUNESCO' sTeacherPolicyDev elopmentGui dei ncluding
theChapt er1:Cont extuali
zation, t
hatcov erst he,Ali
gningTeacherPol icywi t
hEducat i
onandot herNat ionalPol i
cies;Foundat ions
ofGuidingPr inciplesforTeacherPol icy;andl astly,Usingt heExist
ingTool s:Analyti
calWor ksandAv ai lablePoli
cyDocument son
TeachersandEducat i
on.Chapt er2:Di mensi ons,thatcov ersthe,TeacherRecr uit
mentandRet enti
on;TeacherEducat ion( Init
ial
and Cont i
nuing) ;Depl oy ment ;Car eerSt r
uct ure Path;TeacherEmpl oymentand Wor king Conditions;TeacherRewar d and
Remuner ation;TeacherSt andar ds;TeacherAccount abili
ty;andSchoolGov ernance.Chapt er3:Phases,t hatcov erst he,Key
Phasesi nDev elopingaNat i
onalTeacherPol i
cy;RolesandResponsi bili
ti
esofRel evantBodiesi ntheFor mulat i
onofNat i
onal
TeacherPol i
cy;Cost ing;SomeCondi t
ionsf orSuccessf ulTeacherPol icyDev elopment ;andlastly
,Ti meFr ameandRoadmap.
Chapter4:I mpl ement ation,thatcov erst he,Legi sl
ati
vePr ocessandAppr oval
;Execut i
veorAdmi ni
st rati
veDeci sions;Tool sand
Schedule of Wor k;Moni t
oring and Ev al
uat i
on;Or ganizat
ionalAr rangement sf or Implement ation;and l astl
y,Cost i
ng
Implement ati
on.Thi s ar e al
lt he l esson t hatl earnerswoul d be abl et o under st
and aboutt he UNESCO' s TeacherPol i
cy
DevelopmentGui de.
Di
rect
ionsonHowt
oUset
heModul
ePr
oper
ly

Thi str
aini
ngmodul eisdesi gnedforl
earners.Thissel fst
udyl ear ningmodul eisdivi
dedi ntofivesecti
ons,includi
ngENGAGE,
EXPLORE, EXPLAIN,ELABORATE, andEVALUATEt hel earnersint heirpar t
ici
pati
oni nthemaj ortopic.TheENGAGEsect i
on,prov
ides
anact ivitythatpi
quesst udents'natural
curi
osi
tyandact i
vatepriorknowl edgeoft hetopic.TheEXPLOREsect i
on, t
hatinvolv
es
student sbypr ovi
dingthem wi thachancet obuil
dt hei
rownunder standing.TheEXPLAI Nsect i
on, t
hatallowslearnerstoaccomodat e
newl ear ningswithi
nexistingshema.TheELABORATEsect i
on,thatchal lengestudents'understandingbyengagi ngt hem ini
nnew
experiencesandact i
vi
ties.TheEVALUATEsect ion,thatallowsst udent st odeter
mi newhatt heyhav elearnedandwhatt heyhave
underst ood.
 Ef
fecti
veteacher
sshareafewtr
ait
s:theyareener
geti
c,i
nventi
ve,andupbeat .Youcanshowthesetrai
tsina
vari
etyofway s,butthemostoftheti
me,at eacherwanttobei nthecl assroom seeingthei
rst
udentsgrow and
succeed.Teachersmustbetruthf
ult
otheirstudent
s,andthei
rprofessi
on.I neverythi
ngtheydo,at eachermust
alwaysbetrut
hful.

Whatar
esomequal
i
tiesofagoodt
eacher
?Whatar
etheessent
ial
fact
orsneededt
obeanef
fect
ivet
eacher
?

Toact
ivat
ethel
ear
ners'
underst
andi
ngaboutt
hequal
it
iesofateacher
,lear
ner
s
wi
ll
beengagi
nginanenri
chmentact
ivi
tyt
oact
ivat
ethei
rpri
orknowledge.

Direct
ion:Det
ermi
neamongthesent
encesinsi
det
heboxesthatyouthi
nkarethequali
ti
esofaneff
ect
ive
teacher.Aft
erchoosi
ngthecor
rectqual
it
iesofaneff
ecti
veteacher, br
ief
lyexpl
aineach.Wri
teyour
answer
siny
ournot
ebook.

1.Teacher
sdemonst
rat
emast
eryofandpedagogi
cal
exper
ti
sei
nthecont
entt
heyt
each.

2.Aneff
ectiv
eteachercommuni
cat
espoor
ly,
ornotatal
l
,wi
thst
udent
s,par
ent
s,ot
hert
eacher
s,st
affmember
s,and
admini
str
ators.

3.Teacher
sdev
elopandi
mpl
ementl
essonst
hatconnectt
oav
ari
etyofcont
entar
eas/
disci
pli
nesandemphasi
zel
i
ter
acy
.

4.Teacher
spl
ananddel
i
veref
fect
ivei
nst
ruct
ionandcr
eat
eanenv
ironmentt
hatf
aci
l
itat
esl
ear
ningf
ort
hei
rst
udent
s.

5.
Teacher
sdemonst
rat
ehi
ghst
andar
dsf
orpr
ofessi
onal
conduct
.

6.Ef
fect
ivet
eacher
sar
eof
tent
ardyorabsent
.

7.Teacher
spr
ovi
dest
udent
swi
thoppor
tuni
ti
est
owor
kint
eamsanddev
elopl
eader
shi
p.

8.Teacher
sshoul
d'
venocr
eat
ivi
tyi
nthei
rteachi
ng,
andt
heyt
ypi
cal
l
ymakenoconnect
ionswi
thot
herf
acul
tymember
s.

9.
Teacher
sdemonst
rat
epr
ofessi
onal
i
sm t
hroughet
hical
conduct
,ref
lect
ion,
andl
eader
shi
p.

10.Teacher
sspendt
hemi
nimum amountoft
imenecessar
ytodot
hei
rjobnev
erar
ri
vi
ngear
lyorst
ayi
ngl
ate.
 Fr
om theact
ivi
tyabov
e,lear
ner
shav er
ecogni
zedthegoodandef fect
ivequal
it
iesandpr
act
icesofa
t
eacher.Thi
sti
me,theywil
lbeexplor
ingwhataretheteacherpol
ici
esthatmakesagoodandef fect
ive
t
eacher.

Whati
saTeacherPol
icy
?

Broadl ydef ined,t eacherpoliciesar etheregul ationsandpr i

nciplesofact i
onatt hel evelsofschool s
andeducat ionsy st emst hatshape, i
napar t
icul
art i
meandpl ace,theteachi ngforceandwhatt eachersdo.
Existi
ngdef initi
onsof“ teacherpol icies”compr iseseveralcommonel ement s.TheUNESCOSTeacherPol i
cyDev elopmentGui de
forexampl e, coverspoli
ciesr elatedt o“at tracti
ng, r
ecrui
ting, devel
opingandr et ainingef fectiv
et eachers”.Thesamer eportfurther
classi
fiest hesepol ici
es:pol iciesr elatedt othepr eparationanddev el
opmentoft eachers( whatdoesi ttaket obecomea
teacher?);pol i
ciesrelat
edt ocar eerst ruct ureandi ncentives( whatmot ivatesi ndividualst owor kast eachers?);pol i
ciest hat
i
nf l
uencet hedemandf ort eacher s( suchascl asssize,teachi ngloads,timet abling,et c.)
;pol i
ciesthatgov ernandst ructuret he
l
abormar ket( howar eteacher smat chedt ov acancies?);andschoolpr ocessesandpr acti
cest hatinfl
uencet hewor koft eacher s.
Thesepol iciesar eembeddedwi thint hel argerschoolpol iciesandsoci et
alcont ext s.Similarl
y ,theter
m“ t
eacher-relatedpol i
cies”
cov er
st hepr ocessesof“ recruitment ,assi gnment ,compensat ion,
ev al
uation, promot i
onandr etenti
on”oft eachersint her evi
ew.

Asalearner
,howwouldyoudef
inet
eacherpol
i
cy?Whyt
her
eisdev
elopmentoft
eachi
ngpol
i
cies?Wr
it
e
y
ouranswersinyournot
ebook.

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 CHAPTER1:Cont
ext
ual
izat
ion

Thischaptercoverskeyaspectsoff rami
ngateacherpoli
cy.Thesei ncludetheneedf ora
coherentandintegr
atedapproachtothedev el
opmentofateacherpolicy,notabl
ywi t
hr egar
dt o
othereducat
ionpoli
ciesandnati
onaldevelopmentpl
ansandpri
orit
ies.Alsodiscussedareguiding
pri
nciplesf
ordev el
opingateacherpol
icy,andsomekeyinter
nati
onalr esourcestoassistpoli
cy-
maker s.

