GeSCI-MINEDUC Partnership 13th May 2010 Conference Room, National Curriculum Development Centre (NCDC) Focus Group Discussion ICT Teacher Professional

GeSCI-MINEDUC Partnership

13th May 2010 Conference Room, National Curriculum Development Centre (NCDC)

Focus Group Discussion Focus Group Discussion

ICT Teacher Professional Development MatrixICT Teacher Professional Development Matrix

Standards and CompetenciesStandards and Competencies

Mary [email protected]

Research Project ManagerGeSCI

mailto:[email protected]

Standards and Competencies

What are standards or competencies?What are standards or competencies?


• Standards or competences are Standards or competences are descriptions of what a descriptions of what a qualified qualified

teacherteacher in a given country in a given country should know and be able to doshould know and be able to do


Thornton 2007 Thornton 2007


• TheThe knowledge knowledge andand skills skills

required of a teacher in order to required of a teacher in order to teach in the schoolsteach in the schools




• TheThe content knowledge, content knowledge, professional knowledge, professional knowledge,

emerging and contemporary emerging and contemporary knowledge knowledge andand practical practical

understanding understanding that a teacher that a teacher needs to perform his or her needs to perform his or her

dutiesduties

KnowledgeKnowledge



• TheThe instructional processes, instructional processes,

strategies strategies and and classroom classroom management techniques management techniques that a that a

teacher uses to enhance learningteacher uses to enhance learning

Teaching SkillsTeaching Skills



• Competencies include high Competencies include high

levels of levels of knowledge, values, knowledge, values, skills, skills, andand personal personal

dispositions, sensitivities and dispositions, sensitivities and capabilities capabilities — and the ability to — and the ability to

put those combinations into put those combinations into practice in an appropriate waypractice in an appropriate way

The nature of competenceThe nature of competence

The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)


Why Teacher Competency Standards?Why Teacher Competency Standards?


Why Teacher Competency Standards?Why Teacher Competency Standards?

• Clear for all to see what is required of a qualified teacher in terms of knowledge, classroom skills, behaviour and attitudes.

• All teacher education institutes will need to make sure that they graduate teachers to meet those competences

• All training providers will have to ensure that they provide training programs which meet country priorities as expressed in the competency framework rather than focusing on their own agendas

• Teachers and other educators will be able to see the minimum standards required of them and will be able to place efforts towards achieving and maintaining those standards

• Parents and the general public can be confident that their children are being taught by teachers who have achieved agreed and transparent standards



Teacher Training Colleges Leaver’s ProfileTeacher Training Colleges Leaver’s Profile

National Centre for Curriculum and Development, Rwanda (2010)

TTC combination 1: Science and Mathematics

The student should have acquired basic knowledge, skills and attitudes which will enable him/her to:

• Teach Mathematics, Science and Elementary Technology at primary level;• Teacher at nursery level;• Give to his/her pupils a human education that is useful and adapted to the national realities;• Contribute to national development, avoiding genocide ideology and other negative

ideologies and teach it to his /her pupils;• Carry on certain administrative functions in primary school level;• Help pupils with different problems through guidance and counselling;• Have access to higher studies in Higher Learning Institutions and Universities mainly in the

following faculties:• Education and science (minor)• Psycho pedagogy• Clinical psychology• Physiotherapy


Why ICT Teacher Competency Standards?Why ICT Teacher Competency Standards?


Why ICT Teacher Competency Standards?Why ICT Teacher Competency Standards?Expansive TPD transformation

Institutions and schools in collaboration with the community (local, national, regional)

ICT a core technology

Given

‘Transition’‘Infusing’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment

3

‘Transformation’‘Transforming’‘Knowledge creation’Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice4

Experimentation in context

Programmes 1‘Traditional’‘Emerging’‘Technology add-on’Teacher training focus on the use of ICT as an add-on to the traditional curricula and standardized test systems

2‘Transmission’‘Applying’‘Technology literacy’Teacher training focus on the development of digital literacy and the use of ICT for professional improvement

with varying solutions

ICT a complementary technologyInstitutions and schools

as relatively isolated from the community

A consolidated continuum of approaches for ICT Integration in Teacher Professional Development

UNESCO 2008; GeSCI-MINEDUC 2009


1.1. ICT skills, knowledge and attitudes are added into the school ICT skills, knowledge and attitudes are added into the school program through a separate ICT subjectprogram through a separate ICT subject

2.2. Focuses on Focuses on integrating ICTs integrating ICTs into the daily work of all teachersinto the daily work of all teachers

3.3. Transformative at the classroom level: Transformative at the classroom level: it changes content as well it changes content as well as pedagogy (what students learn as well as how they learn)as pedagogy (what students learn as well as how they learn)

4.4. Transformative at the systemic levelTransformative at the systemic level: : leading to changes in the leading to changes in the organisational and structural features of schooling as well organisational and structural features of schooling as well

ICT Standards for Four Dimensions ICT Standards for Four Dimensions


Three different approaches to standards framework

• a set of generic standards for beginning teachers • a set of standards that describe a highly accomplished teacher • standards which involve multiple levels or a continuum of

development

A Continuum of Standards? A Continuum of Standards?


• generic standards which can be related to any discipline area and any level of teaching

• subject specific standards, in particular those under development in Science, Mathematics and English Literacy

Generic v specific standards? Generic v specific standards?

References

Commonwealth of Australia 1996. Commonwealth of Australia 1996. National Competency Framework for Beginning Teaching. National Competency Framework for Beginning Teaching. Canberra: Canberra: AGPSAGPS

GeSCI-MINEDUC 2009. GeSCI-MINEDUC 2009. Concept Note: Workshop - Teacher Professional Development for Tomorrow, Concept Note: Workshop - Teacher Professional Development for Tomorrow, Today.Today. Kigali: GeSCI-MINEDUC Kigali: GeSCI-MINEDUC

National Curriculum Development Centre 2010. National Curriculum Development Centre 2010. Teacher Training Colleges Leaver’s Profile.Teacher Training Colleges Leaver’s Profile. Kigali: Kigali: NCDCNCDC

Thornton, B. 2007. Thornton, B. 2007. Fundamental Schools Quality Project. Report on Setting of Competency Framework. Fundamental Schools Quality Project. Report on Setting of Competency Framework. Dili: Ministry of EducationDili: Ministry of Education

UNESCO 2008a. ICT Competency Standards for Teachers: Policy Framework [Online]. UNESCO 2008a. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: Available from UNESCO at: http://unesdoc.unesco.org/images/0015/001562/156210E.pdf [Accessed 11 April 2009][Accessed 11 April 2009]

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http://unesdoc.unesco.org/images/0015/001562/156210E.pdf

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GeSCI-MINEDUC Partnership 13th May 2010 Conference Room, National Curriculum Development Centre (NCDC) Focus Group Discussion ICT Teacher Professional