Summary of Teacher Motivation Working Group Webinars May

Summary of Teacher Motivation Working Group Webinars May 2013 – December 2014 CIES Teacher Motivation Evidence Application Workshop, March 8 2015

Save the Children Teacher Motivation Draft Framework of Analysis A Working Framework from Literature Review, Interviews, and Save the Children Country Office Survey Jarret Guajardo – Save the Children US May 17 2013

Existing Theoretical Frameworks: Hierarchies, Continuums, and Dimensions • Maslow’s Hierarchy of Needs (1943) • Beeby’s Hierarchy of Teacher Development (1966) • Herzberg Motivation-Hygiene Theory (1966) – Long-term impact of motivators: achievement, recognition, the work itself, responsibility and advancement • Extrinsic and Intrinsic factors • (Deci et al 1999, Benabou and Tirole 2000, Bandura 1962, Locke 1976, Guarino, Santibañez, Daley 2006)

Draft Framework of Analysis: Stretching Teacher Motivation Thin

Draft Framework of Analysis: Reinforcing Teacher Motivation

Findings from Country Office Survey • Motivation potentially biggest problem in Africa, smallest in Asia (but a problem almost everywhere) • Consequences: low student performance, poor preparation, failure to motivate/connect with students • Challenges: large class sizes, lack of quality materials, remote deployment, heterogeneous classes • And in Africa, multiple shifts • Teachers are safe and feel like they belong, but their basic needs are not being met. Self esteem and selfactualization results are mixed

Teacher Motivation Situation Analysis Country Scorecard Country Sahel/ Mali Uganda Malawi Mozambi que Ethiopia Egypt Workload Remuneration Recognition Accountability Career Development Institutional Environment Voice Resources 44% 13% 50% 33% 42% 86% 71% 57% 50% 100% 58% 33% 56% 44% 50% 13% 38% 0% 0% 0% 44% 25% 63% 50% 33% 58% 57% 29% 57% 100% 25% 75% 50% 33% 92% 67% 56% 67% 25% 38% 50% 0% 0% 100%

Social Accountability in Education Jeff Hall – World Vision International Andrew Zeitlin – Georgetown University Public Policy Institute and IGC Rwanda December 20 2013

World Vision’s Citizen Voice and Action • A social accountability approach designed to improve relationships between communities and government to improve service delivery • Three stages: 1. Enabling Citizen Engagement, 2. Engagement via Community Gathering & 3. Action Plan • In Zambia, stakeholders attributed the posting of additional teachers, additional desks, construction of staff houses, and increase in enrolments to CVA • ‘The CVA process tends to connect well-meaning service providers, best government officials, and communities in alliances. These alliances marginalize those who are underperforming and exert pressure on higher levels for change. ’

Mechanisms of Community-Based Monitoring (Abigail Barr, Frederick Mugisha, Pieter Serneels) • Tested two designs: Standard and Participatory (3 – arm study in 100 schools) • Measurement: – – School monitoring scorecard teacher absenteeism learning outcomes through govt tests, VCM game to measure people’s willingness to contribute to public goods • Results: –. 19 sd impact on learning outcomes for participatory scorecard, . 08 (insignificant) impact from standard scorecard – Teacher absenteeism: 13** percentage point increase (participatory) versus 9 (standard) – Pupil attendance: 9** percentage point increase (participatory) versus 4 (standard) • Hypothesis: Participatory scorecards solved a collective action problem

Designing Delegated Monitoring (Jacobus Cilliers, Ibrahim Kasirye, Clare Leaver, and Pieter Serneels) • Tested Java-based platform to track teacher attendance • Varied two dimensions: The monitoring agent (either parents on SMC or headteachers/deputies) and stakes (information only or portion of teachers’ salaries) • Results: – Headteachers did a good job managing incentives, more teachers did show up – Parents didn’t seem to have much of an impact – Everyone provided bad data, but parents give worse data than headteachers • Implications: monitoring is harder for parents, but the optimal solution might be to involve parents as auditors of teacher monitoring process done by headteachers – Cheaper, because parents only participate when there is an problem

Overall lessons • Local accountability schemes can have impact, including: – Low-cost, informational interventions that address collective action problems – Delegated incentive schemes that recognize monitors’ costs and address potential incompleteness of information • The best information for central planning may not be the best for local management