A.Al
igni
ngTeacherPol
icywi
thEducat
ionandOt
herNat
ionalPol
ici
es

Coordinati
ngt eacherpol i
cywi t
hacount ry’
seducat i
onpol icyorplani spar t
icularlycrucialtoitssuccess.At eacherpol i
cy
shouldbegui dedbyt hesameov eral
lvisionandessent ialchar acter
ist
icsast hewi dereducat i
onpol i
cy :itshouldbest rategic,
holist
ic,feasible,sust ai
nable,andcont ext -
sensit
ive.Ov erallobjectiv
esandmaj orchal l
engest obeaddr essed,t hef undingt o
achievet heseobj ectives,t
hedemogr aphi cparamet ersoft hel earnerpopul ati
onandt hehumanr esourcesr equiredt oachi eve
universall
yaccessi blequalityeducat i
onshoul dallbeaddr essedi nacompr ehensivet eacherpol icy.ThisGui dei sbasedont he
princi
plet hatasi ngl e,hol
isti
cpol icyispr efer
ablet oal esscompr ehensiv eappr oachspr eadamongot hereducat ionsect or
document s.Itshouldaddr essal lthemaj ordetermi nantsofl earningsuccessl i
nkedt ot eacher s:recr
uitment ;init
ialeducat i
on;
balanceddepl oyment ;conti
nualpr ofessionaldev elopment ;decentsal ari
es;car eerpr ospect s;andwor king( t
eachi ng/l
earning)
conditions.TheGui depr ovidesacheckl istofsomeoft hemor ei mportantteacherpol icydi mensionst obeal i
gnedwi than
educat i
onpl an.Ali
gni ngteacherpolicywi thi
nacount r
y’sdifferenteducationl ev
els—ear l
ychi l
dhood, pri
mar y,gener alsecondar y,
technicalandv ocationaleducationandt rai
ning(TVET) ,highereducat i
on— andev olvingpr iori
ti
escanenhanceadapt abil
ityto
ensuremor ecohesi oni nmeet i
ngchangi ngeducat ionneeds:

 assur
ingpari
tyorcomparabi
l
ityi
nsalaryandot
herempl
oymentcondi
ti
onsatdi
ff
erentl
evel
sofeducat
ion,accor
dingt
o
ski
llr
equi
rementsandeducat
ionneeds;

 ref
lect
ingt heimportanceofpri
maryorbasi
ceducat
ion(
incl
usi
veofl owersecondaryeducati
on)intermsofsal
ari
es,
schoolresourcesandteachi
ngcondi
ti
ons,
compar
edtomoresubj
ectspecial
i
zedhighersecondar
yteacher
s;

 ensur
ingpol
ici
esarei
nplacetoaddresst
eachershort
agesatdi
ff
erenteducat
ionl
evel
s,whet
herf
rom agener
ali
zedl
ack
ofquali
fi
edt
eacher
sorfr
om gapsinspeci
fi
cskil
lprof
il
es;and

 pl
anningforchangingdemogr
aphicsinstaf
fi
ngneedsandpr epar
ati
onrelati
vet onew educationpri
ori
ti
es,especi
all
y
gender-
rel
atedr
ecruit
ment
,gr
eaterbal
anceinrur
al/
urbant
eacherdepl
oyment,reduci
ngyoungt eacherat
tri
ti
onratesand
 bar
ri
erst
onewent
rant
s,andachi
evi
ngi
ncl
usi
veeducat
ionf
ordi
sadv
ant
agedpopul
ati
ons.

Aforwar
d-l
ookingt eacherpol
icyispart
icul
arl
yimpor
tanti
nexcept
ional
,cri
sissituat
ionssuchasci
vi
lst
ri
feand
emer
genci
es,
wheresigni
ficantnumbersofbot
hteachersandl
ear
nersmaybei
nter
nal
lydi
splacedorr ef
ugees.

Ateacherpol
icyshouldbecoher
entwithothernati
onalpoli
cies,i
ncludi
ngchil
dren’
srightsandrel
atedhumanr i
ghts
poli
cies,HumanImmunodefici
encyVir
us(HIV)andAcquiredImmuneDef i
ciencySyndr
ome( AIDS)poli
cieswhererel
evant
,the
growingimport
anceofearlychil
dhoodeducat
ion(ECE)andnationalgenderpol i
cyorit
sequivalent
,allofwhichhavevar
ying
i
nfluencesonaccessandquali
ty.

A nat i
onalt eacherpolicyhast oaddr essshar edr esponsibil
i
tiesf orpol i
cydev elopmentandi mplement ati
ont hrough
coor di
nationacr osssub- nati
onalboundariesinf ederalstatesanddecent ralizededucationsy stems.Tohar moni zepol ici
esand
seekequi t
y,federalgov ernmentsoftenusef inancialleverst i
edt odef i
nedst andardsforl earni
ngoreducat ionali mprovement ,
withdi r
ectori ndirectimpactont eacherdi mensions.Policycoor dinati
oni spar ti
cularl
yimpor tanti
nv er
yl ar
gest at esandsmal l
states( especial
lyislands)facinghumanandf i
nancialcapaci t
yconst raintstodev elopandi mplementat eacherpol i
cy.Specifi
c
teacherpol icyconsi derati
onsf orconfl
ictandpost -confl
ict,andpost -
disast ercontextsincludestrengt
heni ngt hepr ocessof
suppl y
ingandt r
ainingteachersandt eachertrainers,bett
ermanagementi nformationsystems,andmor edi v
er si
tyint heprofil
es
ofteacher srecruit
edi nsuchcont ext
s..
B.Foundat
ionsandGui
dingPr
inci
plesf
oraTeacherPol
icy

Aswitheducat
ionsect
orplans,t
eacherpoli
cyshouldemphasi
zeownershi
p,coordi
nat
ion,par
ti
cipat
ionandsust
ainabi
l
ity
t
hroughcapaci
tydevel
opment.Keypri
ncipl
esorelementsfori
mplementat
ionandachi
evementincl
ude:

 v
isi
onormi
ssi
onst
atementandobj
ect
ivesset
ti
ngdi
rect
ion;

 t
arget
s,benchmar
ksandt
imel
i
nes;

 cov
erageofkeydi
mensi
ons;

 assessi
ngt
heenv
ironment
:di
ff
icul
ti
es/
chal
l
enges/
gaps;

 r
elev
antdat
aandmanagement
;

 coor
dinat
ionmechani
sms;

 f
undi
ngneedsandsour
ces;

 par
ti
cipat
ionandst
akehol
dercommi
tment
;and

 ev
aluat
ionandr
evi
sion.

A vi
sion statementset ti
ng policy object
ives should emphasize t
eacher ef
fect
iveness,mot i
vati
on and teacher
pr
ofessi
onali
sm.Tar gets,benchmarksandt imeli
nestomeasur eprogressinpoli
cyimplementationar emostusef ulifalso
al
i
gnedwi t
ht henati
onaleducationplan,andiftheytakeaccountofbot htheshort
-andlong-
term prior
it
ies.Themostimportant
di
mensionsofteacherpr epar
ati
onandwor kneedtobecov eredinthepol
icy,
andprogrammedinamul ti
-y
earf r
amework:

 compr
ehensi
vepr
ofessi
onal
teacherr
ecr
uit
ment
;

 ef
fect
iveandr
elev
anti
nit
ial
teacherpr
epar
ati
on;

 car
eer
-l
ongcont
inual
prof
essi
onal
dev
elopmentf
oral
lteacher
s;

 moni
tor
ingandsuppor
t,i
ncl
udi
ngt
eacheri
nduct
ionandment
ori
ng;

 r
emuner
ati
oni
ncent
ivest
oat
tract
,depl
oyandr
etai
nef
fect
ivet
eacher
s;
  car
eerpr
ogr
essi
on,
incl
udi
ngt
ransf
ersandpr
omot
ions;

 suppor
ttodecentt
eachi
ngandl
ear
ningcondi
ti
ons;

 pr
ofessi
onal
standar
ds,
account
abi
l
ity
,ri
ght
sandr
esponsi
bil
i
ties;

 f
ormat
ivet
eacherassessmentl
i
nkedt
olear
ningobj
ect
ives;

 soci
aldi
alogue,
giv
ingt
eacher
sav
oicei
ndeci
sionmaki
ng;
and

 school
gov
ernanceandl
eader
shi
pfort
eachermanagementandsuppor
t.

Effectivepolicyrequiresrelevantdat acover i
ngt hemaj ordi mensi ons,allgeogr aphicar eas, popul at
iongr oupsandeducat i
on
l
ev elst ounder pini t
sdev elopment ,aswel lasall
owassessmentofpr ogr essmadeandobj ecti
v esachi eved,andev ent ual r
ev i
sion.
Qual itativeteachersur veyscanbeapar ti
cular
lyimpor t
antt ooltounder standmot ivati
on,f rust rat
ionandef f
ect i
veness.Teacher
i
ndi cat orsshoul dbet i
edcl osel yt olearni
ngout comes.A t eacherpol i
cyneedst o bebudget edf orf rom dev elopmentt o
i
mpl ement ati
on.Thepol icydimensi ons—t eacherpr eparati
on, recurrentandcapi t
alcosts—shoul dbel i
nkedt ot henat ional,local
orschoolbudgetpr ojecti
onsasappr opri
ate,andmayest ablishpubl icbudget aryallocationt arget sf orspecificpolicyl inei t
ems,
suppl ement edbyot herr esourceswi t
hinanov eralltargetorbenchmar kofnat ionalr esour cesnecessar yf orpol i
cysuccess.
Frami ngat eacherpolicyshoul dbebui l
tont hewi destpossi bleparticipati
onofal lmaj orst akehol der st oensur eowner shipand
commi tmentt ot hepol i
cy ’
sachi evement .Themosti mportantpar tnersandst akeholdersar et eacher sengagedi nt eachi ngand
l
ear ningsi t
uationsonadai l
ybasi s,teacheruni onsandpr of essi
onalor ganizations,andt hesepar tiesshoul dbeengagedi nt he
mostappr opriat
esoci aldi al
oguemechani sms.Pol i
cydial ogueshoul dal soi ncludeot herkeyact ors— t eachereducat i
on
i
nst itutions,professionalcerti
fi
cat ion,r
egulatoryorst andard-set t
ingbodi es,st udents,parent sandcommuni tyrepresent atives.

