Mexico Report of Educator Effectiveness
Building Consensus in Education in Mexico
When students learn more in school, they stay working longer, gain more skills, and participate more effectively in the workforce. Economists have drawn a link between a country’s future economic growth and the quality of its education systems—and teachers are the heart of an education system.
Over the past several decades, Mexico has made some important legislative changes to improve education, but still faces significant challenges to developing its teaching workforce and improving the education system. International experts recommend that Mexico establish new, clear set of coherent teaching standards providing for the core knowledge, skills and values associated with effective teaching. Also, there is a multi-year, unsolved struggle over control of the teaching professional between the federal government and teacher unions that has disrupted schools.
What does it mean to be an effective teacher? By whose definition? Pearson asked students, parents, teachers, principals, policymakers and education researchers across Mexico what they thought to find a common understanding.
Top 10 most important qualities of teachers in Mexico:
- Ability to Develop Trusting, Productive Relationships
- Teaching Skills/Pedagogical Practices
- Subject Matter Knowledge
- Dedication to Teaching
- Ability to Make Ideas and Content Clear
- Knowledge of Learners
- Engaging Students in Learning
- Patient, Caring, Kind Personality
- Always Learning Mindset
Agreement on the Importance of Relationships
In light of the on-going focus on teacher quality, it is notable that all respondents first value teacher dispositions of care and then teaching specific knowledge and skills. Research tells us that when teachers create a safe and supportive learning environment, students are more motivated and consistently engaged.
What surprised us is that there were many qualities given in response to the survey that were not in Mexico’s current teaching standards.
Also, few education professionals, like teachers and principals, cited factors that are well-known to make teachers effective. For example, only one percent responded that connecting with families was important, and less than one percent that integrating technology for learning is important.
Starting Productive Discussions about Quality
The value of our study is in the use of these results to shape critical discussions needed for reviewing current standards, teacher training, and hiring and evaluation policies. By revealing common values in what it means to be an effective teacher, there is common ground for improving teacher quality.