Steve Glaserman and Ali Protik, Mathematica Moving High Performing Teachers to Low Performing Schools

• Problem: Most needy students often do not have best teachers • Research question: Can a good teacher’s skills transfer to a low performing school? • Project implemented in 10 districts around the country-elementary and middle schools • Study identified high performing teachers based on test scores of students at these high performing schools • Reached out to these teachers to see if they would switch to a low performing schoolsprovided a substantial monetary bonus to teachers who did (10 K over 2 years for staying)

• Even if teachers do transfer, will students’ test scores increase? • And once they do transfer, will they stay? • Take up rates were low-hard sell-most teachers did not want to switch out of their schools, especially to a low performing school • 22% that were eligible applied and only 5% transferred but 88% of targeted vacancies were filled • Positive impacts on student test scores at elementary level; not significant at middle school level • 60% of teachers who transferred stayed at schools after study ended (and monetary bonuses ended as well) • Cost effectiveness-what would it cost to raise test scores using other methods-like class size reduction? Teacher transfers and bonuses are a more cost effective way to go

Cris Smith, Umass Amherst Improving Teacher Effectiveness in Early Grade Reading-assessing factors that influence teacher attendance, learning and instruction

• Looking at factors that support or hinder early grade reading teachers in planning and teaching • Want to work with partners, including teachers in schools, to create a theoretical model to support early grade reading teachers • Proposed model has 4 phases: – Phase 1 compile existing evidence on teacher attendance, learning and change – Phase 2 design and conduct research with teachers-using partners in the field, including teachers – Phase 3 analyze data and refine model-develop a theory of change on factors that influence teachers to support and hinder them – Phase 4 disseminate findings and research protocols for others to adapt and use • Funding for phase 1 secured by UMass but other phases require funding

Motivation Issues in Low Income Schools Presentation by Helen Abadzi to TMWG webinar

Research • Much research done in the “Western” context/high income populations – i. e. Hersberg’s model of motivation • Need to understand motivation issues in a low -income context

• Teacher Motivation in relation to teacher retention: – Low status – may teach children who are too poor • i. e. caste issues in India – In the US too much preparation, too much technology to learn – Nobody really appreciates what the teachers do – “Unmotivated” students demotivate teachers

• Teacher Motivation in relation to teacher retention: – Discipline issues with students, tiresome fighting over them – Repeating the same things over and over • Some info really irrelevant to our lives • Correcting homework day after day – Correcting the same mistakes somehow unpleasant

• Teachers are cognitively overloaded: – Long timeframes of rewards – Teaching is an inchoate task – no clear timeframes for rewards – Timeframe of rewards • Immediate rewards, e. g. videogames – The neuroscience of the phenomenon is now well understood • Short-term timeframe – maybe 100 days – Sense of self-efficacy – Perceived probability of success • According to some research, 50% perceived probability likely to be actionable • Effort likely to be needed – Cognitive overload

Self-determination theory (Gagne and Deci, 2005) Bring teachers to the autonomous extrinsic motivation stage?

• How do keep teachers motivated? – Self-determination • Explain rationale for curricula • They can do differently perhaps once they become more experienced – Help increase self-efficacy: Can you do it? Where will you fail? – Make them think of timeframes • You should finish x by date Y. You will feel so competent! – Make them think of intrinsic incentives: the students will be forever grateful

"Does teaching innovation and a coaching approach motivates teachers to improve their professional practices? reflections from the Gambian case" Aigly Zafeirakou’s Presentation to TMWG webinar

Main points of presentation • Teachers lack basic methodologies – Write scripted lessons on board – Teachers read and students repeat • Gambia’s case – Training based on coaching model — 125 teachers, 60 coaches, school directors, trainers of teachers and trainers of initial teacher training – There was continuous support provided to teachers – Lesson plans were provided with built-in routines for teachers – Coaches helped teachers with these routines • Coaching should be recognized as a part of in-service training, improve capacity of training providers, in-class support

How teachers were motivated in The Gambia § Introduction of scripted lessons for teachers § Hands on training, provided inside the classes § Use the modelization approach for teaching behaviors and practices including small videos to show new practices § Supporting teachers: coaching within the schools § Recognize the coaching as part of in-service training § Improve capacity of training providers

