95563 Kazakhstan     SABER Country Report TEACHERS 2013     Policy Goals Status 1. Setting Clear Expectations for Teachers There are clear expectations for what students should learn and what teachers are  supposed to do. There are also clear guidelines regarding the proportion of school time dedicated to instructional improvement. 2. Attracting the Best into Teaching Entry requirements and teacher pay may not be appealing for talented candidates,  signaling teaching as a low-status profession. Despite substantial increases in teacher pay since 2000, it remains one of the lowest-paid skilled professions in the country. 3. Preparing Teachers with Useful Training and Experience Current initial teacher education programs may not be best suited to building a strong  teaching corps. Teachers-in-training have the opportunity to develop practical teaching skills. There is more than one pathway to becoming a secondary school teacher, which provides opportunities for skilled candidates who may wish to join the profession 4. Matching Teachers’ Skills with Students’ Needs There are official systems in place to address teacher shortages in hard-to-staff  schools, but no official policies to attract teachers to teach critical-shortage subjects. 5. Leading Teachers with Strong Principals Principals are expected to monitor teacher performance and provide support to  teachers to improve instructional practice, but their performance is not rewarded. At present, there are no specific training requirements to ensure that principals have the necessary skills to act as either instructional leaders or school administrators. 6. Monitoring Teaching and Learning There are systems in place to assess student learning in order to inform policy, but the  results are not used to inform teaching. Teacher performance is evaluated annually using criteria that assess effective teaching. 7. Supporting Teachers to Improve Instruction There are multiple opportunities for teacher professional development that are aligned  with global best practices 8. Motivating Teachers to Perform There are mechanisms in place to hold teachers accountable. Career opportunities  and salaries are linked to teacher performance but high-performing teachers do not receive monetary bonuses or recognition for their efforts.      THEWORLDBANK KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   TableofContents OverviewofSABERͲTeachers............................................................................................................................... ...................3 Kazakhstan’sTeacherPolicySystemResults.......................................................................................................................... 5 Goal1:Settingclearexpectationsforteachers.................................................................................................................. 5 Goal2:Attractingthebestintoteaching............................................................................................................................ 6 ........................................................................................ 8 Goal3:Preparingteacherswithusefultrainingandexperience Goal4:Matchingteachers’skillswithstudents’needs...................................................................................................... 9 Goal5:Leadingteacherswithstrongprincipals............................................................................................................... 10 Goal6:Monitoringteachingandlearning........................................................................................................................ 12 Goal7:Supportingteacherstoimproveinstruction........................................................................................................ 13 Goal8:Motivatingteacherstoperform........................................................................................................................... 14 PolicyOptions............................................................................................................................... ........................................ 16 Goal1:Settingclearexpectationsforteachers................................................................................................................ 16 Goal2:Attractingthebestintoteaching.......................................................................................................................... 16 ...................................................................................... 16 Goal3:Preparingteacherswithusefultrainingandexperience Goal4:Matchingteachers’skillswithstudents’needs.................................................................................................... 16 Goal5:Leadingteacherswithstrongprincipals............................................................................................................... 17 Goal6:Monitoringteachingandlearning........................................................................................................................ 17 Goal7:Supportingteacherstoimproveinstruction........................................................................................................ 17 Goal8:Motivatingteacherstoperform........................................................................................................................... 17 Acronyms............................................................................................................................... ............................................... 17 Acknowledgements............................................................................................................................... ................................18 References............................................................................................................................... ............................................. 18 Annex1.SABERͲTeachersRatings........................................................................................................................ .................22   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   OverviewofSABERǦTeachers describe how different education systems manage their  teacherforce,aswellascopiesofsupportingdocuments. Thereisincreasinginterestacrosstheglobeinattracting, Data collection and scoring followed the methodology retaining, developing, and motivating great teachers. developed for SABERͲTeachers to maximize Student achievement has been found to correlate with comparability while also ensuring appropriateness for economic and social progress (Hanushek & Woessmann Kazakhstan. 2007, 2009; Pritchett & Viarengo 2009; Campante &  Glaeser2009),andteachersarekey:recentstudieshave The full database is available at the SABERͲTeacher shown that teacher quality is the main schoolͲbased website. predictor of student achievement and that several consecutiveyearsofoutstandingteachingcanoffsetthe Box1.Teacherpolicyareasfordatacollection learningdeficitsofdisadvantagedstudents(Hanushek& 1. Requirementstoenterandremaininteaching Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff 2004; Park & Hannum 2001; Sanders & Rivers 1996). 2. Initialteachereducation However, achieving the right teacher policies to ensure 3. Recruitmentandemployment that every classroom has a motivated, supported, and competent teacher remains a challenge, because 4. Teachers’workloadandautonomy evidence on the impacts of many teacher policies 5. Professionaldevelopment remains insufficient and scattered, the impact of many reformsdependsonspecificdesignfeatures,andteacher 6. Compensation(salaryandnonͲsalarybenefits) policies can have very different impacts depending on 7. Retirementrulesandbenefits thecontextandothereducationpoliciesinplace.  