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CHAPTER 6: TEACHER EFFECTIVENESS 1 2 3 4 5 6 TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 92 Group 1 Group 2 Young teachers: New teachers who apply for a teaching license for the first me must, according to MECS Ministerial Order #74 of November 13, 2008, submit the following material to the Teacher-Licensing Commiee: 43 1. Applicaon leer by the teacher 2. Reference leer on the teacher’s/applicant’s work performance 3. Notarized copies of diploma(s) 4. Notarized copy of teacher’s social insurance record book 5. Observaon protocol from teachers who observed and monitored the applicant’s demonstraon lesson (at least one demonstraon lesson is required) and its lesson plan 6. Minutes and decision of the meeng of the Teacher’s Council in which the applicant’s performance was discussed and the eligibility for obtaining a teaching license was recommended 7. Minutes of parents’ meeng in which the applicant’s performance report was discussed 8. Order issued by the principal or direcon of the educaon instuon on issuing [or reinstang] a teaching license 9. Decision taken by the local Educaon Department on whether the applicant/ teacher fulfills the requirements for a teaching license specified in the Procedure 10. 2 photographs (3 cm x 4 cm) As outlined in the “Procedure for Issuing and Revoking a Teacher’s License” (MECS Ministerial Order #74), several individuals and instuons are involved in reviewing the performance of the young specialist who applies for the teaching license aer one or two years of teaching. The more experienced teachers at the school who observe the applicant’s lesson(s), the Teacher’s Council at the school, the Parents’ Meeng at the school, the principal, and finally the director of the Educaon Department at the province or city level must all support the applicaon and review it favorably. In the 28 examined schools of this study, a total of 52 young teachers were not yet licensed; several of them had submied all of the required documents aer their first year of teaching and were waing for months into their second year of teaching to find out whether or not their applicaon was approved. Non-<strong>Teachers</strong> (unqualified teachers): MECS Ministerial Order #74 specifies the procedure as follows: “An individual with a higher educaon degree who has not graduated from a teacher training instuon, yet wants to teach at a school in areas that are related to his/ her professional qualificaons, must aend and complete a “specializaon conversion training” that is provided by teacher training instuons. In that training, he/she must acquire the required credit hours in general as well as in specialized didaccs courses and work with the newly aained subject discipline at an educaon instuon [school] for a year, before obtaining a teaching license. “ 43 MECS Ministerial Order #74, November 13, 2008, “On Approving the Procedure for Issuing and Revoking a Teacher’s License.” The list of document that needs to be submied is presented in secon 4.3. of Order #74.
CHAPTER 6: TEACHER EFFECTIVENESS Group 3 Upon compleon of the specializaon conversion training, the (unqualified) teachers in this group must submit the same documents listed above for the new teachers. <strong>Teachers</strong> with another subject specializaon (under-qualified teachers: The procedure for receiving an addional teaching license in a second or third subject is straighorward. As with the second group, the teacher training instuons offer “specializaon conversion training” for this parcular group of under-qualified teachers. Furthermore, as with the other two groups of applicants, they must teach first for one year in the new subject before applying for the license. 1 2 3 The “specializaon conversion training” is a significant source of income for teacher training instuons. In most cases, the unqualified teacher (professional without teacher qualificaons) and the under-qualified teacher (teacher with another subject specializaon) have to self-finance this supplementary degree. The licensing procedure is in itself a remarkable quality assurance mechanism for teacher effecveness, even though it is a new mechanism that was only instuted within the past few years. The main issue for pre-service as well as in-service teacher training is the quality of the training. Even though a teacher ends up being formally qualified and eventually licensed aer having completed all the requirements of a teacher training instuon, she/he is not necessarily an effecve teacher due to the low quality of some teacher training instuons. 4 5 6 6.3. IN-SERVICE TEACHER TRAINING In-service teacher educaon was revamped in 2008 with the MECS Ministerial Order #72. Three types of in-service training have been introduced 44 : • Basic Training: funded from the naonal educaon budget. Each teacher is entled to a comprehensive training program every five years. The first year teacher is entled to 7 days of training, the fih year teacher to 14 days, and the teacher in her/his tenth year of teaching was eligible for 21 days of in-service training. • Specialized Training: both credit-bearing as well as non-credit courses. • Independent Studies: individual, distance learning/correspondence studies, other types. This study reviewed the actual implementaon of the Order #74 at the central level, in Ulaanbaatar, and in the 28 selected schools of the study. At the central level, only the fih year teachers have been targeted to date due to budgetary constraints. But it is ancipated that in 2012 also first and tenth year teachers will be enrolled in seven days (56 hours) or 21 days (168 hours) of training, respecvely. One-third of the teaching workforce is young and there is recognion in the Department of General Educaon at MECS that first year teachers, and in general young teachers, should urgently become beneficiaries of in-service training. 44 Besides the educaon managers in the 28 examined schools, we would like to thank N. Nergui, senior specialist at the General Educaon Department of MECS, as well as G. Shurentsetseg, specialist of social and legal educaon, Mr. Enkhbat, specialist of mathemacs educaon and L. Urtnasan, specialist of primary educaon from the City Educaon Department for providing us documents that explain the legal framework as well as the enrollment figures for in-service training. TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 93
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MINISTRY OF EDUCATION, AND SCIENCE
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ACKNOWLEDGEMENTS The current trend
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TABLE OF CONTENTS List of Tables an
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TABLES, FIGURES, AND APPENDICES Tab
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EXECUTIVE SUMMARY This study examin
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have a large number of teachers who
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From the perspecve of educaon manag
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1 2 3 4 5 6 © MEA. N.Munkhtsetseg,
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CHAPTER 1: INTRODUCTION In line wit
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CHAPTER 1: INTRODUCTION Expenditure
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CHAPTER 1: INTRODUCTION The PETS Mo
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CHAPTER 1: INTRODUCTION Table 3 als
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CHAPTER 1: INTRODUCTION three types
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CHAPTER 1: INTRODUCTION Figure 4: M
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CHAPTER 1: INTRODUCTION underlying
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CHAPTER 2: THE TEACHING WORKFORCE 1
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UNICEF Mongolia - Teachers College Columbia University

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