At eacherpoli
cyframewor
kshouldbuildinanevaluat
iontoolorprocesst oassessprogressinatt
aini
ngobjecti
vesand
benchmar ks,r
especti
ngti
meli
nes,andwhatneedstochangeinthefut
urepol i
cydefi
nit
ionandimplementati
on.Theevaluat
ion
processshouldcoverthemeasurementcr
it
eri
a,i
dent
if
ywhodoest heevaluat
ion,def
inetimef
ramesforassessment,andoutl
ine
howt outil
izer
esult
s.
C.Usi
ngExi
sti
ngTool
s:Anal
yti
calWor
ksandAv
ail
abl
ePol
icyDocument
sonTeacher
sandEducat
ion

Internat
ionalandr egionalor
ganizat
ionsproducedat a,i
ndicator
sandanal yti
caltool
sandpubl icat
ionsthatcanassi st
poli
cy-anddeci sion-maker stodefine,implement,assessandr eviseanationalteacherpolicy.Manyhav ebeendev el
oped,
vali
dated orpi lot
ed atcount ryleveli
ncl oseconsultati
onwitheducat i
onaut hori
ti
es,represent
ati
vesoft eachers( uni
ons,
professionalassociationsandi ndi
vi
dualteachers)
,lear
nersandothereducati
onst akehol
ders.TheGuidecitessourcesandhow
theymayassi stint eacherpol i
cywork,wit
hl i
nkstodigit
alandpr i
ntsourcesfrom thefoll
owingorganizat
ions(non-exhaust
ive
l
ist)
:

 JointI
LO/UNESCO Commi
tt
eeofExper
tsont
heAppl
i
cat
ionoft
heRecommendat
ionsconcer
ningTeachi
ngPer
sonnel
(CEART);

 UNESCO,
UNESCOI
nst
it
utef
orSt
ati
sti
cs(
UIS)andI
nter
nat
ional
Inst
it
utef
orEducat
ionPl
anni
ng(
II
EP)
;

 Int
ernat
ionalTask Force on Teacher
sf orEducat
ion forAl
l(EFA)
;Int
ernat
ionalLabourOr
gani
zat
ion (
ILO)
;Wor
ld
Bank;
Organisat
ionf
orEconomicCo-oper
ati
onandDevelopment(
OECD);
and

 Gl
obal
Par
tner
shi
pforEducat
ion(
GPE)
.
 CHAPTER2:Di
mensi
ons

Thischapt
erexaminesthemosti
mportantdimensionsforateacherpoli
cytoaddress.Manyof
thesearei
nter
rel
atedandroot
edinacountry
’shistori
cal
,pol
iti
cal
,cult
uraloreconomiccont
ext
,so
theymustbeconsider
edtoget
heraspartofaholisti
c,i
ntegr
atedteacherpoli
cy.

Ni
nekeydi
mensi
onsar
econsi
der
edcr
uci
alt
oanycompr
ehensi
vet
eacherpol
i
cy:
 TEACHERRECRUI
TMENTANDRETENTI
ON

Therecr
uit
mentandr
etent
ionoft
eacher
sisaf
undament
alaspectofanyt
eacherpol
i
cy.Ar
ecr
uit
ment
st
rat
egyshould:

 beev
idence-
inf
ormedandbasedoncur
rentandpr
oject
edqual
i
tat
iveandquant
it
ati
veneeds;

 at
tractandr
etai
nther
ightnumberoft
eacher
swi
tht
hedesi
redpr
ofi
l
eandcommi
tment
;

 promoteteacherprof
essi
onal
ism thr
oughthei
rempl oy
mentstat
usandconditi
ons(someempl oyer
srecr
uitcont
ract
ual
teacher
sinresponset
ospecif
icneedsorsi
tuat
ions,
suchasprovi
dingt
eacher
sfordi
ffi
cul
t-
to-
staf
fschool
s);

 incl
udeproceduresforthel
i
censingorcer
ti
ficati
onoft
eacher
s,t
oensur
ethati
ndi
vi
dual
swhowi
sht
oteachpossesst
he
necessar
yknowledge,competencesandat
tri
butes;

 ensur
eequi
tyi
nteacherr
ecr
uit
ment
,thr
oughf
air
,tr
anspar
entpr
ocedur
est
hatdonotdi
sadv
ant
agegr
oupsori
ndi
vi
dual
s;

 ensur
etheequi
tabl
erecr
uit
mentofef
fect
iveschool
leader
swi
tht
her
equi
sit
eknowl
edge,
compet
encesandat
tri
but
es;

 andinfragi
lest
atesandemergencysi
tuat
ions,al
l
ow t
hesy
stemat
icandcoor
dinat
edr
ecr
uit
mentoft
eacher
swi
th
appr
opr
iatepr
ofi
l
esandcompet
ences.

TEACHEREDUCATI
ON(
INI
TIALANDCONTI
NUI
NG)

A coherentteachereducat ion framework willincl

ude three inter
related st
ages:i ni
tialteacher
preparati
on( pre-serviceteachereducationortrai
ning),
ani nducti
onper i
odandcont i
nuingprofessionaldevel
opment( CPD)orin-
servi
cet raining( INSET) .Ini
ti
alteachereducati
oniskeyt oteacherquali
tyandperformance;itisli
kelytobeplannedaspar tofa
teacherrecr uitmentst r
ategybasedoncur rentneeds.Mi nimum entryrequi
rementsshouldbehi ghenought oattractthosewitha
suffi
cientlyhi ghl evelofeducat i
on,knowledgeandpot ent i
altobecomeef fecti
veteacherswhileatt hesamet imeensur ingthat
therearesuf ficientcandi dat
est omeetneeds.Sel ect
ionpr ocessesshouldbecapabl eofi denti
fyingsuit
able,able,mot i
vated
candidatesf ori niti
alteachertrai
ning.

Thecont
entandcur
ri
cul
aoft
eachert
rai
ningpr
ogr
ammesshoul
dbespeci
fi
ctot
hel
ocalcont
ext
;beal
i
gnedwi
th
nationaleducati
onpol iciesandspeci fi
ccl assroom issues, suchasl anguagepol i
cies;combi net heor yandasi gni ficantamountof
classroom-based teachi ng practice,and l ead trainees t o become ‘ r
eflectiv
e pr acti
ti
oner s’.A t eacherpol icymayi nclude
recommendat i
onsorr equi r
ement sf ort heprofil
e,qualifi
cations,selecti
on,ini
tialtr
aining,inductionandpr of
essi onaldev elopment
oft eachereducators,r espondi ngt ot heneedsoft hecont ext
.Successf ulcompl eti
onofi nit
ialt eachert r
aini ng,includingt he
practicum,leadst oqual i
fi
cation.Bef or ecer t
ifi
cati
onorl i
censing,newlyqual i
fiedt eachersmayber equiredt osuccessf ully
compl eteapr obationar yperiod;i deally,whet herornott hesear eused,newl yqual i
fi
edt eacher sshoul dunder goi nduct i
on
programmeswher et heycanf urt
herdev elopt heknowl edge,skill
sandat ti
tudesdev el
opeddur ingi ni
ti
altraining,wi t
hsuppor t
from ment orswhoar eexper iencedt eacher s.Ini
ti
alt eachereducat ionshoul dbebasedonpr i
ncipl esofincl usi onandequi ty.
Traineesshoul dlearnt eachingmet hodswhi char ei nclusiveofal llear
ner sandbeawar eoft hemechani smsofexcl usion,
prejudiceanddiscri
mi nat i
on.

DEPLOYMENT

Adeploymentstr
ategy,basedoncur rentneeds,requi
resrel
iabl
e,up-t
o-dat
einformationaboutthe
charact
eri
stics,
needsandpr ef
erencesofbothteacher
sseekingdeploymentandschoolsseekingteachi
ng
staf
f;TeacherorEducat
ionManagementI nformationSystems(TMIS/EMIS)arethemostef fect
ivewayof
managi
ngt
his.Ther
earetwobasi cmodelsofteacherdeploy
ment,bothofwhichhav eadv
antagesanddisadvantages:

 Cent
ral
l
ymanagedsy
stemscoor
dinat
edatnat
ional
orpr
ovi
nci
al/
stat
e/di
str
ictl
evel
,whi
chassi
gnt
eacher
stov
acantpost
s;

 andSchool
-basedsyst
ems,whereschool
sadv er
ti
sevacantpost
sandt
eacher
sappl
ydi
rect
lyf
ort
hese.Thesemayuse
i
nter
mediar
iessuchasteacherr
ecr
uit
mentagenci
es.

Aneff
ect
ivedeploy
mentst rategyf i
ndswaysofallocat
ingteacherstoappropri
ateposts,balanci
ngtheneedsof
school
sandt hewell
-bei
ngoft eachers.Achievi
ngthis‘
fi
t’i
sessentialtoall
ow teacherstoperf
orm wel landensurethei
r
commitmenttot
hepost.Adeploymentst r
ategyshoul
dbeli
nkedtocareerstr
uctur
e,accesstoCPD,r
ewar dsandincent
ives,
and
needstobecost
ed.

Anef f
ecti
v edeploymentst rat
egywil
lensureteachersaredepl
oyedwheretheyareneededmost ,includi
ngremot erural
anddiffi
culturbanar eas.Promisingstr
ategi
estodepl oyteacher
stosuchlocat
ionsoft
encombi nefinancialandnon-financial
i
ncenti
veswi thaccesst oCPDandcar eerprogr
ession.Meet i
ngtheneedsofschool
sinhar d-t
o-r
eachar easmayi ncludet he
recr
uit
mentandt rai
ningoflocalteacher
s,whoalreadyspeakthehomelanguageandareli
kel
yt obecommi ttedtoremainingi na
schoolorlocalarea.
 Deploy
mentofnewl yquali
f i
edteacher
st oinit
ialpost
ingsshouldbeequi tableandt ransparent,al
l
ownewl ytr
ainedteachers
toreceivesuppor tandment ori
ngf r
om mor eexper i
encedcol l
eagues,andensur et heirpersonalandheal thneedsar emet .
Deploymentshouldalsorespectt heri
ghttofamilylif
eandal l
owt eacherst
oexer cisetheirfamilyresponsibil
it
ies.Wherepost i
ngs
arenotcompatiblewithfamil
ylife,famil
yrel
ocationpackagesshoul dbeoffered,incl
udingappr opriat
eaccommodat ionandt ravel
expenses.Pr
ovisionshouldbemadef ort
hetransferofteacherswhoseper sonal orpr
of essionalcir
cumst anceschange,asf aras
thi
siscompatiblewiththestaff
ingneedsofschool sandinkeepingwi t
hpri
nci pl
esofequi tyandt ransparency.

CAREERSTRUCTURES/
PATH

Acar eerstr
uctureorpat hwhichal lowsf orprogressionanddevelopmentoverat eacher’scareer
iscr uci altoat t
ract,mot i
vateandr etai nt eachers,contri
buti
ngtobuildingateachingf orcewitht he
necessar yknowledge,compet ence and at ti
tudest o enhance l earning.Pr ovi
ding careerprogressi
on ensures exper i
enced,
compet entteacherscanment orandt r
ainthosewi t
hlessexper ience;r etai
ningteachersismor ecosteff
ecti
v ethanpr oviding
tr
ainingf orteacherswhol eavet hepr ofessi
onsoonaf t
erqual ifying.A car eerpat hshouldprov i
demeaningf ulrewardsand
i
ncent iv
es,fi
nancialandnon-fi
nanci al,tomot ivateteacherstopr ogr ess;bel i
nkedt osigni
fi
cantCPDopt i
ons;andbeequi table,
al
lowi ngequaloppor t
uni
ti
esi ncar eerpr ogression.Itshouldreflectt heneedsoft heeducati
onsy stem:f
orexampl e,education
systemswi thexcessivet
eacherat tr it
ioncanadaptt hecareerstruct uret orespondtot hi
s.