8. Monitoringandevaluationofteacherquality Anewtool,SABERͲTeachers,aimstohelpfillthisgapby 9. Teacherrepresentationandvoice collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in 10. Schoolleadership primary and secondary education systems around the  world. SABERͲTeachers is a core component of SABER To offer informed policy guidance, SABERͲTeachers (Systems Approach for Better Education Results), an analyzestheinformationcollectedtoassesstheextent initiativelaunchedbytheHumanDevelopmentNetwork towhichtheteacherpoliciesofaneducationsystemare of the World Bank. SABER collects information about aligned with those policies that research evidence to different education systems’ policy domains, analyzes it date has shown to have a positive effect on student to identify common challenges and promising solutions, achievement. SABERͲTeachers analyzes the teacher and makes it widely available to inform countries’ policy data collected to assess each education system’s decisionsonwhereandhowtoinvestinordertoimprove progress in achieving eight teacher policy goals: 1. educationquality. Settingclear expectations forteachers; 2.Attracting the  best into teaching; 3. Preparing teachers with useful SABERͲTeacherscollectsdataon10coreteacherpolicy trainingandexperience;4.Matchingteachers’skillswith areastoofferacomprehensivedescriptiveoverviewof students’ needs; 5. Leading teachers with strong the teacher policies that are in place in each principals; 6. Monitoring teaching and learning; 7. participating education system (see Box 1). Data are Supporting teachers to improve instruction; and 8. collected in each participating education system by a Motivatingteacherstoperform(seeFigure1). specializedconsultantusingaquestionnairethatensures comparability of information across different education systems. Data collection focuses on the rules and regulations governing teacher management systems. This information is compiled in a comparative database where interested stakeholders can access detailed information organized along relevant categories that  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Figure1:Eightteacherpolicygoals policies that are known to be related to improved studentoutcomes.Themainobjectiveofthisassessment is to identify the strengths and weaknesses of the teacher policies of an education system and pinpoint possible areas for improvement. For a more detailed reportontheeightteacherpolicygoals,policyleversand indicators,aswellastheevidencebasesupportingthem, see Vegas et al. (2012). The main focus of SABERͲ Teachers is policy design, rather than policy implementation. SABERͲTeachers analyzes the teacher policies formally adopted by education systems. However, policies “on the ground”, that is, policies as they are actually implemented, may differ quite substantiallyfrompoliciesasoriginallydesigned.Infact, they often do differ due to the political economy of the  reform process, lack of capacity of the organizations in charge of implementing them, or the interaction The eight teacher policy Goals are functions that all between these policies and specific contextual factors. highͲperforming education systems fulfill to a certain Since SABERͲTeachers collects limited data on policy extent in order to ensure that every classroom has a implementation, the assessment of teacher policies motivated, supported, and competent teacher. These presentedinthisreportneedstobecomplementedwith goals were identified through a review of evidence of detailed information that describes the actual research studies on teacher policies, and the analysis of configuration of teacher policies on the ground. This policies of topͲperforming and rapidlyͲimproving reportcomprisesonepieceoftheKazakhstanEducationͲ education systems. Three criteria were used to identify JointEconomic ResearchProgram(JERP).Itsobjectiveis them:teacherpolicygoalshadtobe(i)linkedtostudent to enhance the Government of Kazakhstan’s policy and performance through empirical evidence, (ii) a priority institutional capacity towards evidenceͲbased decision for resource allocation, and (iii) actionable, that is, making in order to raise the quality of education. It actions governments can take to improve education describesKazakhstan’sperformanceineachoftheeight policy. The eight teacher policy goals exclude other teacherpolicygoals,alongsidecomparativeinformation objectives that countries might want to pursue to from education systems that have consistently scored increasetheeffectivenessoftheirteachers,butonwhich high results in international student achievement tests thereis,todate,insufficientempiricalevidencetomake and have participated in SABERͲTeachers. Additional specificpolicyrecommendations. detailed descriptive information on Kazakhstan’s and Byclassifyingcountriesaccordingtotheirperformance other education systems’ teacher policies can be found on each of the eight teacher policy goals, SABERͲ ontheSABERͲTeacherswebsite. Teachers can help diagnose the key challenges that  countriesfaceinensuringtheyhaveeffectiveteachers. Although learning outcomes have improved according Foreachpolicygoal,theSABERͲTeachersteamidentified to the results of the 2012 Programme for International policylevers(actionsthatgovernmentscantaketoreach Student Assessment (PISA), Kazakh students remain thesegoals)andindicators(whichmeasuretheextentto behindtheequivalentof1.5and2.5yearsofschooling which governments are making effective use of these in math and reading respectively. Given the emerging policy levers). Using these policy levers and indicators, evidencethatseveralconsecutiveyearsofoutstanding SABERͲTeachers classifies education systems’ teaching have been found to offset the learning performance on each of the eight teacher policy goals deficitsofevendisadvantagedstudents,itiscriticalto using a fourͲcategory scale (latent, emerging, examineKazakhstan’smixofpoliciesonteachers. established, and advanced), which describes the extent to which a given education system has in place teacher  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Kazakhstan’s Teacher Policy System The tasks that teachers are expected to carry out are officially stipulated (Law on Education, Article 51 and Results Model Professional Qualification Characteristics for Goal1:Settingclearexpectationsforteachers Teachers, adopted by Government Resolution). Teacher tasks go beyond classroom teaching to include tasks Advancedzzzz related to instructional improvement such as: providing Indicator Score Justification support to other teachers, collaborating on the school 1.Arethere Established Therearestandardsfor plan, designing the curriculum, and taking part in the clear zzz| whatstudentsmustknow internalevaluationactivitiesoftheschool. expectations  andbeabletodo,andthe  forteachers? tasksthatteachersare expectedtocarryoutare (2)Guidanceonteachers’useoftimecouldfocusmore stipulated. on ensuring that they are given the time needed to 2.Isthere Advanced Teachers’officialtasks improve instruction. Teachers’ working time in useful zzzz includetasksrelatedto Kazakhstan is officially defined as the overall number of guidanceon  instructional working hours (as opposed to merely counting contact theuseof improvement.The timewithstudentsorhoursspentattheschool).Global teachers’ statutorydefinitionof experience suggests this definition may be conducive to working workingtimeforprimary learning, because it recognizes that teachers normally time? schoolteachersrecognizes needtodevotesometimetononͲteachingtasks,suchas nonͲteachinghours,and lesson planning, analysis of student work, professional theshareofworkingtime development, and administrative tasks. However, while allocatedtoteachingfor primaryschoolteachersis there are clearly defined teacher tasks in Kazakhstan, lessthan50percent. there is no clear statement in the law as to what  percentage of time teachers should allocate to any of Setting clear expectations for student and teacher thesetasks. performance is important to guide teachers’ daily work  andalignnecessaryresourcestomakesurethatteachers In contrast, successful education systems such as those can constantly improve instructional practice. In of Ontario, Finland, Japan, South Korea, and Singapore addition, clear expectations can help ensure there is devoteconsiderabletimeattheschoolleveltoactivities coherence among different key aspects of the teaching that are related to instructional improvement, such as professionsuchasteacherinitialeducation,professional collaboration among teachers on the analysis of development,andteacherappraisal. instructional practice as well as mentoring and  professional development (Darling Hammond & SABERͲTeachers considers two policy levers that school Rothman 2011, DarlingͲHammond 2010, Levin 2008). In systemscanusetoreachthisgoal:(1)clearexpectations addition, when compared with other systems, these for what students should know and be able to do, and systemstendtodevoteasmallershareofteachers’time how teachers can help students reach these goals; (2) to actual contact time with students and a larger share useful guidance on how teachers’ can use their time to of teachers’ time to teacher collaboration, onͲsite improveinstructionattheschoollevel. professional development, and research on the  effectiveness of various teaching strategies. Japan, for (1) In Kazakhstan, there are expectations for what example,devotesabout40percentofteachers’working students are expected to learn and for what teachers time to these type of activities, while Ontario currently are supposed to do. The Ministry of Education and devotes 30 percent (Darling Hammond & Rothman Science(MoES)isresponsibleforsettingeducationgoals 2011). and controlling the national curriculum. State standards  are set by MoES and approved by Government  Resolution.Thereareofficialeducationrequirementsfor  the knowledge and skills that students must attain at  eacheducationallevel.