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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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	Norway Country Report 2015
Setting clear expectations for teachers	Established
Are there clear expectations for teachers?	Established
	Norway
Are there standards for what students must know and be able to do?
Are the tasks that teachers are expected to carry out officially stipulated?
Is there useful guidance on the use of teachers’ working time?	Established
	Norway
Do teachers’ official tasks include tasks related to instructional improvement?
Does the statutory definition of working time for primary school teachers recognize non-teaching hours?
What is the share of working time allocated to teaching for primary school teachers?
Attracting the best into teaching	Established
Are entry requirements set up to attract talented candidates?	Established
	Norway
At what level of education does teacher initial education take place for primary school teachers?
At what level of education does teacher initial education take place for secondary school teachers?
How stringent are requirements to become a primary school teacher?
How stringent are requirements to become a secondary school teacher?
How broad is the pool of potential teacher entrants for primary school?
How broad is the pool of potential teacher entrants for secondary school?
Is teacher pay appealing for talented candidates?	Latent
	Norway
Is starting teacher pay competitive?
Does pay vary according to teacher performance?
Does pay change over the course of a teacher’s career?
Are working conditions appealing for talented applicants?	Emerging
	Norway
How many schools comply with standards for the infrastructure, hygiene and sanitation of schools?
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
	Norway
Are there opportunities for career advancement?
Are promotion opportunities linked to performance?
Preparing teachers with useful training and experience	Established
Are there minimum standards for pre-service teaching education programs?	Established
	Norway
What is the minimum level of education required to become a teacher for primary school teachers?
What is the minimum level of education required to become a teacher for secondary school teachers?
To what extent are teacher-entrants required to be familiar with classroom practice?	Emerging
	Norway
Do primary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?
Do secondary school teacher entrants have opportunities to learn from other teachers through induction, mentoring, or student experience programs?
How much classroom experience must beginning primary school teacher have?
How much classroom experience must beginning secondary school teacher have?
Matching teachers’ skills with students’ needs	Established
Are there incentives for teachers to work at hard-to-staff schools?	Advanced
	Norway
Are teachers provided incentives for working in hard-to-staff schools?
Is teaching experience the only factor used in deciding transfer priorities?
Are there incentives for teachers to teach critical shortage subjects?	Established
	Norway
Are critical subjects shortages addressed?
Are teachers provided incentives for teaching critical shortage subjects?
Leading teachers with strong principals	Latent
Does the education system invest in developing qualified school leaders?	Latent
	Norway
Are there programs to support the development of leadership skills?
Is principals' performance rewarded ?
Are principals expected to support and improve instructional practice?	Established
	Norway
Are principals explicitly required to provide guidance for curriculum and teaching-related tasks?
Are principals explicitly required to evaluate teacher performance?
Monitoring teaching and learning	Latent
Are there systems in place to assess student learning in order to inform teaching and policy?	Established
	Norway
Are teachers trained to assess student achievement?
Are national large scale examinations used to monitor education quality levels?
Is student achievement data available for policymakers?
Are student assessment findings disseminated to teachers and/or used to provide guidance to underperforming teachers and schools?
Are student assessments used to inform teaching lesson plans and instructional practices?
Are there systems in place to monitor teacher performance?	Latent
	Norway
Are teachers required to participate in evaluations?
Do authorities (national, sub-national or local) monitor teacher performance?
Is it possible to track teachers over time?
Are there multiple mechanisms to evaluate teacher performance?	Latent
	Norway
Are classroom observations part of teacher assessment systems?
Are professional communities involved in teacher assessment systems?
Are a variety of criteria (subject matter knowledge, teaching methods, student assessment methods, students’ academic achievement) used to assess teacher performance?
Supporting teachers to improve instruction	Established
Are there opportunities for professional development?	Emerging
	Norway
Are primary school teachers required to participate in professional development?
Are secondary school teachers required to participate in professional development?
Are individual teachers responsible for paying for their professional development?
Is teacher professional development collaborative and focused on instructional improvement?	Advanced
	Norway
Does professional development include activities that may promote best-practice sharing?
Does professional development provide opportunities for the analysis of instructional practice?
Is teacher professional development assigned based on perceived needs?	Established
	Norway
If a teacher obtains an unsatisfactory result in an evaluation, is he or she assigned to a supervisor?
Are teacher performance evaluations used to assign professional development?
Motivating teachers to perform	Emerging
Are career opportunities linked to performance?	Latent
	Norway
Are promotion opportunities linked to high teacher performance?
Are open-ended appointments informed by performance history?
Are there mechanisms to hold teachers accountable?	Emerging
	Norway
Are there requirements (professional development and performance evaluations) to remain in teaching?
Can teachers be dismissed with cause?
Is teacher compensation linked to performance?	Emerging
	Norway
Do performance reviews carry salary implications?
Do high-performing teachers get monetary bonuses?

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