Agoodt eachercareerst r
ucturewi l
lbediver
sifi
ed,withmul t
iplebutequi valentcareeropti
onsforteacher
s.‘Horizont
al’
careerpathsal l
ow experienced teacherstoremaini nt heclassroom whi l
et aki ng onresponsi
bil
it
iessuch asdev elopi
ng
curri
culum andmat eri
als,supporti
ngandment ori
ngcol l
eagues,coordinat
ingplanningandt eachi
ngwithi
nagivensubjectareaor
grade (ashead ofdepar t
mentorhead ofy ear)
,orsuppor ting schoolleader ship.These i
nvolv
e sever
alcategori
eswi t
h
correspondingsalaryranges;eachcat egoryi
sassociatedwi t
hacl earcompet encyf ramework,whichdescri
besther equir
ed
performancest andar
dsandt heevidenceusedtodefinethem.

‘Vert
ical
’careerpat
hsusuallyinvol
veprogressi
ontoar oleoutsideofteachingandteachi
ngsupport,usuall
yinmanagement
orleadershi
p,suchasheadt eacherordeputyheadt eacher,schoolinspect
or,teachert
rai
ner,oradministr
ati
ve,management,
advisor
yorpl anni
ngpostsi
nMi ni
str
iesofEducati
on.Whenev erteachersarepromotedtosuchposit
ions,theyshoul
dbef or
mall
y
appoint
ed, r
eceiveappr
opri
atetrai
ningandber emuner
at edfortheseresponsi
bili
ti
es.

Ensuri
ngadiver
sif
iedcareerst
ruct
urei
ncl
udesgi vi
ngt eacher
saccesstoleav
eandt hepossi
bil
i
tytoteachpar
tti
meat
cer
tainstagesi
nthei
rcareer
,wit
htheopti
onofsubsequentl
yr et
urni
ngt
ofull
-t
imework.Accesst
oleaveorpar
t-t
imework,soas
t
oundert
akefurt
hertrai
ningorCPDtoenhancet
heirprogressi
onpossibil
i
ties,
ortocombi
neacareerwit
hot heract
ivi
ti
essuchas
f
amil
yresponsi
bil
i
ties,i
saf act
ori
nat
tract
ingmanyindiv
idualst
oteaching,andret
aini
ngt
hem i
ntheprofession.

TEACHEREMPLOYMENTANDWORKI
NGCONDI
TIONS

At eacherpoli
cy shoul
d str
ivet o est
abl
ish a worki
ng (t
eachi
ng/l
ear
ning)envi
ronment
conducivetomot i
vat
ingindi
vi
dualteachersandtheschoolteam t
oachievet
hreesimul
taneous
andinter
actinggoal
s:

 pr
oducet
hehi
ghestl
evel
sofpr
ofessi
onal
teachi
ngandj
obsat
isf
act
ion;

 f
ocusoncor
eteachi
ngandl
ear
ningr
esponsi
bil
i
ties;

 andmaxi
mizet
eacheref
fect
iveness,
asmeasur
edbyl
ear
ningachi
evement
sorout
comes.

I
naccordancewithinter
nati
onalstandar
ds, poli
cyont eacherworki
ngconditi
onsshouldbeest abli
shedinconsul t
ati
on,orin
negot i
ati
on,withteacherunionrepresentat
ives.Employ mentandwor ki
ngconditi
onsi mpactont heper ceiv
edst atusoft he
teachingprofessi
on,onitsabil
i
tytoattr
actandr etai
nhigh-quali
tycandi
datesandont eacherpr
ofessionalsat
isfact
ion.Ateacher
policyshouldengagewithdimensionsofwor kingcondi
tionswhi chimpactonteacher
s’ moti
vat
ionandmor al
e,andonat tr
acti
on,
retenti
onandcommi t
ment ,i
ncl
uding:

 hour
sofwor k,workl
oadandwor k-
lif
ebalance:hour
sofwor kshoul
dbebasedonal ldi
mensionsoft
eachers’work
(i
ncl
udi
nginstr
uct
iontime,i
nst
ructi
onalsupport
,CPD,admi
nist
rat
iveandext
ra-
cur
ri
cul
aract
ivi
ti
esandparent
/guar
dian
i
nter
act
ion)
,aswellasper
sonal
andf amil
yneeds;

 classsi
zesandPTRs:PTRsshoul
dallow t
eachereffect
ivenessandt
heachi
evementoflear
ninggoal
sthr
oughl
ear
ner
-
centr
edappr
oaches,
smal
lgr
oupinst
ructi
onandaf ocusonl ear
ner
swit
hpar
ti
cularneedsasr
equir
ed;

 schoolinf
rast
ructur
e:teachersshoul
dworki
nsafe,
adequat
elybuil
tandmai
ntai
nedschoolbui
l
dings,
wit
haccesst
ocl
ean
waterandsani
taryfaci
l
iti
esf ormaleandf
emalel
ear
nersandteacher
s;

 avai
labi
li
tyand quali
tyoft eaching and l
earni
ng mater
ial
s:the avai
labi
li
tytot eacher
s ofsuffi
cient,good qual
it
y
i
nstr
ucti
onalmater
ial
s,andtolearnersofsuff
ici
ent,
goodquali
tyeducati
onalsuppli
esandmateri
als,
includi
ngtextbooks,
i
samaj orfact
ori
nteachersati
sfacti
onandmot iv
ati
on,
aswellaseducati
onaloutcomes;
  studentbehavi
ouranddiscipl
ine:ef
fect
iveschoolgov
ernanceandmanagementar enecessaryt
ocreateaclassr
oom
envi
ronmentconduci
vet
ot eacherheal
th,
safet
y,j
obsati
sfact
ionef
fect
ivenessandt
her
efor
ebetterl
ear
ningout
comes;

 schoolvi
olence:pol
iciesshoul
dsuppor
tandprot
ectteacher
sandpromot
erespectforschool
saszonesofpeace,
i
ncludi
ngoutlawi
nggender -
basedv
iol
enceandcor
poralpuni
shment
,andmaki
ngteacher
sawar eoft
hei
rprof
essi
onal
r
olesandresponsi
bil
i
ties;

 aut
onomyandcont
rol
:teacherpr
ofessi
onal
i
sm i
senhancedbyadegr
eeofaut
onomyandcont
rol
over

TEACHERREWARDANDREMUNERATI
ON

Teacherrewardi
ncludest heful
lr angeofmonet aryandnon-monetarypayment sprovided
ascompensat i
onforwor k:inadditi
ont obasepay( basicsalary)
,thesemayi ncludetargeted
all
owances,bonusesandf inanci
alandnon- fi
nancialincenti
ves,i
ncludi
ngpensionsandot her
f
ormsofsocialsecuri
ty,
leav
eent i
tl
ementandaccesst oCPD.Acompr ehensiveteacherpolicywil
lfor
eseeallofthesefactorsin
r
elat
iont
oteacherrecrui
tment,
retent
ion,
development,
mot iv
ationandef fect
iveness.

Teachersalaryisimpor t
anttot eacherr ecruit
mentandr et
ention.Wit
hinalabourmar ketper spect
ive,educat
ionsyst
ems
whichpayat tract
ivesalari
esr el
ati
v etocompar ablepr of
essi
onswi l
lbemor esuccessfuli
nat tr
actingandr etai
ninggoodquali
ty
teachers.Salaryi
sakeyf actor(al
thoughnott heonl yone)inthesuccessofhighperformi
ngeducat ionsystems.Wher et
eacher
salari
esdonotr efl
ectthel evel
sofeducat ion,traini
ngandr esponsibi
li
ti
esrequi
red,orallow teacherstol i
vedecentlywit
hout
takingonsecondj obs,thet eachi
ngpr ofessionl osespresti
ge,adversel
yimpacti
ngonr ecrui
tment ,motivati
onandr et
enti
on.
Teachersalarylevelsshouldbeest abl
ishedi nrelationto:

 nat
ional
incomel
evel
s—usual
l
ymeasur
edi
ngr
ossdomest
icpr
oduct(
GDP)percapi
ta;

 mi
nimum l
i
vingst
andar
dsi
nver
ypoorcount
ri
es;

 comparat
or professi
ons:pr
ofessi
ons r
equi
ri
ng si
mil
ar qual
i
ficat
ions,l
engt
h of t
rai
ning,knowl
edge,ski
l
ls and
r
esponsi
bil
i
ties;
and

 educat
ionaut
hor
it
ies’
fiscal
orr
evenuecapaci
ty.
 TEACHERSTANDARDS

Inanef f
orttounder standanddef inewhatmakesagoodt eacherandpr omot eteacher
competencyandprofessionali
sm,withi
ntheov er
allai
m ofimprovingeducationqual i
tyandl ear
ner
outcomes,anincr
easingnumberofcount r i
esaredevelopi
ngpr of
essionalstandardsf orteacher
s.
Heretheter
mrefer
stoexpectat
ionsaboutt
eachers’knowledge,competencesandattri
butes,
anddesi r
ablelevelofperformance.
Standar
dsshoul
ddescri
beclear
lyandconcisel
ywhatconst itut
esgoodt eachi
nginapar t
icul
arcontext,andwhatt eachersneed
toknowandbeabletodotoimplementsuchgoodt eaching.

Teacherst
andar
ds:

 devel
opasharedunder
standi
ng,
commongoal
sandl
anguager
egar
dingqual
i
tyt
eachi
ngamongt
eacher
s,ot
hereducat
ion
pr
ofessi
onal
sandthepubli
c;

 pr
ovi
deaf
ramewor
ktogui
det
eacher
s’pr
ofessi
onal
lear
ninganddev
elopment
;

 pr
ovi
deacl
earandf
airf
ramewor
kforpr
ofessi
onal
account
abi
l
ity
;

 pr
ovi
deaf
ramewor
ktoi
mpr
oveconsi
stencyandcoher
enceoft
eacherpol
i
cies;
and

 cont
ri
but
etopr
ofessi
onal
i
zat
ionandr
aisi
ngt
eachi
ngpr
ofessi
onal
stat
us.