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Figure 2. Teachers’ official tasks related to school The structure and characteristics of the teaching career improvement can make it more or less attractive for talented  individuals to decide to become teachers. Talented Kazakhstan peoplemaybemoreinclinedtobecometeachersifthey Singapore Shanghai see that entry requirements are on par with those of Japan wellͲregarded professions, compensation and working conditionsareadequate,andthereareattractivecareer  opportunitiesforthemtodevelopasprofessionals. Mentorpeers 9 9  9   SABERͲTeachers considers four policy levers that school Collaborateonschoolplan 9 9 9 9 systems can use to reach this goal: (1) requirements to  enter the teaching profession (2) competitive pay (3) Designthecurriculum 9 9  9 appealing working conditions and (4) attractive career  opportunities. Participateinschoolevaluation 9 9  9  Source:SABERͲTeachersdata (1)InKazakhstan,primaryschoolteachersarerequired Goal2:Attractingthebestintoteaching to have completed secondary education and to have  earned at least a twoͲyear technical vocational Emergingzz|| education degree. Secondary school teachers must  have completed a minimum of a fourͲyear Bachelor’s Indicator Score Justification degree. In 2012Ͳ2013, there were a total of 292,064 1.Areentry Emerging Entryrequirementsfor teachers; of these, 87.9 percent possessed a higher requirements zz|| incomingteachersare education degree, 11.3 percent held a vocational setupto notthatstringent education degree and 0.8 percent had only secondary attracttalented  relativetomanyhigh education or incomplete higher education. In practice, candidates? performingeducation duetoashortageofteachers,particularlyinruralareas, systems,andthereis some primary school teachers have completed only onlyonemodelofinitial secondary education. Primary and secondary education teachereducation(a teachers in Kazakhstan receive their initial teacher concurrentmodel). training in courses taken after 11 years of schooling. 2.Isteacher Latent Teacherpaymaynotbe Formalrequirementstobecomeaprimaryorsecondary payappealing z||| appealingfortalented fortalented candidates,andpaydoes school teacher are below those in topͲperforming candidates?  notvaryaccordingto international education systems. Primary school performance. teachers in Kazakhstan need only a technical vocational 3.Areworking Establishe There are standards, but educationdegree,whilesecondaryschoolteachersmust conditions d only 50 percent to 85 complete a fourͲyear Bachelor’s degree. College appealingfor zzz| percent of schools graduatesseekingtobecomesecondaryschoolteachers talented comply with them. must show that they have mastered sufficient subject applicants?  Student teacher ratios knowledge as evaluated through exams before are low (less than 30 graduation. Teacher candidates are required to have a students per class in minimum amount of practical professional experience primary school and less than 20 in secondary (part of their initial teacher training) and complete a school). formal interview.  By contrast, topͲperforming systems 4.Arethere Advanced Teachers can apply to usually require a minimum of a Bachelor’s degree for attractive zzzz both administrative and both primary and secondary education teachers. career academic posts, and Systems such as Singapore and Finland require teachers opportunities?  promotion opportunities tohavepracticalprofessionalexperienceandtopassan are linked to assessment conducted by a supervisor based on their performance. previous practical professional experience. In many  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   systems,writtenexamsarealsorequired.InKazakhstan, other sectors have many more options for career written exams are not required to enter the profession, advancementandsalaryincreases. although MOES is taking steps to implement creative  examsforentrants. In Kazakhstan, teacher salary can vary depending on  seniority and other factors such as professional In Kazakhstan, there is only one type of preͲservice development activities. The basic teacher salary (BTS) is teacher training available for primary education definedbythegovernmentandsetat17,697Tenge.The teachers. Concurrent programs—programs that teach salary is calculated with fixed rates depending on years subject knowledge and pedagogic skills relatively of experience and professional category. The simultaneously—are the only pathway for entering the professional category is a grading system with three teaching profession. By contrast, at the secondary level grade levels—second category (for starting teachers), there are two avenues for entering the teacher firstcategoryandhighestcategory.Whenteachersenter profession:concurrentandalternativeprograms. a higher professional category, they receive a higher  salary. There are specific requirements for teachers to Many topͲperforming systems allow for more than one meet in order to obtain a category. The decision about pathway to enter the teaching profession. Specifically, awarding a category is based on three types of criteria. many programs offer a consecutive model for initial The first criterion is teacher’s education. For instance, a teacher training in addition to the concurrent model. beginningteacherwithaBachelor’sdegreewithhonors, Consecutive programs allow individuals who have a a PhD, or a Master’s degree may automatically be Bachelor’sdegreeinadisciplineotherthaneducationto promoted to a higher category. The second criteria is gain a teaching certificate after some period of study at teacher’s performance, which is assessed using: university. For instance, Ontario, Canada, has a students’ achievements, Unified National Testing (UNT) consecutive program. In Ontario, all teachers must be results, general academic ratings of students, and the certifiedtoteachbytheOntarioCollegeofTeachers.In number of winners or the number of participants that addition to a Bachelor’s degree in a specialized subject, teachers send to Students’ Country (or International) teachers are required to have at least a oneͲyear postͲ Competitionsondifferentsubjects.Thefinalcriteriaisa secondary degree in education. The oneͲyear program teacher’s professional achievements (e.g. teacher must dedicate at least 40 percent of the academic year participation in Teachers’ Professional Competitions). In to teaching methods (defined as how to teach students the pay scale (Government Resolution # 1400 dated inparticulargradesandsubjects);20percentoftheyear December 29, 2007) there are salary indices based on to education foundations (the history, philosophy and teachers’categoryandexperience.Salariescanalsovary psychology of education); 20 percent of the year to any based on teachers’ classroom supervision duties, other area of education; and 40 days of practical teaching location, participation in different pilot professional experience in the classroom (Ontario projects,andgradingresponsibilities. College of Teachers, 2013).  Such programs may help  attract a larger pool of teaching candidates, because As of 2012, teachers who pass multiͲlevel professional there is more than one pathway to enter the teaching developmentcoursesreceive30percent,70percentand profession. 100 percent bonuses to their salaries. There are  additional bonuses available for teaching Russian in (2) Teacher pay may not be appealing for talented Kazakh schools, and Kazakh in Russian schools. Also, candidates.Theminimumstartingsalaryforateacheris additional compensation is available to teachers who 35,747Tenge(US$1=154TengeinDecember2013),and choose to teach in schools for pupils with deviant the average salary in the education sector is 68,971 behavior, and, at the other end of the spectrum, for Tenge. These salaries are considerably lower than those teachinginschoolsfortalentedpupils. ofotherskilledprofessions.Bycomparison,theaverage  salaryinthebankingsectoris210,000Tenge(thesector (3) Working conditions may be appealing enough to with the highest average salary), and in the healthcare attract talented individuals to the teaching profession. sector, the average salary is 81,340 Tenge. In addition, Working conditions may play an important role in the decision to become a teacher. Talented candidates who  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   have opportunities in other professions may be career opportunities in the teaching profession in these discouraged from choosing the teaching profession if wayswillhelptoattractthebestcandidates. working conditions are poor. In Kazakhstan, there are national standards for infrastructure, hygiene, and Goal3:Preparingteacherswithuseful sanitation in schools (Sanitary rules, art. 332; Law on trainingandexperience education, art. 6.5). As of 2011, 76 percent of schools  complied with these national standards (5,591 out of Emergingzz|| 7,384schools).   