This paper provides a framework foranalyzing teacher policies in education systems around theworld in order to support informed education policydecisions. It provides a lens through which governments,World Bank staff, and other interested parties can focus theattention on what the relevant dimensions regarding teacherpolicies are, what teacher policies seem to matter most toimprove student learning, and how to think aboutprioritization among competing policy options for teacherpolicy reform. The focus of the paper is the description ofthe conceptual framework to analyze and assess teacherpolicies, as well as a review of the evidence base thatsupports it. As such, the paper does not go into detailsregarding the processes and products of the SABER-Teachersprogram. Readers interested in knowing more about themethodology followed by the SABER-Teachers program tocollect and analyze data on teacher policies around theworld should consult the companion Background Papers, aswell as the website of the initiative (see annex one). Thedocument is organized as follows. Section one provides anoverview of the general approach, main components andobjectives of the framework, as well as an explanation ofthe evidence base that supported its development. Sectiontwo focuses on the first component of the framework anddescribes the categories that are relevant to produce acomprehensive descriptive account of the teacher policiesthat are in place in a given education system. Sectionthree, in turn, focuses on policy guidance. It reviews thosepolicies that, based on the available evidence to date, areknown to matter most to improve student outcomes. Itdescribes in detail the evidence supporting each of thesepolicies, as well as the ways in which high performingeducation systems combine them to ensure outstanding studentoutcomes. The document concludes presenting an account ofhow the framework is expected to evolve as new evidence onteacher policies becomes available.
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