Somestandardsfr
amewor ksdefi
net wot ofourat
tainmentlev el
sagainstcorecompetenciesandt eachercar
eerstages.
Standardsar egeneral
lyexpressedeitherinclearandconci sest atementsori nset sofshor ttit
lesaccompani edbyt heir
descri
ptions.Theyusuall
ynameal lt
hekeydi mensi onsofteacherknowl edgeandpr act
iceval
uedbyaneducat i
onsystem.Most
standardsf r
ameworkscontainsimil
arelements,suchasst rongsubj ectmatterknowledge,pedagogicalskil
ls,knowl
edgeabout
l
earners,skil
lst
oplaninstr
ucti
on,assessstudentlearni
ng,managel earningenvi
ronmentandt hecapacitytocont i
nuedevel
oping.

I
naddit
iont ost
andardsforteachers,somecountri
eshavedev el
opedstandar
dsforheadteachers;t
hesespeci
fyt
he
f
unct
ionofheadteacher
s,gui
detheirsel
ecti
on, gui
depr
ofessi
onaldev
elopment;anddefi
necr
it
eri
aforassessment.

Keycondi
ti
onsf
orsuccessf
uli
mpl
ement
ati
onofst
andar
dsi
ncl
ude:

 expl
i
cit
lyl
i
nki
ngst
andar
dst
ost
udentl
ear
ningobj
ect
ives;

 al
i
gni
ngst
andar
dsf
ramewor
kst
oacompr
ehensi
vest
rat
egyt
oimpr
ovet
eachi
ng;
  t
eacherowner
shi
pofandpar
ti
cipat
ioni
nset
ti
ngst
andar
ds;

 r
egul
arev
aluat
ionandr
evi
sion;

 av
oidi
ngt
op-
down‘
manager
ial
i
sm’
whi
chconst
rai
nst
eachi
ngpr
act
ice;
and

 bal
anci
ngcent
ral
gui
danceandl
ocal
aut
onomy

TEACHERACCOUNTABI
LITY

Thepri
nci
plet
hatteacher
sareaccount ablefortheirper
formanceandt hequal
it
yoftheir
teachingi
skeyt oahi gh-
stat
ust eachingprofessi
onandt oenhancingl earni
ng.Ther
ei sa
reci
procalpr
incipl
et hateducati
onsy stemsshouldbeaccount abl
et oteachers,provi
dingeffect
ivesuppor tandacceptable
workingcondit
ions.Teacherpoli
cyf ocusonaccountabi
li
tymustbepar tofawi derpolicytoimproveteachingandeducat i
on;
publi
candpoliti
calcall
sforteacheraccountabi
li
tymustnottr
anslat
ei ntoblamingteachersforallt
heproblemsi naneducati
on
syst
em.

Teachersshouldber egular
lyapprai
sedtoev al
uatetheirper
formanceandi nformt hei
rprofessionaldev el
opment .Appr
aisalsand
feedbackshouldbecl oselytiedwithCPDandshoul dbef ormati
ve,focusingoni mprovingpr ofessionalpract
ice,andlinkedto
school-
wide eval
uation,strategyand goals. Wher e perf
ormance ev al
uation and appraisalr evealteacherunder-orpoor
perfor
mance,acul t
ur eofcont i
nuousimprovementandr ef
lect
ivepracti
ceshouldi denti
fyteachingweaknessatanear lystage
andest abl
i
shsuppor tsy st
emsf orunder-
per f
ormingteachersandmeasur esfori mprovement .Onl ywhensuchmeasur esfai
l
shouldmor ef
ormal procedurestoremoveunder per
formingteacher
sbet aken.

I
fperformanceev al
uati
onisli
nkedwithincent
ives,t
hecrit
eri
af oradminister
ingthem mustbeequi tabl
e,tr
ansparentand
credi
ble.Poorlyadmini
str
atedandunf ai
reval
uati
onsofper f
ormance,basedonsubj ect
ivecri
ter
ia,patronageorfavourit
ism are
de-motivat
ing.Teacher
swhoseper f
ormancedoesnotmeett hestandardshouldbegi venclear
,constructi
vefeedback,explai
ning
whichaspect sneedtobeimproved,andhow,andoff
eredsupportinachiev
ingthis.

Qual
i
tyassur
ancethr
oughr egul
armonit
ori
ngandassessmentofteachingbyquali
fi
ed,suppor
ti
vecoll
eaguescanassi
st
teacher
sintheuseofappropr
iat
emet hodsandpract
icesandf
ostert
heirprofessi
ondev
elopment,t
huscontr
ibut
ingtoov
eral
l
educati
onqual
it
y.

Teacherassessmentshoul
dincl
udesuppor
ti
ngteacher
stoident
if
ywhet
herst
udentsareachievi
ngthedesi
redlear
ning
out
comes,andt oimplementappr
opri
ater
emedialact
ionwher
enecessar
y.Whereteacherassessment
sareper f
ormedby
externalinspectors,thesecanbef earedandmi st
rust
edbyt eachers,thei
rvisi
tscandi sruptschoolrouti
nesandcauset eacher
anxietyandst r
ess.Wher eused,i nspector
sshoul dhavet heknowl edge,compet encesandat t
ri
butest oassessandsuppor t
teacher si
naconsi st
ent,object
ive,andequitablemanner.Inspect
ionsshouldbeconst ruct
iverathert
hanpunitiv
e,wit
haf ocuson
providingformat i
vef eedbacktoi nfor
m cont i
nuousimprov ement.Incr
easingly
,thereisamov eawayf rom exter
nali
nspections
andt owardsmor ecol l
egial
,fl
ex i
bleandschool -
basedsy stemsoft eacherev al
uation.A teacherpolicyshouldalsoinclude
provisionfortheev al
uationoftheper for
manceofschool leaders.

SCHOOLGOVERNANCE

Schoolgov er
nance is a crucialfactori n botht eachermot ivati
on (and t heref
ore morale,
perf
ormanceandr etenti
on)andlearnerperformanceandeducat i
onout comes.Consequencesofpoor
schoolgovernanceincludeteacherabsenteeism andpoort i
mekeepi ng,teachersofferi
nguncontroll
ed
pri
vat etui
ti
onasanal ternati
vetocar r
y i
ngoutt hei
rbasicteachingdut i
es,andgender -basedv i
olenceandot herunpr of
essi
onal
behav i
ours,al
lofwhi chi mpactnegat ivel
yonl earner
s.Key stopr omot i
nggov ernancei ncl
udeat t
racti
ngt hebestt eachers;
i
mpr ovi
ngteachereducat i
on;getti
ngt eacherswher etheyaremostneeded;pr ovidingi ncent i
vest oretai
nt hebestt eachers;
tr
ainingschoolleadersandot herstakeholdersandholdingthem responsibleforpl ayingt heirroleseffecti
vel
y ;andmaintai
ning
mat eri
alandcult
uralschoolenvir
onment swhichsuppor tef
fecti
veteachingandl earning.

Ther ol
eofl eadershipi nsuccessf ulschoolsandpr omotingt eachergov ernancei swel
ldocument ed.Howev er
,many
count ri
eslackstrategi
esf ort heidenti
fi
cati
onandpr eparati
onofschooll eader
s,whot endtobepr omot edfrom wi t
hint he
teachingst af
fwithouttrai
ni ngi nschoolandt eachermanagement .Schooll eadersareul ti
matel
yresponsiblefortheeducat ion
l
ear nersreceivewithi
nt heschool ;formanagingandsuppor ti
ngt eachingandnont eachingstaff
,incl
udingmoni tor
ingt eacher
attendanceandpunct ualit
y, andf orthemateri
alandmor alenvi
ronmentoft heschool.At eacherpoli
cymusti ncl
udepr ovi
siont o
enabl eheadteacherstopl ayt hiscruci
alrol
e,i
ncludingprovisi
ont oidentif
y,recrui
tandr etainmoti
vated,t
alentedschoolleader s;
appr opri
atetr
aini
ng( i
nit
ialandCPD) ;andtheregulareval
uation/apprai
sal ofschoolleaders.

Othergroupsandst akehol
derswho haveani mpor
tantr ol
et o playinschoolgov ernanceincludepar ents,school
governors,parent
/teacherassociat
ions,communit
ymember sandl eaders,localeducat
ionoffici
als,t
eachingstaffandnon-
teachi
ngst af
f.Theschoolleadershi
p,inpart
ner
shi
pwi t
hotherstakeholder
s,isresponsi
bleforcr
eatingandmai nt
ainingaschool
envir
onment—mat erialandcul
tural—whichissaf
e,sui
tabl
eforitspurposesandabl etopromotegoodqualityeducation.
 CHAPTER3:PHASES

Chapt er3considerssomeoft hepr acti

cali
ssuesrelat
ingtotheprocessofdev el
opingat eacherpoli
cy.Iti
s
closelyl i
nkedtoChapt er5,whi chconsiderskeyaspect sinimplement i
nganat ionalteachereducat i
on
policy.Fort hepolicydevel
opmentpr ocesstosucceed,i tmustbewel lpl
annedf rom theout set.The
Mi nistr
y/Depart
mentofEducat ioni sakeyact ori norgani
zingthet eacherpoli
cydev elopmentpr ocess,
i
dent i
fyi
ngt herel
evantbodiestobei nvol
vedint heprocess,thetimeframe,andt hecost s.Prepari
nga
teacherpol i
cyisoftenacompl ext ask,andther
ei snouni v
ersal“
onesi zefit
sall
”pol i
cyappr oach,asthe
processi shighl
ycontext-
speci
fi
c.

A.KeyPhasesi
nDev
elopi
ngaNat
ionalTeacherPol
icy

Chapter3presentsaframeworkforteacherpoli
cydev elopment,asat ooltoenabl
epoli
cy-
maker stoident
if
ythesalient
elements ofthe process.However,itshoul d be recognized thatpolicy for
mulati
on and implementat
ion i
sr ar
elya
techni
cal
–rati
onalexerci
se.I
tisaninher
ent
lypolit
icalprocess,requi
ri
ngtrade-of
fsbetweencompleti
ngprior
iti
esandgoals.As
such,pol
icy-
makingtendstobecont
estedandchar act
eri
zedbysoci alconf
li
ctandst r
uggl
es.

