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Teachers Ratings and Data

A description of the Teachers scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Mali Country Report 2012
Setting clear expectations for teachers	Emerging
Are there clear expectations for teachers?	Established
	Mali
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?	Yes
Is there useful guidance on the use of teachers’ working time?	Latent
	Mali
Do teachers’ official tasks include tasks related to instructional improvement?	2 or 3 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?	No, it is the number of teaching hours
What is the share of working time allocated to teaching for primary school teachers?	Teaching time is 90% to 100% of working time
Attracting the best into teaching	Latent
Are entry requirements set up to attract talented candidates?	Latent
	Mali
At what level of education does teacher initial education take place for primary school teachers?	At or below ISCED 4A
At what level of education does teacher initial education take place for secondary school teachers?	At or below ISCED 4A
How stringent are requirements to become a primary school teacher?	2 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?	1 requirement 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 broad is the pool of potential teacher entrants for primary school?	There is only 1 model 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 is only 1 model of teacher initial education (concurrent, consecutive or alternative, provided that alternative takes place at ISCED5A or above)
Is teacher pay appealing for talented candidates?	Latent
	Mali
Is starting teacher pay competitive?	N/A
Does pay vary according to teacher performance?	No
Does pay change over the course of a teacher’s career?	N/A
Are working conditions appealing for talented applicants?	Latent
	Mali
How many schools comply with standards for the infrastructure, hygiene and sanitation of schools?	N/A
How many primary school students are there per each teacher?	30 or more students
How many secondary school students are there per teacher?	20 or more students
Are there attractive career opportunities?	Advanced
	Mali
Are there opportunities for career advancement?	Teachers can apply to both administration and academic posts
Are promotion opportunities linked to performance?	Yes
Preparing teachers with useful training and experience	Latent
Are there minimum standards for pre-service teaching education programs?	Latent
	Mali
What is the minimum level of education required to become a teacher for primary school teachers?	At or below ISCED 4A
What is the minimum level of education required to become a teacher for secondary school teachers?	At or below ISCED 4A
To what extent are teacher-entrants required to be familiar with classroom practice?	Emerging
	Mali
Do primary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?	Classroom experience during initial teacher education or participation in induction or mentoring programs
Do secondary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?	Participation in Classroom experience during initial teacher education or 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
Matching teachers’ skills with students’ needs	Latent
Are there incentives for teachers to work at hard-to-staff schools?	Established
	Mali
Are teachers provided incentives for working in hard-to-staff schools?	One incentive
Is teaching experience the only factor used in deciding transfer priorities?	No
Are there incentives for teachers to teach critical shortage subjects?	Latent
	Mali
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?	N/A
Leading teachers with strong principals	Latent
Does the education system invest in developing qualified school leaders?	Latent
	Mali
Are there programs to support the development of leadership skills?	No specific training requirements
Is principals' performance rewarded ?	No
Are principals expected to support and improve instructional practice?	Latent
	Mali
Are principals explicitly required to provide guidance for curriculum and teaching-related tasks?	Yes
Are principals explicitly required to evaluate teacher performance?	No
Monitoring teaching and learning	Established
Are there systems in place to assess student learning in order to inform teaching and policy?
	Mali
Are teachers trained to assess student achievement?	N/A
Are national large scale examinations used to monitor education quality levels?	N/A
Is student achievement data available for policymakers?	N/A
Are student assessment findings disseminated to teachers and/or used to provide guidance to underperforming teachers and schools?	N/A
Are student assessments used to inform teaching lesson plans and instructional practices?	N/A
Are there systems in place to monitor teacher performance?	Established
	Mali
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?	Emerging
	Mali
Are classroom observations part of teacher assessment systems?	No
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?	Only three criteria out of: subject matter knowledge, teaching methods, student assessment methods, students’ academic achievement
Supporting teachers to improve instruction	Latent
Are there opportunities for professional development?	Latent
	Mali
Are primary school teachers required to participate in professional development?	No
Are secondary school teachers required to participate in professional development?	No
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?	Latent
	Mali
Does professional development include activities that may promote best-practice sharing?	Teacher professional development does not include observation visits, participation in teacher networks, nor participation in school networks
Does professional development provide opportunities for the analysis of instructional practice?	Teacher professional development does neither include research, nor mentoring, coaching
Is teacher professional development assigned based on perceived needs?	Latent
	Mali
If a teacher obtains an unsatisfactory result in an evaluation, is he or she assigned to a supervisor?	No
Are teacher performance evaluations used to assign professional development?	Yes
Motivating teachers to perform	Emerging
Are career opportunities linked to performance?	Latent
	Mali
Are promotion opportunities linked to high teacher performance?	Yes
Are open-ended appointments informed by performance history?	There is neither a probation period, nor are open-ended appointments granted based on performance
Are there mechanisms to hold teachers accountable?	Emerging
	Mali
Are there requirements (professional development and performance evaluations) to remain in teaching?	Neither professional development nor performance evaluation requirements for primary and secondary school teachers
Can teachers be dismissed with cause?	Teachers can be dismissed for misconduct, child abuse, absenteeism, and poor performance
Is teacher compensation linked to performance?	Latent
	Mali
Do performance reviews carry salary implications?	Yes
Do high-performing teachers get monetary bonuses?	No

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