Indicator Score Justification StudentͲteacher ratios, which are another indicator of 1.Arethere Emerging Theminimumlevelof teacher working conditions, are similar to those in topͲ minimum zz|| educationrequiredto performing international education systems. The standardsfor  becomeateacherfor primary school studentͲteacher ratio is 17:1, and the preͲservice bothprimaryand teaching secondaryschool secondaryschoolratiois7:1.Itisimportanttonotethat education teachersisatthelevelof these figures are national figures, and not necessarily programs? ISCED5B. representative of schools throughout Kazakhstan. 2. Towhat Established Teachersarerequiredto  extentare zzz| haveclassroom Figure3.StudentͲteacherratio,primaryschool teacherͲ  experience(465hoursfor entrants primaryteachersand900 SouthKorea requiredto hoursforsecondary Singapore befamiliar teachers)ininitialteacher with education;thereisan Shanghai classroom optionalmentoring Japan practice? program. Kazakhstan   0 5 10 15 20 25 Equipping teachers with the skills they need to succeed Source:SABERͲTeachersdata intheclassroomiscrucial.Teachersneedsubjectmatter  and pedagogic knowledge, as well as classroom managementskillsandlotsofteachingpracticeinorder (4) Opportunities for career advancement may be to be successful in the classroom. In addition, effective appealingenoughtohelpattracttalentedindividualsto preparation can put all teachers on an equal footing, the teaching profession. Teachers in most education giving them a common framework to improve their systems are offered opportunities for promotion to practice. principal positions at some point in their careers. In  addition to these “vertical” promotions, most highͲ SABERͲTeachers considers two policy levers that school performing education systems offer teachers the systems can use to reach this goal: (1) minimum possibility of “horizontal” promotions to academic standardsforpreͲservicetrainingprograms;(2)required positions that allow them to grow professionally as classroomexperienceforallteachers. teachers and yet remain closely connected to  instruction,insteadofmovinguptomanagerialpositions (1) Teacher initial education may not be providing (OECD 2012, DarlingͲHammond 2010). Policies in prospective teachers with the knowledge and skills Kazakhstan offer various opportunities for career needed to be successful in the classroom. Virtually all advancement to teachers. Teachers have the option of highͲperformingcountriesrequirethatteachershavean applying to either school administration posts (such as educational level equivalent to ISCED 5A (a Bachelor’s school principals) or academic leadership positions. degree),andsomesystems,suchasFinland’s,require,in Additionally, promotionopportunitiesinKazakhstanare addition,aresearchͲbasedmaster’sdegree(OECD2011). officially linked to teacher performance. Improving As mentioned earlier, primary school teachers in Kazakhstan are required only to complete a practically  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   oriented twoͲyear technical vocational degree course, Goal4:Matchingteachers’skillswith whichmeansthatteacher initial educationisequivalent students’needs onlytotheISCED5Blevel.   Establishedzzz| (2) Practical classroom experience requirements for  novice teachers could be strengthened. Practical Indicator Score Justification experienceisanimportantfactorinteachingquality.The 1. Arethere Advanced Teachersareprovided more teachers try out their pedagogical theories, incentives zzzz multipleincentivesto subjectͲmatter knowledge, and classroom management forteachers  workathardͲtoͲstaff skills,thebetterpreparedtheywillbefortheirjob.Most toworkat schools,andteaching highͲperforming systems require teacher entrants to hardͲtoͲstaff experienceisnottheonly have a considerable amount of classroom experience schools? factorusedindeciding transferpriorities. before becoming independent teachers, and some of 2. Arethere Established Thereisapolicyto thesesystemsprovidementoringandsupportduringthe incentives zzz| addresscriticalshortage firstandevensecondyearonthejob(DarlingͲHammond forteachers subjectareas,and  2010, Ingersoll 2007). In Kazakhstan, student teachers toteach teachersareprovided for primary and secondary education positions can critical incentiveopportunitiesto developclassroomexperienceduringtheirteacherinitial shortage teachcriticalshortage education program. The classroom experience required subjects? subjects. ofteachertraineesduringinitialeducationislessthan12  months (465 hours for primary teachers and 900 hours Ensuringthatteachersworkinschoolswheretheirskills for secondary teachers), and teachers are not required are most needed is important for both equity and to participate in mentoring programs. During the first efficiency. First, it is a way of ensuring that teachers are year, each new teacher is supposed to receive support distributed as efficiently as possible, making sure that froma"senior"teacher.However,thenewteacherisnot therearenoshortagesofqualifiedteachersatanygiven obligedtousethatsupport.InhighͲperformingsystems, grade, education level, or subject. Second, it is a means programs aimed at facilitating new teachers’ transition of ensuring that all students in a school system have an into teaching for both primary and secondary school equal opportunity to learn. Without purposeful teachers are usually at least seven months.  These allocationsystems,itislikelythatteacherswillgravitate programs have the potential to make teachers more towardsschoolsservingbetterͲoffstudentsorlocatedin effective in the classroom and to reduce teacher more desirable areas, deepening inequalities in the turnover. system.   Figure 4. Required classroom experience, primary SABERͲTeachers considers two policy levers school schoolteachers systems can use to reach this goal: (1) incentives for  teachers to work in hardͲtoͲstaff schools and (2) SouthKorea Kazakhstan Singapore incentivesforteacherstoteachincriticalshortageareas. Shanghai  Japan (1) There are mechanisms to ensure that there are no teacher shortages in hardͲtoͲstaff schools. Attracting  effective teachers to work in hardͲtoͲstaff schools 3monthsorless     9  (schools that are in disadvantaged locations or serve 12monthsorless 9  9   underprivileged populations) is a challenge for many  countries and often requires a specific set of incentives. 12Ͳ24months    9  In Kazakhstan, there is a policy for teachers to teach in  hardͲtoͲstaffschools(LawinEducation,art.53).Thereis Morethan24months  9    a scholarship program which provides state grants to Source:SABERͲTeachersdata entrantsfromruralareas.Aftergraduation,recipientsof  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   thescholarshiparerequiredtoteachinruralareasfora Goal5:Leadingteacherswithstrong minimumofthreeyears. principals   According to the Law on Education, teachers in rural Latentz||| areas receive a 25 percent bonus to their basic salary.  Theyarealsoeligibleforadditionalincentives,including Indicator Score Justification betterchancesofpromotion,compensationforutilities, 1.Doesthe Latent Therearenospecific heating, and cattle food by decision of local authorities. education z||| trainingprogramsto All incentives are determined by local authorities and system  supportthedevelopment budgetavailability. investin ofleadershipskills,and  developing principalperformanceis (2)KazakhstanhasidentifiedcriticalͲshortagesubjects, qualified notrewarded. school but policy does not systematically identify or address leaders? critical shortage subjects. Some measures have been 2. Are Established Principalsareexplicitly taken to account for criticalͲshortage subjects. For principals zzz| requiredtoprovide example, data on personnel demand is collected and expectedto  guidanceforcurriculum accumulatedatMoESattheendofeachacademicyear. supportand andteachingͲrelated In some cases, monetary bonuses may also be available improve tasks,andtheyare forteachersinthesesubjects;thisisdeterminedbylocal instructional requiredtoevaluate authoritiesandpaidforoutoflocalbudgets. practice? teacherperformance.   Figure 5. Incentives for teachers to teach in hardͲtoͲ The quality of school heads is an important predictor of staffschools student learning. Capable principals can act as  instructional leaders, providing direction and support to SouthKorea Kazakhstan the improvement of instructional practice at the school Singapore Shanghai level.Inaddition,capableprincipalscanhelpattractand Japan retaincompetentteachers.  