Asav al
ue-ladenexerci
se,pol
i
cydev el
opmenti sanor mativ
eprocess,i
nwhichcert
ainvoi
cesarepri
vil
egedwhilstother
s
aremor emar ginali
zed,r
efl
ecti
ngpowerdifferenti
alsinsoci
ety.Thisi
swhymeaningfulst
akehol
derpar
ti
cipat
ioningeneraland
teacherinv
olvementi nparti
cul
ariscruci
al.Itisimportanttoensurethatv
oicei
saccordedtoever
yoneinvol
ved,regardl
essof
thei
rpowerori nfl
uencewi t
hinorout
sidet
hepol icyprocess.

Theinvol
vementoft eacheruni
onsisnotonlyar i
ght,buti
sal soessenti
altosuccessf
ulpoli
cyimplementat
ion.Teacher
i
nvolvementimpli
esmor et hanconsul
tat
ion;i
tshoul
dsubst ant
ivel
yengaget eacher
sinident
ify
inginpracti
ce(i
mpl ement
ation
phase)thechangesnecessarytoenhanceeducat
ionqual
ity
.

Ensur
ingwi
depart
ici
pati
onandvari
edvoi
cesint
hepolicyprocessincr
easest
heli
kelihoodt hat,oncecompl
eted,t
hepol
i
cywi
l
l
havet
hesuppor
tofthepubl
i
c,st
akehol
der
s,f
ront
-l
inest
affexpectedtoi
mplementi
t,andf unders.

Chapt
er3i
dent
if
iessev
eral
moment
sindev
elopi
ngapol
i
cy,
incl
udi
ng:

 Agenda-sett
ing:t
oidentif
y,agr
eeon,andclarif
yt heissuesorprobl
emsthatdemandfurt
hergover
nmentattent
ion.The
agendaforteacherpoli
cymayemanat efrom othersourcesbesi
desgovernment
,suchaspubl
icopini
on,t
eacherunions,
etc.Whatev
erthesource,gover
nmentplay
sacr ucialr
oleinact
ingontheagenda.
 Poli
cyf
ormul
ati
on:her
e,thefocusisonanal
yzingthecont
ext
,agr
eei
ngonpr
inci
plesanddev
elopi
ngopt
ions/
choi
ces.
Thi
smomenti
nvolv
esseveral
int
err
elat
edpr
ocesses,
incl
udi
ng:

 Needsanal ysis/diagnosis:Animpor tantaspectofdev el

opingpol icyoptionsisaneedsanal ysi
s,tosystemati
cally
examinet hesi tuation,maker ecommendat ionsaboutwhi chi ssuesr equir
ei mmedi at
eat t
ention,anddetermine
waysofaddr essingt hem.Thedev elopmentofpol i
cyoptionsandchoi cesr equir
esat t
enti
ont ocostingofsuch
opti
ons, aswel lasconsi der
ati
onofwhi chpolicyi
nstr
umentsar emostappr opri
ate.Inpostconfli
ctandpost-
disaster
contexts,par
ticularattenti
onshoul dbepai dtokeyaspects,includingteachersupplyanddepl oyment,andteachers’
rol
easagent sofpeacebui l
ding,reconcil
iati
on,anddisasterpr eparedness.Resear chisakeycomponentofa
sit
uationanal ysi
s,toi denti
fytheev idenceofwhati sknownandwhati sconsi deredtobesuccessf ul.Chapter3
provi
desasy nthesisofsomeoft hemai naspectsandtherelatedev i
dence.

 Agreei
ngonpri
nci
plesdur
ingpol
icyf
ormulat
ion:Acl
earsetofpr
inci
plesandfact
orsshoul
dguidetheprocess,at
t
heheartofwhi
chshouldbeacommi tmenttoqual
it
yteachi
ngandlearni
ng.Suchasetofpr i
ncipl
esandfactors
i
ncl
udeacommi tmenttoequit
y,andapol i
cywhichiscomprehensi
v eandholi
sti
c,fi
nanci
all
ysustai
nableand
f
easibl
e.

 Developi
ngpol
icyopti
onsandchoi
ces:Thegenerat
ionofpoli
cyopt
ionsandchoi
cesshoul
dbeconsi
stentwi
tht
he
anal
ysisoft
hesit
uati
onint
hecount
ryandtheprinci
plesagr
eedupon.

 Adoption/deci
sion:theprocessofpoli
cyappr
ovalandadopti
ondependsont hecount
rycontext.Inmanycountri
es,where
thef
inalpolicyisregardedasamaj orpl
ankinthegovernment’
spl atform,af i
naldr
aftiscompi ledfortheparl
i
ament ’
s
appr
ov al
.Inot hercases,thepoli
cybecomesadocumentoft heMi nistr
yofEducation,r
equi r
ingendorsementbyt he
Mini
sterofEducation.Theprocessofmakinglawissubj
ecttocontestation,whi
chmayi nvol
velegal chal
l
enges.

 I
mplementati
on–disseminati
on:I
mpl ementat
ionofapprovedpol
icyisdealtwit
hmoreextensiv
elyinChapter4.Effecti
ve
pol
i
cyimplementat
ionshouldbepromot edthroughwelldesi
gneddisseminati
oncampai
gnst arget
edatallstakeholder
s.
Mediaexposur
ecanhelptoensurethatthepubli
cunder
standsandsupportsthepol
icy
.

 Moni t
ori
ngandev al
uat
ion:Thepol icydevelopmentprocessshoul
dincl
udeacl earmonit
or i
ngandev aluat
ionpl an,
revi
ewingtheplan’seff
ecti
venessi naddressingtheprobl
emsident
ifi
edandwhet heri
tisbr i
ngi
ngaboutt hedesired
changes.Moni
toringandev aluati
onshouldnotsi mplybesummat i
veinnatur
e.Itshouldalsoincludeformat i
veand
conti
nuousmonitori
ngtoadjustthepoli
cyasitisbeingi
mplement
ed(Chapt
er4prov
idesamor edetai
leddiscussi
on) .
B.Rol
esandResponsi
bil
it
iesofRel
evantBodi
esi
ntheFor
mul
ati
onofaNat
ional
TeacherPol
icy

A cl
eardeli
neat i
onoft herolesofthedifferentplayer
sinv olv
ed int hepr ocessisimpor tantforeff
ectivepoli
cy
development.Acrucialstepi
nanyt eacherpol
icypr
ocessi sthustoi denti
fyrelevantstakehol
ders.Dif
ferentst
akeholder
splay
di
ff
er entrol
esatdifferentst
agesoft hepoli
cyprocess.Forexampl e,adoption/decisi
on-makingisusual l
ytheprerogat
iveof
par
liament,wher
eat eacherpoli
cypassesthr
oughalegislat
ivepr
ocess.Tabl e4.1li
stssomeoft hemai nstakehol
ders.
C.Cost
ing

Thefinanci
alaspectsofat eacherpol
icymustbeexami nedf r
om anear l
ystagei nitsdevelopment.Fail
uretoeffecti
vel
yli
nk
poli
cy-makingandnationalbudgetaryprocessesisoneoft hemai ncontr
ibutor
st oi nef
fect
ivepol i
cyimplementat
ion.Financi
ng
foranew pol i
cydependsont heprior
it
yoft heprobl
em,costs,andav ai
labil
i
tyofr esourcest oimplementit.Indevelopi
ngnew
poli
cies,t
heirpri
ori
tywithi
nlong-andmedi um-t
erm educati
onsect orpl
ansmustbecl earl
ydef i
ned.Inadditi
on,t
henew pol i
cy
needst obecaref
ull
yandr eal
isti
call
ybudgeted.Cri
ti
calcostareasthatmustbepr ovidedforinclude,butar
enotlimit
edt o:

 t
hesalar
yofteacher
scurr
ent
lyemploy
edandt hosewhoneedtoberecr
uit
edforal
ll
evel
sofeducat
ion.(
Mostoft
het
ime,
t
hisov
ershadowsotheri
mport
antcost
sthatequall
ydemanddueatt
enti
on);

 t
hecostf
orpr
ovi
dingqual
i
tyi
nit
ial
trai
ningandcont
inuouspr
ofessi
onal
dev
elopmentt
oteacher
s:

 t
hei
nfr
ast
ruct
ureandequi
pmentoft
eachert
rai
ningi
nst
it
uti
ons,
thei
rfacul
tyandmanagement
;

 t
eachi
ngandl
ear
ningmat
eri
als;

 pr
ovi
sionsf
orensur
inganequi
tabl
edepl
oymentofqual
i
fiedt
eacher
s;

 costforoffer
ing decentl
i
ving and wor
king condi
ti
onsf
ort
eacher
swi
that
tent
iont
o di
sadv
ant
aged cont
ext
sand
popul
ati
ons;

 ot
heri
ncent
ivesf
orat
tract
ingbr
ighty
oungmenandwoment
oel
ectt
otr
aint
obecomi
ngt
eacher
s;

 r
esear
chont
eachi
ngandl
ear
ning,
etc

D.SomeCondi
ti
onsf
orSuccessf
ulTeacherPol
icyDev
elopment

Ther
ear
esev
eral
impor
tantcondi
ti
onsf
orsuccessf
ult
eacherpol
i
cydev
elopment
:

 Consi
stencybet
weennewpol
i
cyandexi
sti
ngpol
i
ciesandst
ruct
ures:

Whenintroduci
nganew t eacherpolicy
,athoroughanaly
sisshoul
dbeundertakentoinvesti
gatehow t henew poli
cymay
i
mpactonexi sti
ngpoli
ciesandwhatchanges,i fany,needtobemadet oexi
sti
ngpol i
cy.Moreover,anyteacherpoli
cyprocess
shoul
dbuildonwhatal readyexists.Itisalsoimportanttoensurecoher
enceamongstdi f
ferentsecti
ons/depart
mentsof
Mini
str
iesofEducati
on,withot
herMi nist
ri
esaswellasbetweendif
fer
entl
evel
softheeducati
onsy stem.
  Compr
ehensi
vest
rat
egi
cpl
anni
ng:

Int
egratedst
rategi
cplanni
ngiscr
ucialtoeff
ect
ivepol
i
cydevel
opment.At
eacherpol
i
cyneedst
obeani
ntegr
alpar
tofbot
h
ot
hereducati
onpoli
ciesandoftheover
all
strategi
cpl
ansofgov
ernments.

