Are there clear expectations for teachers? |
Advanced
|
 | | | |
| |
Kyrgyz Republic
|
|
Are there standards for what students must know and be able to do?
|
Yes, at the sub-national level or national level
|
|
|
|
|
|
Are the tasks that teachers are expected to carry out officially stipulated?
|
|
|
|
|
|
|
Is there useful guidance on the use of teachers’ working time? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
Do teachers’ official tasks include tasks related to instructional improvement?
|
4 tasks out of: out of: mentor or support other teachers, collaborate on the school plan, design the curriculum, and take part in the internal evaluation activities of the school
|
|
|
|
|
|
Does the statutory definition of working time for primary school teachers recognize non-teaching hours?
|
Yes, it is the overall number of working hours
|
|
|
|
|
|
What is the share of working time allocated to teaching for primary school teachers?
|
|
|
|
|
|
|
Are entry requirements set up to attract talented candidates? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
At what level of education does teacher initial education take place for primary school teachers?
|
ISCED 5B
|
|
|
|
|
|
At what level of education does teacher initial education take place for secondary school teachers?
|
ISCED 5A
|
|
|
|
|
|
How stringent are requirements to become a primary school teacher?
|
3 or 4 requirements out of:Passing a written test, passing an interview-stage assessment, having a minimum amount of practical professional experience, passing an assessment conducted by a supervisor based on the practical professional experience
|
|
|
|
|
|
How stringent are requirements to become a secondary school teacher?
|
2 requirements out of:
|
|
|
|
|
|
How broad is the pool of potential teacher entrants for primary school?
|
There are 2 models of teacher initial education (concurrent, consecutive or alternative, provided that alternative takes place at ISCED5A or above)
|
|
|
|
|
|
How broad is the pool of potential teacher entrants for secondary school?
|
There are 2 models of teacher initial education (concurrent, consecutive or alternative, provided that alternative takes place at ISCED5A or above)
|
|
|
|
|
|
Is teacher pay appealing for talented candidates? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Is starting teacher pay competitive?
|
80% or more of per capita GDP
|
|
|
|
|
|
Does pay vary according to teacher performance?
|
Yes
|
|
|
|
|
|
Does pay change over the course of a teacher’s career?
|
Ratio of highest salary to initial salary initial salary is 2.0 or more
|
|
|
|
|
|
Are working conditions appealing for talented applicants? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
How many schools comply with standards for the infrastructure, hygiene and sanitation of schools?
|
There are no standards, compliance is unknown, or less than 50% of schools comply with them
|
|
|
|
|
|
How many primary school students are there per each teacher?
|
|
|
|
|
|
|
How many secondary school students are there per teacher?
|
|
|
|
|
|
|
Are there attractive career opportunities? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Are there opportunities for career advancement?
|
Teachers can apply to both administration and academic posts
|
|
|
|
|
|
Are promotion opportunities linked to performance?
|
Yes
|
|
|
|
|
|
Are there minimum standards for pre-service teaching education programs? |
Emerging
|
| | | |
| |
Kyrgyz Republic
|
|
What is the minimum level of education required to become a teacher for primary school teachers?
|
ISCED 5B
|
|
|
|
|
|
What is the minimum level of education required to become a teacher for secondary school teachers?
|
ISCED 5A
|
|
|
|
|
|
To what extent are teacher-entrants required to be familiar with classroom practice? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
Do primary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?
|
Both classroom experience in initial teacher education and through induction or mentoring programs
|
|
|
|
|
|
Do secondary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?
|
Both classroom experience in initial teacher education and through induction or mentoring programs
|
|
|
|
|
|
How much classroom experience must beginning primary school teacher have?
|
Less than 12 months
|
|
|
|
|
|
How much classroom experience must beginning secondary school teacher have?
|
Less than 12 months
|
|
|
|
|
|
Are there incentives for teachers to work at hard-to-staff schools? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Are teachers provided incentives for working in hard-to-staff schools?
|
Multiple incentives
|
|
|
|
|
|
Is teaching experience the only factor used in deciding transfer priorities?
|
No
|
|
|
|
|
|
Are there incentives for teachers to teach critical shortage subjects? |
Emerging
|
| | | |
| |
Kyrgyz Republic
|
|
Are critical subjects shortages addressed?
|
No (there is no policy, but there are critical shortage subjects).
|
|
|
|
|
|
Are teachers provided incentives for teaching critical shortage subjects?