Promotion 9  9  9 SABERͲTeachers considers two policy levers school Higherbasicsalary  9    systemscanusetoreachthisgoal:(1)educationsystem’s Monetarybonus 9 9 9   investment in developing qualified school leaders; (2) decisionͲmaking authority for school principals to Subsidizededucation   9   supportandimproveinstructionalpractice. Housingsupport 9 9   9  Source:SABERͲTeachersdata (1) In Kazakhstan, there are no specific established  Note:SingaporehasnospecificincentivestoattractqualifiedteacherstohardͲ programs to support the development of principals’ toͲstaff schools, but it does have a centrallyͲmanaged teacher deployment leadership skills, but a mentor program is proposed in systemthatensuresanequitableandefficientdistributionofteachers. theRegulationonMentoringrecentlydraftedbyMoES. Research from topͲperforming education systems suggestsprincipalscandevelopleadershipskillsthrough supported work experience or through specific training courses.  HighͲperforming systems such as those of Finland, Japan, South Korea, Shanghai, and Singapore require the participation of applicants to principal positions in specific coursework and/or a specialized internship or mentoring program aimed at developing essential leadership skills (OECD, 2012; DarlingͲ Hammond 2010).For instance, the Ontario government launched the Ontario Leadership Strategy in 2008 to  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   respond to pressures facing principals in Ontario, Kazakhstan are aligned with instructional leadership Canada. One aspect of this strategy includes increased tasks that research suggests are associated with high mentorship for new principals. Mentors can play an studentperformance,althoughtheiradministrativeload important role in the Ontario education system since may be especially burdensome and may detract from nearly half of the school principals have five years of theirabilitytomanageteacherseffectively. experienceorless(PeopleforEducation2011).   Figure 6. Mechanisms to support the development of TobecomeaschoolprincipalinKazakhstan,anapplicant principals’leadershipskills must have a teaching certificate and a minimum of five SouthKorea yearsteachingexperienceandthreeyearsadministrative Kazakhstan Singapore Shanghai experience. There are currently no specific training Japan mechanisms, such as specific coursework or participation in a mentoring or internship program, to ensurethatapplicantstoprincipalpositionsdevelopthe necessaryskillstoactasinstructionalleaders. Coursesorothertraining  requirements   9 9 9 Legislation states that MoES is to assess principal Mentoringorinternship performance every year, but no official criteria for program  9  9  Source:SABERͲTeachersdata evaluating principals’ performance exist, and principals’  compensation is not linked to performance. In practice, evaluationis donebyassessingstudents’achievements, average rates on UNT results, annual reports on teachers’ professional development, and the number of students in the principal’s school who win Olympiad competitions.  (2) Principals in Kazakhstan are explicitly expected to monitor teacher performance and to provide support and guidance to teachers for the improvement of instructional practice. Once education systems get talented candidates to become principals, they need to structure their time to focus on improving instruction (OECD2012,Barber&Mourshed2007).HighͲperforming educationsystemssuchasthoseofFinland,Ontario,and Singapore think of their principals as instructional leaders. Principals are expected to be knowledgeable in teaching and curriculum matters, as well as to provide guidance and support to teachers. They evaluate teachers,providefeedback,assesstheschool’sneedsfor professional development, and direct instructional resources where they are most needed (DarlingͲ Hammond&Rothman2011).  InKazakhstan,principalsareexpectedtohireanddismiss teachers, assess teachers’ performance, evaluate the overall school’s performance, manage the school budget, represent the school, respond to subnational and local authorities, and maintain student discipline. Many of the tasks that are expected from principals in  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Goal6:Monitoringteachingandlearning inform teaching. All highͲperforming education systems  ensure that there is enough student data to inform Establishedzzz| teachingandpolicy,buttheydosoinverydifferentways.  Regardlessofthemechanismtheydecidetofollow,highͲ Indicator Score Justification performingsystemsensurethatthreemainfunctionsare 1.Arethere Emerging Teachersarenottrained fulfilled: (1) there is a system to collect relevant and systemsin zz|| toassessstudent complete data on student achievement regularly (2) placetoassess  achievement.Thereare there is a mechanism for public authorities to have student largenationalexamsused access to these data so that they can use it to inform learningin toassessstudentlearning, policy and (3) there is a mechanism to feed these data orderto buttheseexamsarenot and relevant analyses back to the school level, so that inform usedtoinformthequality teachers can use it to inform the improvement of teachingand ofteachingorlesson instructionalpractice. policy? plans.  2.Arethere Emerging Teachersarerequiredto systemsin zz|| participateinbothinternal In Kazakhstan, there are obligatory national student placeto  andexternalevaluations. examinations administered to students of 11th grade in monitor Localauthoritiesmonitor order to assess a certain volume of knowledge at the teacher teacherperformance,but secondaryeducationlevel.Asofnow,theUNTistheonly performance? itisnotpossibletotrack tool of external assessment for the overall republic and teachersovertime. ensurescomparabilityofresultsachievedbyeachschool 3.Arethere Advanced Classroomobservations in time dynamics. The results are used to reveal multiple zzzz arepartoftheteacher systematicgapsinteachingschoolsubjects. mechanisms assessmentsystem.Both  toevaluate  principalandcolleagues Student learning is monitored through regular teacher participateinteacher performance? assessments,andavariety standardizednationalassessments.Assessemntsinclude ofcriteriaareusedto endͲofͲyear subjectͲspecific tests (known as interim evaluateteacher assessments) and and final examinations for general performance. requirementsafterthe9thand11thgrades).TheNational  Testing Center under MoES administers an External Assessing how well teachers are teaching and whether Assessment of Student Achievement, but this students are learning or not is essential to devise assessment only covers a sample of 9th grade students strategies for improving teaching and learning. First, with the purpose of monitoring and informing potential identifying lowͲperforming teachers and students is students and parents on the state of the quality of critical for education systems to be able to provide educationineveryschool.Resultsoftheseexaminations strugglingclassroomswithadequatesupporttoimprove. aresomewhatlimitedand,atpresent,notusedtoinform Second, teacher and student evaluation also helps teachersoftheirperformance. identify good practices which can be shared across the  systemtoimproveschoolperformance. (2) There are systems in place—both internal and  externalevaluations—tomonitorteacherperformance. SABERͲTeachers considers three policy levers school InKazakhstan,aformalinternalassessmentisconducted systemscanusetoreachthisgoal:(1)availabilityofdata once a year. In practice, the process of internal onstudentachievementinordertoinformteachingand assessment is highly subjective and based on the school policy (2) adequate systems to monitor teacher authority's judgment, supported by the observations of performance (3) multiple mechanisms to evaluate colleagues, parents, and, occasionally, students. The teacherperformance. external evaluation system is used to assess teachers’  compliance with qualification requirements and to (1) In Kazakhstan, there are systems in place to assess upgrade teachers’ qualification category, which also studentlearninginordertoinformteachingandpolicy, results in an increase in their salary. Kazakhstan has butdatacollectedfromnationalexamsarenotusedto attestation procedures that are obligatory for every  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   teacher every five years. Attestation is an official Goal7:Supportingteacherstoimprove proceduretodeterminewhetherateacher’sskillsmatch instruction qualificationrequirements.   Establishedzzz| (3) According to policy, the criteria used to evaluate  teacher performance focus heavily on criteria that Indicator Score Justification research has found to influence student achievement. 