 Engagi
ngt
eacher
s:

Teacher
sar ethemai nstakehol
dersinteacherpol
i
cies,andthei
runder
standi
ngandsuppor
tisvit
altosuccessf
ul
i
mpl
ementati
on.Socialdi
aloguewithteacher
scant akedif
ferentf
ormsatdiff
erentphasesoft
hepoli
cyfor
mulat
ionand
i
mpl
ementati
onstages.

 Ev
idence-
inf
ormedpol
i
cydev
elopment
:

 Pol
i
cydevel
opmentshouldconsidertheavail
ableevi
dencei nordertodesignt
eacherpoli
ciesthatr
esul
tinbet
ter
outcomes.Thi
srequi
resnat
ionalr
esear chcapaci
tyandt hesystematicint
egrat
ionbetweenresearchandpoli
cy.I
tal
so
requi
resmanagi
ngorcoll
ect
ingdat
af oruseintheteacherpol
icyprocess.

 Count
ryowner
shi
p:

Ownershipofthepoli
cyprocessbydevel
opingcountr
iesi
soneofthef oundati
onalpri
ncipl
esofthePari
sDeclar
ati
on
onAidEffecti
veness.Thatincl
udescountryl
eader
shipi
ndev el
opi
ngandi mpl
ement i
ngtheirnat
ionaldevel
opmentstr
ategi
esand
donorcommi t
mentt orespecti
ngpart
nercountryl
eader
shipandsupport
ingnat
ionalcapaci
tydevelopment.

 Capaci
ty:

Aprecondit
ionfordevel
opi
ngsoundt eacherpoli
ciesi
sthattheMi ni
str
yorDepar t
mentofEducati
onmusthavet he
necessaryhumanr esour
ceswi t
hadequat
etechnicalexper
ti
se.Anassessmentoftrai
ningneedsshouldbecar
ri
edout
,toensure
thatci
vil
servantsandoffi
cial
sareabl
etoeff
ecti
v el
ymanaget hepol
icyprocessandit
simplementat
ion.

E.Ti
mef
rameandRoadmap

TheMini
str
yorDepar
tmentofEducat
ionorgani
zi
ngt heteacherpoli
cydevel
opmentprocessshould,att
heoutset,
dev
elopacl
earr
oadmapi
ncl
udi
ngclar
if
yingt
hephasesandstagesoftheprocess,
ident
if
yingt
her
elevantbodi
estobeinv
olved,
t
hetimef
rameandthecosts.Pr
ovidi
ngasui
tabl
eti
meframei
scruci
altoensur
ingsuppor
tfr
om teacher
sandot
herst
akehol
der
s.
Aroadmapcanbehel
pfuli
noutli
ninghowt
hegoalsoft
hepol
icywil
lbeimpl
ementedandachiev
ed.

Clearl
yidenti
fyi
ngpriori
ti
eswithi
nthepol
i
cycanhelpdeter
minetheti
meframesandorderinwhi chact
ivi
ti
estoadv
ance
pol
icyobjecti
veswi l
lbei ni
ti
ated.Successofsomepoli
cyobjecti
vesmaydependonot herpoli
cyobjecti
vesbeingachi
eved.
Theref
ore,t
imeframesofsomeact i
vi
ti
esorpoli
cyobj
ect
ivesmayactasfoundat
ionsforot
heracti
vi
ties.

Thepol
icypr
ocessdiscussedinthischapterpr
ovi
desananal
yti
calt
ooltofor
mul
ateateacherpol
icy.Howev
er,iti
s
i
mportantt
orecogni
zethatdevel
opingapolicyisnotastr
aight
for
war
dprocess.
Assucht
hefr
amewor ksuggest
edshouldbe
usedasafl
exi
blegui
detodevel
opingateacherpol
icy.
 CHAPTER4:I
mpl
ement
ati
on

I
mplementationpl
ansshoul dalr
eadybewel lunderwayaspartofthepol icydevelopmentpr ocess,wit
ha
t
imeli
neandar oadmapappropr i
atetothecountr
yandeducat i
onsystem sketchedoutbyt hepol
icydevelopers.
I
mplementi
ngat eacherpol
icyiscompl exanddependsonanumberofpol it
ical,soci
al,cult
ural
,andeconomi c
f
actor
s,manyofwhi chmaybeext er
naltoeducati
on.Implementati
oniscount r
y -
speci
fic,andneedst oaccount
f
oroveral
lgovernmentpoli
cies,capacit
iesandpolit
icalor
ient
ati
on,thestateoft heeducat i
onsy st
em andt he
t
eachi
ngprofessionandpol
iti
calandsoci al
for
cesatwor k.

A.Legi
slat
ivePr
ocessand 
Appr
oval

Impl
ement i
ngpolicythr
oughnationallegislat
ionaddsadeci si
vepoli
ti
caldi
mensi
on,asnat i
onallaw is
supr
eme i
nr el
ati
on t
ot he const
it
uti
on i
n a democr at
ic society
.Legisl
ati
on accompani
ed byfundi
ng and admini
strat
ive
i
mplement
ati
onmeasuresenhancethechanceofsuccessfulpoli
cyappli
cati
on.

Planningandprovidingtechni
calandlegalsupporttoacount ry
’slegi
slati
vebodyf oralaw/lawst oi
mplementanat i
onal
teacherpol i
cyshouldfactorincosts,del
aysandpot enti
alsetbacks.Techni
calsuppor tfrom pol
icydevel
opersisessentialat
vari
ous st ages — draf
ting l
egisl
ati
on;responding t
o parl
iamentaryenquiries;rel
ations wi
th poli
ti
calint
erestgr oups and
stakeholders;l
obby
inglegisl
ator
sandt hemedia;andpost-
adoptionworkt or
efinelegi
slati
onorimplementat
ionprovi
sions.

B.Execut
iveorAdmi
nist
rat
ive

Decisi
onsExecuti
veoradmi nist
rat
ivepathstopol i
cyimplementati
on,incl
udingnationalpr ogrammesor
campai gns,maybemorecost-eff
ecti
vei
nst af
fandf i
nanci
alresour
ces,alt
houghmor ediffi
cult,t
or eal
izethe
desi
redimpactwi t
houtt henecessar
ypoli
ti
calaut
hor i
tyandfi
nancialbacki
ng.Poli
cydeveloperswit
hintheMi ni
st r
yofEducat ion
orotherteacheremployer/managementagencyordepar t
mentmaybemandat edtohelpimplement.Implement ati
ongui del
ines
especi
all
yindecentrali
zedsy st
emscanbeusefulsupportmechanisms.
 C.Tool
sandSchedul
eofWor
k

Toolsorinst
rumentsforpolicyi
mplementati
onmayi ncludeapl
anofacti
on,alogicalf
ramework
(l
ogframe),awor kpl
an,guideli
nesorsimil
artools.I
nstr
umentsshoul
dincl
udeat i
melinethatt
akes
accountoft
henecessaryt
ime, const
rai
ntsandcapacit
iesforput
ti
ngapoli
cyi
ntoef
fect.

A caref
ull
yf or
mulated acti
on pl
an i
ncr
eases t
he probabil
it
y ofsuccessf
ulimplementati
on,
provi
dingaroadmapforapplyi
ngthepol
icy’
sobjecti
ves,st
rat
egi
esandprogr
ammes.I tshoul
dbebasedonpl annedresour
ces,
defi
nedrol
esandresponsi
bil
i
ties,
andpol
iti
calt
iming.El
ementsofanact
ionpl
anincl
ude:

 anact
ivi
tyst
atementt
iedt
othepol
i
cyandst
rat
egi
c/pr
ogr
ammeobj
ect
ive;

 i
mpl
ement
ati
onout
put
s,t
arget
s,benchmar
ksandi
ndi
cat
ors;

 t
imel
i
nef
ori
mpl
ement
ati
on;

 anEMI
S,TMI
Sorequi
val
enti
nfor
mat
ionsy
stem;

 act
ivi
tycost
sinr
elat
iont
otheov
eral
lact
ionpl
anbudget
;

 f
undi
ngsour
ces,
nat
ional
,publ
i
candpr
ivat
eanddev
elopmentpar
tner
s;and

 i
mpl
ement
ati
onst
ruct
ures,
rol
esandr
esponsi
bil
i
ties.

Aneff
ect
iveact
ionpl
anal
sor
equi
resdi
alogueamongv
ari
ousi
nst
it
uti
onalandpol
i
ticalact
orswi
thdi
ff
erentt
asksandr
oles,
i
ncl
udi
ng:

 depar
tment
s/of
fi
ces/
agenci
esoft
heMi
nist
ryofEducat
ionoreducat
ionaut
hor
it
y;

 gover
nmentminist
riesoruni
tsresponsibl
eforfi
nancesorbudgets,r
ecrui
ti
ngandempl
oyi
ngt
eacher
s,l
abourr
elat
ions
andworkpl
acer
egulati
on,
rel
atedpoli
ciessuchasheal
th,anddi
sti
ncteducat
ionl
evel
s;

 decent
ral
i
zedaut
hor
it
ies;

 stakeholders,i
ncluding t
eachers and teachers’unions/organi
zati
ons ( especi
all
yimpor tantgi
ven thei
rr oles and
responsi
bili
ti
es)
,pr i
vateeducati
onpr ovi
ders,empl oy
ersand busi nesses,teachereducationinst
it
uti
onsorpr ovi
ders,
professi
onalbodiessuchasteachers’council
s,parent
/teacherassociat
ions,communi t
y/v
il
lagerepr
esentat
ives,andnon-
 gov
ernment
alor
gani
zat
ions;
and

 dev
elopmentpar
tner
s.

