Policy Note

Three Principles to Support Teacher Effectiveness During COVID-19

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collection.link.214
https://openknowledge.worldbank.org/handle/10986/11872
collection.name.214
Policy Notes
dc.contributor.author
Beteille, Tara
dc.contributor.author
Ding, Elaine
dc.contributor.author
Molina, Ezequiel
dc.contributor.author
Pushparatnam, Adelle
dc.contributor.author
Wilichowski, Tracy
dc.date.accessioned
2020-05-20T16:39:39Z
dc.date.available
2020-05-20T16:39:39Z
dc.date.issued
2020-05
dc.date.lastModified
2020-05-21T05:10:48Z
dc.description.abstract
Effective teachers are irreplaceable in helping students succeed. They facilitate two-way teaching and learning processes, helping students learn content through real time responses to questions, making learning fun, shaping students' attitudes, exemplifying empathy, modeling teamwork and respect, and building student resilience in several ways. Successful teachers work with school management teams and parents to ensure consistent support for students as they transition through school. The sudden closure of schools during COVID-19 has left many teachers across several countries uncertain about their role, unable to use technology effectively to communicate and teach, and unprepared for classroom challenges when schools reopen. The pandemic has brought the need to bridge digital divides into sharp focus, with countries and schools adept at using such technologies facing fewer challenges in meeting learning goals. There can be little doubt that high-quality education is a social experience, requiring routine human interface. Successful teachers are irreplaceable in this task—and will remain so in the foreseeable future—but they need to be supported in multiple ways to be effective in unpredictable circumstances. Given the central role teachers play in student learning, this note outlines three key principles to help governments and their development partners in supporting teacher effectiveness during and in the aftermath of COVID-19. It discusses these principles in relation to the three phases of the World Bank’s COVID-19 education policy response: coping, managing continuity, and improvement and acceleration.1 The three principles are basic and apply regardless of country context.
en
dc.identifier
http://documents.worldbank.org/curated/en/331951589903056125/Three-Principles-to-Support-Teacher-Effectiveness-During-COVID-19
dc.identifier.uri
http://hdl.handle.net/10986/33775
dc.language
English
dc.publisher
World Bank, Washington, DC
dc.rights
CC BY 3.0 IGO
dc.rights.holder
World Bank
dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
dc.subject
TEACHER EFFECTIVENESS
dc.subject
DISTANCE EDUCATION
dc.subject
TEACHER TRAINING
dc.subject
EDUCATION QUALITY
dc.subject
PROFESSIONAL DEVELOPMENT
dc.subject
PRIMARY EDUCATION
dc.subject
EARLY CHILDHOOD EDUCATION
dc.subject
TECHNOLOGY SUPPORT
dc.subject
COVID-19
dc.subject
CORONAVIRUS
dc.subject
PANDEMIC RESPONSE
dc.title
Three Principles to Support Teacher Effectiveness During COVID-19
en
dc.type
Policy Note
en
okr.date.disclosure
2020-05-19
okr.doctype
Economic & Sector Work
okr.doctype
Economic & Sector Work :: Policy Note
okr.docurl
http://documents.worldbank.org/curated/en/331951589903056125/Three-Principles-to-Support-Teacher-Effectiveness-During-COVID-19
okr.googlescholar.linkpresent
yes
okr.identifier.externaldocumentum
090224b087950ea2_1_0
okr.identifier.internaldocumentum
32049539
okr.identifier.report
148622
okr.imported
true
en
okr.language.supported
en
okr.pdfurl
http://documents.worldbank.org/curated/en/331951589903056125/pdf/Three-Principles-to-Support-Teacher-Effectiveness-During-COVID-19.pdf
en
okr.topic
Education :: Early Childhood Development
okr.topic
Education :: Educational Technology and Distance Education
okr.topic
Education :: Effective Schools and Teachers
okr.topic
Education :: Primary Education
okr.unit
ECR - HDN Practice Group (ECRHD)

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