1.Arethere Advanced Teachersarerequiredto Research suggests that no single method of evaluating opportunities zzzz participatein teacher performance is failͲsafe. Most highͲperforming forprofessional  professional systemsconductteacherevaluationsusingamultiplicity development? development,and of mechanisms of data collection and varied criteria for professional assessment. developmentactivities  areprovidedfreeof chargetoteachers. InKazakhstan,thecriteriatakenintoaccountduringthis 2. Isteacher Established Professional teacherappraisalincludeteachers’knowledgeofsubject professional zzz| developmentincludes matter, teaching methods, student assessment development activitiesthatmay  methods, and students’ academic achievement (Figure collaborative promotebestͲpractice 7). If evaluations are carried out in a systematic and andfocusedon sharing. objectivemanner,suchcriteriacouldprovideabalanced instructional approachforevaluatingteacherperformance. improvement?  3.Isteacher Latent Ifteachers obtainan Figure7.Criteriatoevaluateteacherperformance professional z||| unsatisfactoryresultin  development anevaluation,theyare SouthKorea  Kazakhstan assignedbased notassignedtoa Singapore Shanghai onperceived supervisor,ortospecific Japan needs? professional developmentactivities.   Subjectmatterknowledge Support systems are necessary to help improve 9 9  9 9  instruction at the school level. In order to constantly Teachingmethods improve instructional practice, teachers and schools 9 9 9 9 9  need to be able to analyze specific challenges that they Studentassessmentmethods face in classroom teaching, have access to information 9 9 9 9 9  on best practices to address these challenges, and Students’academicachievement receivespecificexternalsupporttailoredtotheirneeds. 9  9     Source:SABERͲTeachersdata SABERͲTeachers considers three policy levers school systems can use to reach this goal: (1) availability of opportunities for teacher professional development (2) teacher professional development activities that are collaborativeandfocusedoninstructionalimprovement (3) making sure teacher professional development is assignedbasedonperceivedneeds.  (1) Teachers are required to participate in teacher professional development. In Kazakhstan, participating in professional development is required both to stay in theprofessionandtobeeligibleforpromotion.Teachers have to pass professional development requirements  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   every five years. Professional development through Figure8.Typesofprofessionaldevelopment multiͲlevel programs at the National Skills Upgrading SouthKorea Kazakhstan Singapore Center, Orleu, has been required since 2011. Teachers Shanghai are required to have participated in a number of Japan professional development seminars or workshops according to their rank (Law on Education 51, Professional Qualification Requirement). Outside of required professional development courses, it is up to Observationvisits 9 9 9 9  individual teachers to choose the type of qualification Teachernetworks 9 9 9 9  andkindsofdevelopmentcoursesinwhichtheywantto participate. Required professional development Schoolnetworks 9 9 9 9  activities are financed by MoES, and principals are responsibleforadministeringtheseactivitiestoteachers Research 9 9  9  in their schools. Teachers typically do not fund professionaldevelopment,duetotheirlowwages. Mentoring/coaching  9 9 9   Source:SABERͲTeachersdata (2) Teacher professional development includes activities that have been found by research to be Goal8:Motivatingteacherstoperform associated with instructional improvement. Research  suggests that effective teacher professional Emergingzz|| developmentiscollaborativeandprovidesopportunities  Indicator Score Justification for the inͲschool analysis of instructional practice, as opposed to being limited to oneͲtime workshops or 1.Arecareer Latent Promotionopportunities conferences. As mentioned earlier, highͲperforming opportunities z||| arelinkedtohighteacher linkedto performance.Thereisa education systems such as those of Japan and Ontario performance? mandatoryprobation devote as much as 30 per cent of school time to period,butopenͲended professional development and instructional appointmentsarenot improvement activities. Such activities include grantedbasedonteacher observation visits to other schools, participation in performance. teacherorschoolnetworks,andopportunitiestoengage 2. Arethere Advanced Teacherperformance in research, mentoring, or coaching. Most of these mechanisms zzzz evaluationsand opportunitiesexistinKazakhstan(Figure8). tohold professionaldevelopment  teachers activitiesarerequiredfor (3) Some teacher professional development activities accountable? teacherstoremainin teaching,andteacherscan are formally assigned based on perceived needs. If bedismissedwith teachers obtain an unsatisfactory performance reasonablecause(e.g. evaluation,theymaybeadvised,thoughnotrequired,to misconductor attend some professional development activity. absenteeism). Assigning professional development to teachers when 3.Isteacher Latent Performancereviewscarry theyscorelowonperformanceevaluationsisonewayof compensation z||| salaryimplications,but potentially improving instructional practice. Teacher linkedto highperformingteachers professional development can be targeted to meet the performance? donotreceivemonetary needsofspecificteachers. bonuses.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Adequate mechanisms to motivate teachers are a way Figure9.Incentivesforhighperformance forschoolsystemstosignaltheirseriousnessinachieving education goals, make the teaching career attractive to SouthKorea Kazakhstan Singapore competent individuals, and reward good performance Shanghai whileensuringaccountability. Japan  SABERͲTeachers considers three policy levers school systems can use to reach this goal: (1) linking career Individualmonetarybonus   9 9 9 opportunities to teachers’ performance (2) having mechanisms to hold teachers accountable (3) linking SchoolͲlevelbonus   9  9 teachercompensationtoperformance. Source:SABERͲTeachersdata   (1) In Kazakhstan, promotion opportunities are linked   to performance on the job. There is no official policy mandating probation periods for teachers before they are granted openͲended appointments, but official policydoesstipulatethatperformanceonthejobfactors intowhetherteachersreceivethistypeofappointment. In addition, there is a common practice at the school level of having probation periods, and principals have discretionoverwhethertorenewateacher’scontractor not.  (2) There are mechanisms in place to hold teachers accountable. Requiring teachers to meet some standards to remain in the teaching profession can facilitate the removal of ineffective teachers. In Kazakhstan, teacher performance is evaluated annually, and there are official mechanisms to address cases of misconduct, child abuse, absenteeism and poor performance. In practice, however, there are no effectivemechanismsfordismissingteachers.  (3) Teacher compensation is linked to performance. Performance reviews in Kazakhstan do carry salary implications, but highͲperforming teachers do not receive monetary bonuses for good individual or school performance. Such pecuniary rewards can be effective toolsforimprovingteacherperformance,assumingthat thereisavalidandwellͲacceptedsystemofperformance evaluationinplace.