Estonia: New teacher career model to support professional development and teacher supply
Estonia has introduced a teacher career model with four stages linking career development directly to salary progression. Current data shows that most teachers are currently in the first two stages. This indicates a strong potential for further career progression. The model enhances transparency, supports workforce planning and strengthens both professional development and future teacher supply.
Estonia has introduced a career model for teachers, establishing clear career stages and associated salary levels. The career framework is intended to provide teachers with greater career planning opportunities and contribute to the long-term sustainability of the teaching workforce.
The new model replaces the previous system, in which only a national minimum salary was defined while actual teachers´ salaries were determined by school heads. Teachers were previously also able to apply for a higher professional qualification level, but this was not directly linked to salary scale. The new framework introduces a unified structure that connects career development with salary progression, providing more predictable opportunities for advancement and acknowledging increased responsibilities at higher stages.
The model sets out four career stages:
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Beginning Teacher
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Teacher
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Senior Teacher and
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Master Teacher
Teachers will be able to apply for recognition at a given stage based on demonstrated professional skills and contributions, which strengthens transparency and supports motivation within the profession.
The Beginning Teacher stage is designed to support entry into the profession and the acquisition of full qualification. At this stage, schools are encouraged to organise work in a way that promotes a smooth transition into teaching, including a reduced workload and structured support from a mentor. Universities have developed learning pathways aligned with the requirements of the career model, enabling teachers to complete the necessary qualification based on their prior preparation. Universities also provide personalised counselling to guide teachers in selecting the most suitable route toward qualification.
Current distributions indicate that approximately 15% of teachers fall within the Beginning Teacher stage and 84% within the Teacher stage, while Senior Teachers and Master Teachers together account for about 1% of the profession. This suggests that a large share of teachers may qualify to move to higher stages as they develop their professional skills, suggesting significant potential for career progression.
By linking career development with salary progression, Estonia aligns itself with practices already in place in many European countries. The new model enhances transparency, supports workforce planning and provides teachers with a clearer professional pathway, thereby strengthening both teacher development and future teacher supply.
For more information: [Insert here any links to websites and documents that you refer to in your article.] Õpetajate karjäärimudel | Haridus- ja Teadusministeerium
Source: Eurydice Unit Estonia