D.Moni
tor
ingandEv
aluat
ion

A moni
tor
ingandev al
uationpl
anwit
happr opri
ateinstr
umentsshouldform anintegr
atedpartofany
i
mplementat
ionplan.Adedicat
edmoni
tori
ngandev aluat
ionuni
tshoul
dber esponsi
bleor,wher
ehumanor
f
inanci
alr
esourcesarel
imi
ted,amemberoftheplan’
sdesignuni
t.Monit
ori
ngactivi
ti
esmaybebr okendown
i
nto:

 per
iodi
cmoni
tor
ingt
oassesspr
ogr
ess,
ident
if
yconst
rai
ntsandgener
atesol
uti
onst
opr
obl
emsast
heyemer
ge;

 peri
odicmonit
oringr
eportsgener
atedbymonitor
ingandev
aluat
ionspeci
ali
sts,
toi
nfor
m keydeci
sion-
maker
sinr
ealt
ime
aboutconst
rai
ntsandrecommendedcorrect
iveacti
on;

 anannualr ev
iew wi
thkeystakehol
dersinanopenconsul
tat
ivepr
ocesst
hatal
l
owsst
akehol
der
stoshar
efr
ust
rat
ions,
successesandneededchangesinaplan’
simpl
ement
ati
on;and

 anannualperf
ormancer
epor
tast
hebasi
sforhi
ghl
evelr
evi
ew ofachi
evement
s,shor
tcomi
ngsandi
mpr
ovement
sto
f
utur
eplans.

Inaddit
iont omoni tori
ng,ev aluati
oni sneededt orev ealwhathappenedandwhy .Ami d-orend-of-t
erm ev al
uat i
oncar ried
outbyi ndependentper sonnelcanev al
uatei mpactandout comes,relevance,cost-
eff
ectivenessandsust ainabil
it
y,plusout l
ine
reasonsf orachievementorf ai
l
ur e,anddr aw l essonsf ort hefuture.Effecti
vemoni tor
ingandev al
uati
onr equi
rescl earand
measur ablei
ndicatorslinkedt othet argetst hatare:limitedi nnumber ;focusedont hemaj orpr ior
iti
es;presentedi nar esult s-
basedorout come- ori
entedframewor k;sensi t
ivetoeducat iondisequil
ibri
a;consist
entandst ablet hr
oughoutt heimpl ement ation
cycle;andeasilyunder standablebyal luser s.Indicat
orsneedt obeaccept edbyst akehol dersandbydev elopmentpar tner s
throughtheappr opri
atesoci alorpol icydialoguemechani sms.Gr eaterreli
anceonqual it
ativeinformationfrom stakehol dersor
i
ndependentr esearchersina‘ bott
om up’ approachcanbeav al
uabl
esuppl ementt ogaugesuccessorf ail
ureandi ncreasei mpact .
 E.Or
gani
zat
ionalAr
rangement
sforI
mpl
ement
ati
on

I
dentif
y i
ngwhoi sresponsibleforwhichpartsofpol i
cyimpl ementati
onatwhatl evelprovidesclari
tyon
responsibil
it
ies,tasksandl inesofcommuni cation.Def i
ningr esponsi
bil
it
iesisespeci all
yimpor t
antfor
thosemostdi r
ect l
yengagedwi thteachers— pr i
ncipals/schoolheads,inspect ors,teachereducat ors,
standard-setti
ng bodi es and empl oying author i
ti
es. Ident i
fyi
ng leadership and i mpl ementati
on
responsi
bil
it
iesandhumanandf i
nancialcapacitytoi mplementar ekey,alongwi t
ht hepol i
ti
calandot herhur dlestosuccessf ul
i
mpl ementati
on.Leader
shipshoul dbeascl osetot hetopoft hepoliti
caldecision-maki ngchai
naspossi bl
e,t oensuret hata
poli
cysucceeds.Rolesandresponsi bil
it
iesshouldav oidambiguityorconfusion.Acl earl
ydesignedor ganizati
onalchar tcanhelp
showst r
uctureandli
nesofauthor i
ty/decisi
ons.

Adequat
eimpl
ement
ati
oncapaci
tyi
sal
socr
uci
alt
osuccess,
whi
chshoul
dst
artwi
thacapaci
tyanal
ysi
sofkeyf
act
ors:

 publ
i
csect
ormanagementandi
nst
it
uti
ons;

 educat
ional
admi
nist
rat
ionandt
eachermanagementandsuppor
t;

 t
hecompet
enci
esofi
ndi
vi
dual
off
ici
als;
and

 pr
ivat
esect
oreducat
ionpr
ovi
der
sandnon-
stat
eact
ors.

Wheregapsareident
ifi
ed,t
rai
ninginplanning,management,communicat
ionandotherski
ll
sshoul
dbeenv i
sagedi
n
advanceof,orparal
l
elt
o,implementat
ion,usi
ngexternalt
echni
calsuppor
ttofurt
herdevel
opnati
onalandl
ocalcapaci
tywher
e
necessary
.

The mostappropri
ateimplementat
ion str
uctur
es — existi
ng publi
c oreducation admini
str
ati
on,independentor
autonomousentity
,orastruct
ureoutsi
degov er
nmentauthori
ty— willdependonthecount r
yandadmi ni
str
ati
vecontextsand
decisi
onsaboutthebestl
eader
ship,
responsi
bil
it
iesandcapaci
ty.Thedecisi
onshoul
drespondt oi
ssuesof:

 equi
ty,
eff
ici
entanddemocr
ati
caccount
abi
l
ity
;

 necessar
yaut
hor
it
ytot
akekeydeci
sionsonmaj
ort
eacherpol
i
cydi
mensi
ons;

 managementandf
inanci
alcapaci
tyt
oov
erseei
mpl
ement
ati
on;
and

 ef
fect
ivecommuni
cat
ionski
l
lswi
thpol
i
ticalact
orsandst
akehol
der
sforunder
standi
ng,
commi
tmentandact
iononpol
i
cy
 obj
ect
ives.

F.Cost
ingI
mpl
ement
ati
on

Al
laspect
sofi
mpl
ement
ati
onneedt
obebudget
ed,
incl
udi
ng:

 i
mpl
ement
ati
onv
ehi
cleandpr
ocess—execut
ive/
admi
nist
rat
iveorl
egi
slat
ive;

 pl
anofact
ionandr
elat
edi
nst
rument
s;

 moni
tor
ingandev
aluat
ion;
and

 or
gani
zat
ional
arr
angement
s—l
eader
shi
p,management
,capaci
tydev
elopment
,st
ruct
ures.
 From t he lesson above,l ear
ners have knowledge aboutthe the pr
ocessess of
developing TeacherPol i
cies and the wayi tis devel
oped.To elaborat
ethe student
s'
understandi
ngaboutt hetopic,theyaretaskedtoaccompli
sht hi
sact
ivi
ty.

A.CREATI
VITY

Dir
ect
ion:Createaposterthatil
lust
ratesthei
mportanceofTeacherPoli
cyincl
udi
ngthequalit
ies
ofaneffect
iveandeff
ici
entteachersina1/ 4si
zeil
lust
rat
ionboard.Youcanusediff
erentcol
oring
mater
ial
s.Putabr i
efexpl
anationofy ouri
ll
ust
rat
ionandpostitatthebackofthei
ll
ustrat
ionboard.

B.ANALYSI
S

Dir
ecti
on:Visi
tthey outubevideoaboutt heTeacherPol
icyDev
elopmenti
nAf r
ica.Af
terwat
chi
ng
the vi
deo,creat
ear eact
ion paperwi t
h a mi ni
mum of2 paragr
aphs and a maximum of3
paragr
aphs.Thevideol i
nkisattachedhereunder
:

ht
tps:
//y
out
u.be/
vyhQ3xRr
L6g
 Thist
ime,lear
nershav elear
nedtheUNESCOTeacherDev el
opmentGui
deinprepar
ing
teacher st
obecomeef fect
iveandpreparet
hem inthei
rfi
eld.Lear
ner
shavelear
nedwhat
aret heessent
ialprocessesindevel
opingat
eacherpoli
cyf
rom theUNESCOTeacherPol
icy
Dev elopmentGuide.

Toeval
uat
ethelearner
saboutt
hetopi
c,Thi
sact
ivi
tywi
llhel
plear
ner
stoassesst
hei
r
underst
andi
ngabouttheUNESCOTeacherPoli
cyDev
elopmentGuide.

Direct
ions:Li
stal
ltheprocessesofdev
elopi
ngaNat i
onalTeacherPol
icyandplace
youranswerintheappropri
atepartonwhi
chitfal
ls.Answerthequesti
onsthatf
oll
ows.
Writ
ey ouranswersi
ny ournotebook.

Maj
orPar
tsofDev
elopi
ngaNat
ionalTeacherPol
icy

CONTEXTUALI
ZATI
ON DI
MENSI
ONS PHASES I
MPLEMENTATI
ON

1.Whatconst
it
utesgoodt
eachi
ng?

2.Whatt
eacher
sneedt
oknowandbeabl
etodot
oimpl
ementsuchgoodt
eachi
ng?

3.Howi
siti
mpor
tantt
ohav
eadev
elopmentofTeacherPol
ici
es?

4.Whyt
her
e'sanat
ionalt
eachi
ngpol
ici
es?Whatar
ethegoodpoi
ntsofhav
ingt
his?

5.Whatar
eyourt
akeaway
sinr
eadi
ngt
hef
ourChapt
ersoft
heUNESCOTeacherPol
icyDev
elopmentGui
de?
Ref
erences:

UnitedNat i
onsEducat ionalScienti
fi
c,andCult
uralOr
gani
zat
ion,Publ
ishedin2015,UNESCOTeacherPol i
cyDevel
opment
Guide,Organization,7,pl
acedeFont enoy,75352Pari
s07SP,Fr
anceRetrievedf
rom htt
ps:
//t
eacher
taskf
orce.
org/
knowledge-
hub/teacher
-policy-devel
opment -
guide

Forpossi
blequer
iesandquest
ions,
pleasecont
act
:

Tagui
am,
Jessl
eeE.

j
essl
eet
agui
am@gmai
l.
com

Janay
-janay
,SanJoseNegr
osOr
ient
al

Al
lri
ghtReser
ved,
2021