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   PolicyOptions teachingcertificateaftersomeperiodofstudyat auniversity. This SABER country report has offered a snapshot of  Kazakhstan’s key policies on teachers and how they Since Kazakhstan scored as Emerging for this Goal, it is compare with those of top global performers in recommended that policy identify ways to attract the education.Buildingonthatdiagnosis,thissectionoffers bestgraduatestotheteachingprofession. some options for further strengthening the teacher policyframework. Goal 3: Preparing teachers with useful trainingandexperience Goal1:Settingclearexpectationsforteachers Current initial teacher education programs may not be There are clear expectations for what students should bestsuitedtoensuringgoodͲqualityteachers.TeachersͲ learn and what teachers are supposed to do. There are inͲtraining have the opportunity to develop practical also clear guidelines regarding the proportion of school teachingskills. timededicatedtoinstructionalimprovement. Option: Option: x Requiremoreextensiveteachingpracticebefore x Set expectations for what percentage of teachersobtaincertification.Forinstance,many teachers’ working time should be dedicated to topͲperforming systems such as Singapore and teaching and what percentage should be used Japan require at least 12 months of teaching for other necessary activities that may practice, and this practice is tied up with contribute to instructional improvement supervisedmentoringprograms. (includingworkingonlessonplans,havingoffice  hoursforstudents,gradingassessmentsandthe This goal is also scored as Emerging, calling for better tasksmentionedabove). articulated and targeted policy actions to ensure comprehensiveteacherpreparation. Goal2:Attractingthebestintoteaching Entryrequirements,teacherpay,andworkingconditions Goal 4: Matching teachers’ skills with may not be appealing for talented candidates, signaling students’needs teaching as a lowͲstatus profession. Despite substantial There are official systems in place to address teacher increasesinteacherpaysince2000,itremainsoneofthe shortagesinhardͲtoͲstaffschools,butnoofficialpolicies lowestͲpaidskilledprofessionsinthecountry. toattractteacherstoteachcriticalͲshortagesubjects. Options: Options: x Strengthen selectivity and attractiveness of x Develop a system that systematically identifies entry requirements for teacher training shortages both in critical subject shortages and programsatuniversities. inhardͲtoͲstaffschools. x Ensure that teachers are paid competitive x Ensure that local authorities provide visible salaries,especiallyatentrylevel. incentives to teachers to work in hardͲtoͲstaff x Ensure that teacher incentives and additional schools (e.g. promotion, higher salary, bonuses to teachers’ salaries are attractive scholarshipsforeducation,orhousing). enough to motivate and appeal to potential x Provideincentivesforteacherstoteachcritical candidates. shortagesubjects.“Specialincentivescouldbe x Ensure that teacher performance and providedforscarceskills,suchaseffectivemath effectiveness are criteria used for teacher andscienceteachers.Firstidentifyingandthen promotionandcareeradvancement. benchmarkinganddisseminatinggoodpractices x Introducealternativemodelstoteachertraining. fromthebetterperforming‘RussianͲspeaking’ For instance, consecutive programs allow schoolsinthecountrycouldalsoimprovethe individuals who have a Bachelor’s degree in a overallteachereffectivenessinKazakhstan. discipline other than education to gain a BasedonPISA2009results,Russianschools outperformtheirKazakhcounterpartsbyupto  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   twoandhalfadditionalyearsofschooling” x Ensurethatevaluationsystemsuseobjective (WorldBank,2012). criteriatosystematicallyevaluateteacher performance. Goal5:Leadingteacherswithstrong principals Goal 7: Supporting teachers to improve Principalsareexpectedtomonitorteacherperformance instruction andprovidesupporttoteacherstoimproveinstructional Therearemultipleopportunitiesforteacherprofessional practice, but their performance is not rewarded. At developmentthatarealignedwithglobalbestpractices. present, there are no specific training requirements to Option: ensure that principals have the necessary skills to act as x Provide collaborative professional development eitherinstructionalleadersorschooladministrators. opportunities that include inͲschool analysis of Options: instructional practice, as opposed to being x Provideadditionalsupporttonewprincipals limited to oneͲtime workshops or conferences. x Principalperformancecouldbeenhancedby For instance, professional development providingprincipalswithanobligatory activitiesthatrequire teacherstomeetmultiple mentorshipprogramand/orspecific times throughout the schoolͲyear and that courseworktopromoteleadershipskills. require teachers to incorporate activities into x Ensurethatstudentandteacheroutcomesare their dayͲtoͲday activities, have been found to factoredintoprincipalperformancereviews bemoresuccessfulthanoneͲdayworkshopsand andthattheycarryasmuchweightas activitiesthatdonotfollowupwithteacherson compliancewithspecifiedregulations. how they utilize the professional development x Providetrainingforprincipalsandensurethatit activity. focusesonschoolleadership. Goal8:Motivatingteacherstoperform Since Kazakhstan has scored the lowest in this category out of all eight goals, it is recommended that There are mechanisms in place to hold teachers policymakers focus on improving the quality and accountable.Careeropportunitiesandsalariesarelinked performanceofschoolprincipals. toteacherperformancebuthighͲperformingteachersdo not receive monetary bonuses or recognition for their Goal6:Monitoringteachingandlearning efforts. Kazakhstan is Emerging in this category, Therearesystemsinplacetoassessstudentlearningin supporting the need to strengthen the linkage between ordertoinformpolicybutnotteaching.Teacher teacherperformanceandpay performanceisevaluatedannuallyusingcriteriathat Options: assesseffectiveteaching. x RewardhighͲperformingteacherswithdesirable Options: incentives—both monetary and nonͲmonetary x Ensurethatstudentachievementdatacollected awards. throughnationalexamsareusedtomonitor x Ensure that the results of teacher evaluations andinformteachersabouttheirclassroom and feedback reach teachers and that instruction. evaluationsarenotsimplyproforma. x Ensurethatstudentachievementdatacollected x Develop a system to reward highͲperforming arecomparableyearͲonͲyear,sothatit teachers (e.g., national awards and other types becomespossibletoevaluateteacherand ofrecognitionforhighͲperformers). schoolperformanceovertime.    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"The Impact of Individual Teachers ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ˃̵̨̛̪̼̏ ̴̶̵̡̡̨̛̛̛̣̦̦̼̏̌̌ on Student Achievement: Evidence from Panel ̵̸̵̡̡̨̨̨̡̛̛̛̛̬̯̖̬̭̯̣̙̦̭̯̖̜̪̖̖̭̌̌̔̔̌̐̐ Data." American Economic Review, 94(2), 247Ͳ ̨̡̨̛̬̯̦̌̍̏ ̛ ̵̛̪̬̬̦̖̦̦̼̌̏ ̡ ̛̦̥ ̶̛̣. ʿ̡̛̬̌̚ 252. ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̨̭̯̦̯̌̌̌̚13̛̣̀́2009̨̐̔̌ζ338. Rogers,F.H.,&Vegas,E.(2009)."NoMoreCuttingClass? ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ Reducing Teacher Absence and Providing ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚17̱̭̯̌̏̐̌2009̨̐̔̌ζ5750 Incentives for Performance." Policy Research  WorkingPaper4847.Washington,DC:TheWorld Model Professional Qualification Characteristics for Bank. Teachers and Equivalent to them Employees. Sanders, W. L., & Rivers, J. C. (1996)."Cumulative and Order of the Minister of Education and Science of the Residual Effects of Teachers on Future Student Republic of Kazakhstan ζ338. Academic Achievement. "Research Progress 13July 2009.Registered in the Ministry of Justice of the Report. Knoxville, TN: University of Tennessee RepublicofKazakhstan.August17,2009#5750 ValueͲAddedResearchandAssessmentCenter.   Vegas, E., et al. (2012) What matters most in teacher ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʿ̛̬̣̌̏ ̶̛̛̯̯̖̭̯̌̌ policies? A framework for building a more ̸̵̨̡̛̛̪̖̖̭̔̌̐̐ ̨̡̨̛̬̯̦̌̍̏. ʿ̡̛̬̌̚ ʺ̛̛̦̭̯̬̌ effective teaching profession. Washington, DC: ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 22 TheWorldBank. ̦̬́̏̌́2010̨̐̔̌ζ16.  ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ Officialdocuments ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚18̴̖̬̣̏̌́2010̨̐̔̌ζ6061.   ʯ̡̨̦̌ˀʶ«ʽ̨̨̛̛̬̦̍̍̌̏̌̚»319ͲIII27̛̣̀́2007 Rules of certification of teachers. Order of the Minister  ofEducationandScienceoftheRepublicofKazakhstan# LawoftheRepublicofKazakhstan“AboutEducation” 16 on 22 January 2010. Registered in the Ministry of #319ͲIII27July2007 Justice of the Republic of Kazakhstan # 6061 on 18  February2010   ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ̵̨̭̱̬̭̯̖̦̦̼̐̔̌̏  ̵̨̨̺̖̯̖̣̦̼̍̍́̌̽̚   ̨̭̯̦̬̯̌̔̌̏ ̨̨̛̬̦̍̌̏̌́̚ ʽ̛̛̱̯̖̬̙̖̦̍̏̔ʿ̶̛̛̛̛̬̣̦̪̬̣̖̦̭̪̖̣̭̯̌̏̌̌̏́̌̌ ̵̨̨̛̭̯̖̯̭̯̱̺̏̏̀  ̨̱̬̦̖̜̏  ̨̨̛̬̦̍̌̏̌́̚. ̦̌ ̨̬̯̱̌̍, ̨̛̪̬̖̭̯̣̖̦̔̌̏́ ̪̬̌̏̌ ʿ̨̨̛̭̯̦̣̖̦̖̌̏ ʿ̛̬̯̖̣̭̯̌̏̽̏̌ ˀ̡̛̛̖̭̪̱̣̍ ̨̨̨̨̭̥̭̯̯̖̣̦̌́̽̐ ̨̨̯̬̱̱̭̯̬̜̭̯̔̏̌, ʶ̵̨̭̯̦̯̌̌̌̚23̱̭̯̌̏̐̌2012̨̐̔̌ζ1 ̨̨̨̛̭̙̖̦̏̍̔́ ̨̯ ̨̨̛̦̦̭̯̍́̌̚ ̛̛̣ ̡̛̪̬̖̬̺̖̦̌́  ̨̨̛̦̦̭̯̍́̌̚ ̨̪ ̨̨̡̯̬̯̖̌̍ ̛̬̙̦̥̐̌̔̌̌, ̛̚ ̸̛̭̣̌ About State Mandatory Educational Standards for all ̨̱̣̦̜̌̽ (̡̨̭̖̣̭̜̽) ̨̨̛̥̣̖̙̔, ̨̛̛̛̪̭̯̱̪̹̥̏ ̏ levels of Education. Decree of the Government of the ̵̪̬̖̖̣̔̌ ̡̨̯̼̏ ̦̌ ̸̨̛̱̖̦̖̍ ̨̪ ̸̨̡̛̛̪̖̖̭̥̔̌̐̐, RepublicofKazakhstan#123August2012 ̶̡̛̛̛̥̖̦̭̥̔ ̛ ̛̖̯̖̬̦̬̦̼̥̏̌ ̶̨̛̭̪̖̣̦̭̯̥̌̽́, ̌  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   ̡̯̙̖̌ ̛̬̙̦̥̐̌̔̌̌, ̸̨̛̛̱̹̥̭̍̌̏́ ̦̌ ̨̨̭̦̖̏ PaymentSystemtocivilservants,educationalemployees ̨̨̨̭̱̬̭̯̖̦̦̐̔̌̏̐ ̨̨̨̨̬̯̖̣̦̍̌̏̌̽̐̚ ̡̌̌̌̚̚ ̨̪ financed from state budget. The Government of the ̸̨̡̛̛̪̖̖̭̥̔̌̐̐ ̛ ̶̡̛̛̛̥̖̦̭̥̔ ̶̨̛̭̪̖̣̦̭̯̥̌̽́ Republic of Kazakhstan Resolution # 1400 on December (̡̛̣̬̯̍̌̌̌̏̌̌)̸̨̨̡̨̨̛̛̛̱̹̥̭̯̬̦̯̱̬̖̪̍̌̏́̏̔̌ 29,2007 ̨̪̬̬̥̥̖̐̌ ̨̡̨̨̯̬̔̏ ̴̴̨̨̛̛̛̣̭ (PhD).  