|
Multiple incentives
|
|
|
|
|
|
Does the education system invest in developing qualified school leaders? |
Emerging
|
| | | |
| |
Kyrgyz Republic
|
|
Are there programs to support the development of leadership skills?
|
Specific coursework OR participation in an internship or mentoring program
|
|
|
|
|
|
Is principals' performance rewarded ?
|
Yes
|
|
|
|
|
|
Are principals expected to support and improve instructional practice? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
Are principals explicitly required to provide guidance for curriculum and teaching-related tasks?
|
Yes
|
|
|
|
|
|
Are principals explicitly required to evaluate teacher performance?
|
Yes
|
|
|
|
|
|
Are there systems in place to assess student learning in order to inform teaching and policy? |
Latent
|
| | | |
| |
Kyrgyz Republic
|
|
Are teachers trained to assess student achievement?
|
There are optional training opportunities on student assessment methods
|
|
|
|
|
|
Are national large scale examinations used to monitor education quality levels?
|
Yes
|
|
|
|
|
|
Is student achievement data available for policymakers?
|
Yes
|
|
|
|
|
|
Are student assessment findings disseminated to teachers and/or used to provide guidance to underperforming teachers and schools?
|
No
|
|
|
|
|
|
Are student assessments used to inform teaching lesson plans and instructional practices?
|
No
|
|
|
|
|
|
Are there systems in place to monitor teacher performance? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
Are teachers required to participate in evaluations?
|
There are either internal or external evaluations of teacher performance, or both
|
|
|
|
|
|
Do authorities (national, sub-national or local) monitor teacher performance?
|
Either national, sub-national or local authorities monitor teacher performance)
|
|
|
|
|
|
Is it possible to track teachers over time?
|
Yes
|
|
|
|
|
|
Are there multiple mechanisms to evaluate teacher performance? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Are classroom observations part of teacher assessment systems?
|
Yes
|
|
|
|
|
|
Are professional communities involved in teacher assessment systems?
|
Either principals or colleagues participate in teacher assessments
|
|
|
|
|
|
Are a variety of criteria (subject matter knowledge, teaching methods, student assessment methods, students’ academic achievement) used to assess teacher performance?
|
All four criteria out of: subject matter knowledge, teaching methods, student assessment methods, students’ academic achievement
|
|
|
|
|
|
Are there opportunities for professional development? |
Emerging
|
| | | |
| |
Kyrgyz Republic
|
|
Are primary school teachers required to participate in professional development?
|
Yes, 1 to 5 days or Yes, unknown or undefined days.
|
|
|
|
|
|
Are secondary school teachers required to participate in professional development?
|
Yes, 1 to 5 days or Yes, unknown or undefined days.
|
|
|
|
|
|
Are individual teachers responsible for paying for their professional development?
|
Teachers pay none of the costs of professional development in policy and practice (or if only 1 is known)
|
|
|
|
|
|
Is teacher professional development collaborative and focused on instructional improvement? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Does professional development include activities that may promote best-practice sharing?
|
Teacher professional development includes three out of: observation visits, participation in teacher networks or participation in school networks
|
|
|
|
|
|
Does professional development provide opportunities for the analysis of instructional practice?
|
Teacher professional development includes both research, and mentoring or coaching
|
|
|
|
|
|
Is teacher professional development assigned based on perceived needs? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
If a teacher obtains an unsatisfactory result in an evaluation, is he or she assigned to a supervisor?
|
Yes
|
|
|
|
|
|
Are teacher performance evaluations used to assign professional development?
|
Yes
|
|
|
|
|
|
Are career opportunities linked to performance? |
Emerging
|
| | | |
| |
Kyrgyz Republic
|
|
Are promotion opportunities linked to high teacher performance?
|
Yes
|
|
|
|
|
|
Are open-ended appointments informed by performance history?
|
|
|
|
|
|
|
Are there mechanisms to hold teachers accountable? |
Advanced
|
| | | |
| |
Kyrgyz Republic
|
|
Are there requirements (professional development and performance evaluations) to remain in teaching?
|
|
|
|
|
|
|
Can teachers be dismissed with cause?
|
Teachers can be dismissed for misconduct, child abuse, absenteeism, and poor performance
|
|
|
|
|
|
Is teacher compensation linked to performance? |
Established
|
| | | |
| |
Kyrgyz Republic
|
|
Do performance reviews carry salary implications?
|
Yes
|
|
|
|
|
|
Do high-performing teachers get monetary bonuses?
|
Yes
|
|
|
|
|
Expand All
Collapse All