Coaches • Support—every 1 -2 weeks by national team of Ministry of Education • Role of coach: – Insures that teacher follows scripted lessons – Observes teachers twice a month – Provides feedback on teacher performance – Meets with teachers twice per month to discuss observations – Receives support

Challenges • Consistent leadership • Understanding coaching • Equity—serving teachers in remote geographic areas • Refreshing training and support for coaches

Impact • Coaching is motivating—teachers have a sense of their own capacity and professionalism • Helps children learn • Emergent community of practice around literacy instruction

Concluding Remarks • If teachers receive hands-on practical training —increases their internal motivation • A good coach has uses the best teachers within schools. (Wanted a model that was sustainable when program ends) • Teachers are motivated and coaches are also motivated—working longer hours than necessary • Looking at cell phone coaching

Teacher Belief in Mali and Congo Natalie Louge presentation to TMWG webinar

Background • Data from Mali, Congo, Liberia and Philippines—and over two decades • When starting to work in a country: – Don’t know the context of reading instruction in countries… – So design programs on evidence-based practice • Could teachers’ tacitly-held beliefs about learning in general and about literacy in particular serve as information filters, encourage them to attend to practices that align with their beliefs about how children learn to read, and reject or reinterpret those practices that do not.

Research • Overarching question: How will intervention be received based on what teachers are doing? • Teacher beliefs (Research) – Every teacher operates with at least an implicit model of reading that influences their reactions to teacher education and their teacher practice – Teacher beliefs are used to evaluate new ideas about teaching that teachers confront in their professional development – Teachers have assumptions about language and language learning which impacts their teaching – Teacher beliefs are critical to their teaching and instructional decision-making – Teachers interpret and respond to innovations in ways that relate to existing beliefs

Teacher Beliefs on Reading • What are teacher beliefs about reading instruction and the reading process? • How does this affect their instructional decision making and ultimately student learning? • What are factors contribute to certain belief structures?

Implications for PD • Awareness of teacher beliefs are key to designing teacher training • Reducing gap between teacher expectations and those outlined in curriculum • As a result of this info, in Mali, EDC designed program to help teachers use strategies they were NOT using

Julia Frazier, Ph. D. International Rescue Committee Supporting Teacher Well-being and Motivation through Teacher Professional Development in DRC

• DR Congo basic education (reading / math / social emotional learning) OPEQ project via teacher professional development (TPD) • Teachers Realities – SEL survey – Well-Being: • Teachers struggle to meet basic needs (66% receive salary late, 25% go to be hungry 1/3 of time) • High levels of emotional exhaustion • Low sense of personal accomplishment – Motivation: • High intrinsic motivation – 80% stay for altruistic reasons • Greatest difficulties: lack of teaching/learning materials, lack of student tables/benches • Low job satisfaction (except high quality of supervision)

• Positives: – – Teachers care Relatively high level of education Students perceive their teachers as supportive, and Teachers feel respected by their communities. • TPD Model – Don’t want to demotivate teachers! • Best TPD is… – – – Content focused Content-specific pedagogy Modeled on content-specific pedagogical practices Encouraging and giving forum for reflection Socially organized Relevant to teachers’ working context • IRC TPD approach: – – Build professional skills in community of practice Teachers’ well-being improves with collegial support Teachers become more motivated as they improve practice Leads to teachers are more confident professionals

Paul St. John Frisoli, Ed. D. International Rescue Committee / UMass Amherst Teacher Attitudes & Practice Change: A Case Study of TPD in Post(Conflict) DR Congo

• Study based on concepts of self-efficacy and its major elements (enactive master, role models, praise, and coping strategies) • Increased beliefs in one’s abilities is based on developing self-efficacy in communities of practice while examining external influences that impact teachers • OPEQ Project / DR Congo – Case studies of teachers’ experiences of TPD known as Teacher Learning Circles • 3 themes emerged: Motivation, School Characteristics, TLC Characteristics