ʿ̨̨̛̭̯̦̣̖̦̖̌̏ ʿ̛̬̯̖̣̭̯̌̏̽̏̌ ˀ̡̛̛̖̭̪̱̣̍  ʶ̵̨̭̯̦̯̌̌̌̚30̥̬̯̌̌2012̨̐̔̌ζ390 ˃̨̨̬̱̜̔̏ ̡̨̡̖̭̔ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 15 ̥̌́  2007̨̐̔̌N251 Rules on job placement, selfͲemployment rights,  exemption from duties or termination of the obligation Labor Code of the Republic of Kazakhstan # 251 on May toworkatruralareasforthegraduatesͲruralyouthwho 15,2007 studied on the basis of government order within rural  quota. Resolution of the Government of the Republic of  Kazakhstanζ390onMarch30,2012. ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ˃̵̨̛̪̼̏ ̛̪̬̣̌̏ ̨̛̖̯̖̣̦̭̯̔́̽  ̸̨̡̨̨̛̥̖̯̖̭̔̐ (̸̨̱̖̦̍Ͳ̸̨̡̨̨̛̥̖̯̖̭̔̐, ̸̨̦̱̦̌Ͳ  ̸̨̡̨̨̛̥̖̯̖̭̔̐)̨̨̨̡̨̛̛̛̭̖̯̪̬̖̬̦̏̌́̔̐̍̌́̚ ʧ̨̭̱̬̭̯̖̦̦̼̜̔̌̏ ̨̨̺̖̯̖̣̦̼̜̍̍́̌̽̚ ̭̯̦̬̯̌̔̌ ʿ̡̛̬̌̚ ̛.̨. ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ̨̨̛̬̦̍̌̏̌́̚ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚. 5ʦ010200. ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 21 ̡̖̬̔̌̍́ 2007 ̨̐̔̌ N ʥ̡̛̣̬̯̌̌̌̏̌, ʿ̨̡̛̖̔̌̐̐̌ ̛ ̨̡̛̥̖̯̔̌ ̸̨̨̦̣̦̌̌̽̐ 644. ̸̨̛̱̖̦̍́. ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀  ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚14̦̬́̏̌́2008̨̐̔̌N5090. StateMandatoryEducationalStandardoftheRepublicof  Kazakhstan.5ʦ010200 Bachelor Degree. Pedagogic and Model Rules for Methodical Counsel, Order of the MethodsofPrimaryEducation. Ministry of Education and Science of the Republic of  Kazakhstan#338onJuly13,2009.   ʽ̛̛̱̯̖̬̙̖̦̍̏̔˃̵̨̨̡̛̛̛̪̼̪̬̣̪̬̖̖̦̯̖̱̺̖̏̌̏̏̔́̐  ̨̡̨̨̨̛̦̯̬̣̱̭̪̖̖̥̭̯́̏̌, ̸̨̨̨̪̬̥̖̙̱̯̦̜ ̛ ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʿ̛̬̣̌̏ ̨ ̨̡̪̬̖́̔ ̶̨̛̛̛̬̦̐̌̌̚ ̨̨̨̛̯̜̐̏ ̶̛̛̯̯̖̭̯̌̌ ̸̵̨̛̱̺̭̍̌̀́. ʿ̡̛̬̌̚ ̨̛̖̯̖̣̦̭̯̔́̽ ̸̵̱̖̦̼̍ ̛̖̖̦̜̌̏̔̚ ̨̛̪̼̹̖̦̏́ ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ̴̶̡̡̛̛̛̛̣̏̌̌ ̛ ̨̨̨̡̛̪̖̬̖̪̯̔̐̏ ̨̡̨̛̬̯̦̌̍̏ ʶ̵̭̯̦̌̌̌̚ ̨̯ 18 ̥̬̯̌̌ 2008 ̨̐̔̌ ζ 125. ̶̨̛̛̬̦̜̐̌̌̚ ̨̨̛̬̦̍̌̏̌́̚ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚. ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ ʿ̡̛̬̌̚ ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚21̪̬̖̣̌́2008̨̐̔̌ζ5191 ʶ̵̭̯̦̌̌̌̚ ̨̯ 29 ̡̖̬̔̌̍́ 2000 ̨̐̔̌ N 1211.  ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ Model Regulations on the monitoring, interim and final ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚27̦̬́̏̌́2001̨̐̔̌N1376. evaluation of students. Order of the Minister of  Education and Science of the Republic of Kazakhstanζ Rules for Professional Development for Employees in 125 on March 18, 2008. Registered in the Ministry of EducationalOrganizationsoftheRepublicofKazakhstan. Justice of the Republic of Kazakhstan 21 April 2008 Order of the Ministry of Education and Science of the number5191 RepublicofKazakhstan#1211,onDecember29,2000     ʽ ̛̭̭̯̖̥̖ ̨̪̣̯̼̌ ̯̬̱̔̌ ̵̡̛̬̙̦̭̐̌̔̌ ̵̛̭̣̱̙̺̌, ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʰ̶̡̛̛̦̭̯̬̱ ̨̪ ̶̨̛̛̛̬̦̐̌̌̚ ̨̡̨̛̬̯̦̌̍̏ ̶̨̛̛̬̦̜̐̌̌̚, ̵̨̛̭̖̬̙̺̭̔̌́ ̌̚ ̸̭̖̯ ̨̛̪̼̹̖̦̏́ ̴̶̡̡̛̛̛̛̣̏̌̌ ̸̵̨̡̛̛̪̖̖̭̔̌̐̐ ̡̨̬̌̔̏. ̭̬̖̭̯̔̏ ̨̨̨̭̱̬̭̯̖̦̦̐̔̌̏̐ ̙̖̯̍̀̔̌, ̨̡̨̛̬̯̦̌̍̏ ʿ̡̛̬̌̚ ̛.̨. ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ̵̡̖̦̦̼̌̚ ̛̛̪̬̖̪̬̯̜̔́. ʿ̨̨̛̭̯̦̣̖̦̖̌̏ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 4 ̦̬́̏̌́ 2013 ̨̐̔̌ ζ 1. ʿ̛̬̯̖̣̭̯̌̏̽̏̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 29 ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ ̡̖̬̔̌̍́2007̨̐̔̌N1400 ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚21̦̬́̏̌́2013̨̐̔̌ζ8287   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Instruction of Professional Development of Pedagogical Model Rules for Pedagogical Councils and Terms of its Staff. Order of the Ministry of Education and Science of SelectioninPreͲSchool,Primary,SecondaryandGeneral theRepublicofKazakhstan#1,onJanuary4,2013 Educational Organizations. Order of the Ministry of  Education and Science of the Republic of Kazakhstan #  272,onMay16,2008 ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʿ̛̬̣̌̏ ̸̛̛̛̭̭̣̖̦́ ̨̨̬̯̦̜̌̌̍̚  ̪̣̯̼̌ ̨̡̛̬̯̦̥̌̍̌ ̵̨̭̱̬̭̯̖̦̦̼̐̔̌̏ ̶̨̛̛̬̦̜̐̌̌̚  ̨̨̛̬̦̍̌̏̌́̚, ̴̵̛̛̦̦̭̬̱̖̥̼̌ ̌̚ ̸̭̖̯ ̭̬̖̭̯̔̏ ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʿ̛̬̣̌̏ ̡̨̡̨̨̦̱̬̭̦̐ ̛̛̥̖̺̖̦̌̚ ̙̖̯̍̀̔̌. ʿ̡̛̬̌̚ ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ̡̨̨̛̬̱̯̖̣̖̜̏̔ ̵̨̭̱̬̭̯̖̦̦̼̐̔̌̏ ̸̛̱̬̖̙̖̦̜̔ ˀ̡̛̛̖̭̪̱̣̍ʶ̵̨̭̯̦̯̌̌̌̚29̦̬́̏̌́2008̨̐̔̌N40. ̨̭̬̖̦̖̔̐ ̨̨̛̬̦̍̌̏̌́̚. ʿ̡̛̬̌̚ ʺ̛̛̦̭̯̬̌ ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 21 ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚22̴̖̬̣̏̌́2008̨̐̔̌N5148 ̴̖̬̣̏̌́ 2012 ̨̐̔̌ ζ 57. ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏  ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ 30 Rules on Payroll Accounting for Employees in State ̥̬̯̌̌2012̨̐̔̌ζ7495 Educational Organizations. Order of the Ministry of  Education and Science of the Republic of Kazakhstan # Rules on Competitive Selection for Secondary School 40,onJanuary29,2008. DirectorPosition.OrderoftheMinistryofEducationand  Scienceof the RepublicofKazakhstan #57,on February  21,2012. ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ʿ̛̬̣̌̏ ̨ ̨̡̪̬̖́̔ ̶̨̛̛̛̬̦̐̌̌̚  ̨̛̖̯̖̣̦̭̯̔́̽ ̸̵̱̖̦̼̍ ̨̛̛̖̖̦̜̪̼̹̖̦̌̏̔̏́̚ ̴̶̡̡̛̛̛̛̣̏̌̌ ̛ ̨̨̨̡̛̪̖̬̖̪̯̔̐̏ ̨̡̨̛̬̯̦̌̍̏ ̶̨̛̛̬̦̜̐̌̌̚ ̨̨̛̬̦̍̌̏̌́̚ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚. ʿ̡̛̬̌̚ ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ ̨̯ 29 ̡̖̬̔̌̍́ 2000 ̨̐̔̌ N 1211. ʯ̨̛̛̬̖̭̯̬̬̦̌̐̏̌ ̏ ʺ̛̛̦̭̯̖̬̭̯̖̏ ̶̛̛̛̭̯̀ ˀ̡̛̛̖̭̪̱̣̍ʶ̵̭̯̦̌̌̌̚27̦̬́̏̌́2001̨̐̔̌N1376  Rules for Professional Development for Employees in EducationalOrganizationsoftheRepublicofKazakhstan. Order of the Ministry of Education and Science of the RepublicofKazakhstan#1211,onDecember29,2000   ʯ̡̨̦̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̭̯̦̌̌̌̚ «ʽ ̨̨̛̪̖̦̭̦̦̥ ̸̨̛̛̖̭̪̖̖̦̍ ̏ ˀ̡̛̖̭̪̱̣̖̍ ʶ̵̭̯̦̌̌̌̚» ̨̯ 21 ̛̦̀́ 2013̨̐̔̌ζ105ͲV  Law of the Republic of Kazakhstan About Pension ProvisionintheRepublicofKazakhstan   ʽ̍ ̛̛̱̯̖̬̙̖̦̏̔ ˃̵̨̛̪̼̏ ̛̪̬̣̌̏ ̨̛̖̯̖̣̦̭̯̔́̽ ̸̨̡̨̨̛̪̖̖̭̔̌̐̐̐ ̨̭̖̯̏̌ ̛ ̨̨̡̪̬́̔ ̨̖̐ ̛̛̬̦̍̌́̚ ̏ ̶̵̨̛̛̬̦̐̌̌́̚ ̨̡̨̨̨̹̣̦̔̽̐ ̨̛̛̭̪̯̦̏̌́ ̛ ̸̨̛̱̖̦̍́, ̸̨̨̦̣̦̌̌̽̐,̨̨̨̨̨̭̦̦̭̬̖̦̖̏̐̔̐,̨̨̨̛̭̬̖̦̖̺̖̔̐̍̐ ̨̨̨̨̛̪̣̦̯̖̣̦̔̽̐ ̨̨̛̬̦̍̌̏̌́̚. ʿ̡̛̬̌̚ ̛.̨. ʺ̛̛̦̭̯̬̌ ̨̨̛̬̦̍̌̏̌́̚ ̛ ̡̛̦̱̌ ˀ̡̛̛̖̭̪̱̣̍ ʶ̵̨̭̯̦̯̌̌̌̚16̥̌́2008̨̐̔̌ζ272  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013   Annex1.SABERǦTeachersRatings place under each of the policy levers used to defineapolicygoal. The SABERͲTeachers team has identified policy levers  (actions that governments can take) and indicators x Established—“Established” systems are those (which measure the extent to which governments are that have at least one policy/law in place that making effective use of these policy levers) for each of usesthosepolicylevers. the eight policy goals referenced in this country report.  For example, for Teacher Policy Goal 1, Setting Clear x Emerging—“Emerging” systems may have only ExpectationsforTeachers,theSABERͲTeachersteamhas some appropriate policies in place under the identifiedthefollowingpolicyleversandindicators: policygoal.   Table2.SettingClearExpectationsforTeachers x Latent—“Latent” systems are those that have  none or few policies in place. Please refer to Vegas et al. 2012 for a detailed review of policy leversandindicatorsassessedforeachgoal.  For more details about these definitions and a detailed review of policy levers and indicators used by SABERͲ Teachers, please refer to the Vegas et al. (2012) background paper, ’What matters most for teacher policies? A framework for building a more effective teachingprofession’.     Foreachgoalinthecountryreport,wedefinethegoalin  the first paragraph of the country report, identify the  levers in the second paragraph, and use the remaining  paragraphs to provide details about the indicators that measureeachofthelevers.  Using the policy levers and indicators, SABERͲTeachers classifieseducationsystems’performanceoneachofthe eight teacher policy goals using a fourͲcategory scale (latent, emerging, established, and advanced), which describes the extent to which a given education system hasinplaceteacherpoliciesthatareknowntoberelated toimprovedstudentoutcomes.  This fourͲtiered rating system represents a continuum from systems with more comprehensive, developed policies oriented toward learning to systems with no policies at all (or, in some cases, policies that are detrimental from the perspective of encouraging learning). SABERͲTeacher ratings can be defined in the followingmanner:  x Advanced—Systems that are rated “advanced” toward a particular policy goal are those that have multiple policies conducive to learning in  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 22 KAZAKHSTAN|TEACHERPOLICY  SABERCOUNTRYREPORT|2013    www.worldbank.org/education/saber  The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems.  SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic toolsanddetailedpolicydata.TheSABERcountryreportsgiveallparties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education systemareorientedtowardensuringthatallchildrenandyouthlearn.  Thisreportfocusesspecificallyonpoliciesintheareaofteacherpolicies. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 23