• Motivation: Factors that impact their efforts – working conditions, intrinsic motivation, beliefs about TPD opportunities • School Climate: Factors influence teachers’ efforts at school – Relationships with Head Teachers, Community Members; Impacts from Education Stakeholders • TLC Characteristics – Frequency of TLCs, Technical Support, Social/Emotional Support • Preliminary Findings: – Higher Order Themes – Self Efficacy Across Themes – Communities of practices differences

Edem Adubra, Ph. D. International Task Force on Teachers for EFA - UNESCO International Teacher Task Force on Education For All Presentation

• EFA 2008 Oslo meeting: Result = Task Force on Teachers for EFA - Teachers are crucial to achieve EFA • Secretariat hosted at UNESCO, funded by Norway, EU, France, Germany, Indonesia • TTF targets: Explore teacher policy, capacity, finance gaps & frameworks • Vision: qualified and well-resources teachers who are supported in all countries to create and enrich the learning opportunities of every child, youth, and adult with the overall goal of achieving equal, just and sustainable societies • Mission: – facilitate coordination of int. efforts to provide sufficient numbers of qualified teachers as well (access & quality) – Support teacher development (policy / production / resourcing)

• Membership: Donors, countries, International Gov. Orgs, INGOs, teachers’ orgs, civil society • Activities – Phase 2 – Advocacy / coordination with global initiatives – Knowledge creation / sharing – Country Support • TMWG Overlapping Interest – Understanding and sharing findings on teacher motivation and impacts on teachers (i. e. attrition) – Sharing research, facilitating collaboration between members, bring in members to provide inputs to TMWG information/materials

Teacher Professional Development in Fragile Contexts

Barriers to quality teacher PD #1: Research void #2: Fragility is broadly defined but narrowly interpreted #3: Fragmentation in terms of PD provision #4: Absence of teacher voice in PD decisions/design #5: PD itself often does not embody best practices

7 recommendations/themes Importance of best practice #1: Focus on key issues affecting teachers in fragile contexts #2: Develop, apply, measure and institutionalize standards for teacher professional development #3: Create professional development opportunities that promote teacher collaboration #4: Provide teachers with ongoing support #5: Invest in high-quality teacher educators # 6: Build instructional leadership at all levels of the educational system #7: Use ICT to provide access to content, professional development and professional learning communities

Indian School Teachers: A Marginalized Community MAYA MENON THE TEACHER FOUNDATION

Why Indian teachers are a marginalized community Low professional status Female-dominated Poor professional training Few avenues for career growth

Key Challenges Shortage of teachers: The country has the largest under 18 population in the world, has also worked to increase access to education. Teacher/pupil ratio is very high. Systemic absence of vision, purpose and urgency: There is generally less concern about addressing education issues in comparison to other countries. Learning and instruction: The typical classroom includes a lot of rote learning with a minimal focus on critical thinking and understanding

Need for Liberal Arts Education Teachers in India need a liberal arts education that equips them with: the ability to think for themselves the skills to communicate effectively the capacity for lifelong learning.

Components of Teacher Foundation’s Training Programs As teachers teach the way they have been taught, they need to experience a different kind of learning for themselves. Quality teacher preparation programs can provide insight into new ways of learning. To help teachers learn, the trainings build in: art and use of creative materials technology and collaboration discussions personal reflection fun and enjoyment

Challenges to working with teachers in India Lack of fluency in language as a tool for critical thinking: Teachers are used to using language primarily for memorization. Difficulty of changing conditioned mindsets and paradigms Inability to trust what they see: Teachers don’t believe the ideas presented will transfer to their own classrooms.

Teacher Motivation in Low-Income Contexts An Actionable Framework for Reform Emily E Richardson Co-Chair of the Teacher Motivation Working Group

Rationale for the Study “Teachers’ motivations matter both in the short and longer-term, not only for their own well-being and career satisfaction, but also for how they relate to and interact with students, and their teaching effectiveness” (Richardson et al. , 2014, p. xv). What personal and contextual factors sustain teacher commitment, interest and enthusiasm?

Teachers want a place to live, respect within their schools and communities, adequate teaching and learning materials for their students, to be deployed to schools that are not too far from their families and career and professional development that encourages them to thrive within the profession.

Key Study Findings What can we do to enhance teacher motivation? 1. Improve recruitment policies 2. Address working conditions 3. Make systemic changes 4. Adopt a longer-term approach 5. Find incentives that work