AN SESDP TOOL ALIGNING THE PCK MODEL TO

7 BASIC DOMAINS OF COMPETENCY,

PRACTICAL INDICATORS OR

EVIDENCES OR EVIDENCES THAT THESE COMPETENCIES ARE MET OR DEMONSTRATED (FOR

o TEACHER PERFORMANCE ASSESSMENT)

AND THE

TOPICS OR SUBJECT COURSES WHERE SUCH CAPABILITIES IN TEACHERS ARE LEARNED DURING

o PRE-SERVICE OR EVEN o IN-SERVICE TRAININGS OR

WHERE THE SECONDARY PEDAGOGICAL ADVISERS (SPAs) CAN PROVIDE SUPPORT.

The humble but highly flexible and multiple intelligent DUCK

You can call it the 7 hearts or passions that a Lao Secondary Teacher must have as a result of PRE-

SERVICE:

Based on the visioning exercise by representatives of MOES units invited to workshop 2A1(i) to design the new integrated pre-service curriculum for Bachelor in Secondary Education, 2 distinct images emerged for a 21st century Lao teacher: a humble DUCK and a teacher with many hearts or passions for the world of LEARNING and its many domains of knowledge.

SESDP takes these local

stakeholders’ icons to bring down the transformational model of pedagogical content knowledge (PCK) combining subject matter knowledge, pedagogical knowledge and contextual knowledge and interpreting these into competencies.

PEDAGOGICAL CONTEXT KNOWLEDGE

PCK

COMPETENCY

(summarizing your 14 competencies under PCK we can capsulize them into 7 domains)

EVIDENCE OF THIS

COMPETENCY (HOW WE CAN PROVE S/HE HAS IT) GIVE 3 PER COMPETENCY… (ACCORDING TO YOUR MAJOR/ MINOR SUBJECT SPECIALTY)

TOPIC/SUBJECT/

COURSE code

to “install” this competency

SUBJECT MATTER KNOWLEDGE:

DOMAIN INDICATOR COURSE

TEACHER CAN FLY! (some high, low, or medium but all can fly)

1. SUBJECT MATTER & DIDACTIC COMPETENCE, -- the ability to guide students in acquiring the basics of school subjects and the way this knowledge can be used in daily and working life;

1. Can design lesson plans that make his/her subject relevant and immediately useful in the students’ everyday life.

2. Has personal mastery of the concepts/principles being taught in the lesson Ex: You can design any authentic mathematic-tasks that require deep and broad understanding of Maths

1. GENERAL & PROFESSIONAL

o Philosophy (logic/ reasoning)

o History of Education

o Education Technology

o Theory of Learning o Assessment o Research

2. ALL MAJOR

SUBJECTS: o Math, o NATSCI: Physics,

Chem, Bio, o Foreign Language:

English, French, o Lao Language &

Literature, o SOC-SCI: History,

Geography, Civics, o PE, Music, o Techno,

RELATED 21ST CENTURY SKILLS:

• Digital Age Literacy;

• Basic, scientific, economic and technological literacy;

• Visual literacy and information literacy;

• Multicultural literacy and global awareness,

• Inventive Thinking

3. Can point the inquiry of learners to other rich and authentic sources of knowledge

4. Can critique (analyze and

evaluate) the various and even opposing views about the concepts being taught

5. Has more than 5 sources for

updates

o ICT 3. Research, ICT4E,

Educ-Tech 4. Mastery of

Bloom’s Revised Taxonomy

5. ICT4E, Networking, Knowledge

management

PEDAGOGICAL KNOWLEDGE

LAO TEACHER CAN SWIM! (some fast, Slow, or medium but all can swim)

2. PEDAGOGIC COMPETENCE, the ability to create a psychologically safe learning environment for students, for optimum learning, contributing to their wellbeing;

1. Uses Understanding by Design (UbD) approach to instructional design

2. Demonstrate professional

Communications skills to bridge the lessons to any kind of learner; a. can make visual aids; can

make mind-maps of lessons for easy understanding; (5 level mindmaps)

b. Presents the lessons using

graphic organizers and trains the students to use these appropriately

c. can present herself professionally

1. UbD as topic under Curriculum Design and Assessment

2. COMMUNICATIO

NS for learning management

a. Art subjects; instructional materials design; mindmapping

b. Graphic Organizers module as part of presentation techniques

Mindmapping for prior learning assessment, enquiry based learning and summative assessment

c. Practice teaching/ speech commu-nications

d. RELATED 21ST CENTURY SKILLS:

Adaptability and managing complexity,

Self-direction,

Curiosity,

creativity, and risk taking,

Effective Communication

d. Manages for internal and external noise (space and psycho-social climate)

3. Can prepare reports for principal, DESB (grades, attendance, dropouts, other assessment reports, personal reflections, action research, etc)

d. In-campus/off campus teaching; Communications theory; Psychology; facilitating skills

3. Basic MS-Office applications; classroom assessment; participatory learning action research, case study preparation, basic statistics

4. CAN DESIGN AUTHENTIC ASSESSMENT STRATEGIES FOR CLASSROOM:

a. Can use RUBRICS b. Portfolios c. Quizzes d. Periodic Exams e. Projects f. Skill

demonstrations g. Sharp observation

4. Topic under Curriculum Design and Assessment

a. Bloom’s revised Taxonomy as applied to Lesson plans b. UbD for lesson planning

Higher-order thinking and sound reasoning,

5. Instructional activities are interesting and innovative and demands higher order thinking from learners- Activities include group research, discovery walks, games, songs, and other activities that ACTIVATE love of learning/discovery

6. Uses positive reinforcement/

motivation techniques to push student achievements to a higher level

7. Prepare lesson plans that

encourage self learning (learner-centered); self-directed learning

8. Sufficient skills in using ICT for learning

9. Have sufficient SUCCESSFUL

classroom experience applying and innovating on techniques and materials—

a). Can handle urban classroom with so many students (more than 40 per class) or use ICT for classroom.

5. Group Dynamics under Gen. Psychology Courses;

6. Learning Theories especially constructivism’ Child & Adolescent psychology; communications

7. Learning theory; Project based learning; inquiry based learning; creative homeworks

8. ICT4E;

9. Practice Teaching lab

b) Can handle rural classroom (maybe mixed grade levels) or deliver effective lesson using locally available materials only

3. ORGANIZATIONAL COMPETENCE --the ability to create an orderly on-task climate in their classes;

1. Leadership Skills (clear vision, mission, goals, objectives, values)

2. Time management: efficient management of class activities to balance width of coverage and depth of learning

1.Leadership course/ Basic Organizational Design/ Development skills 2.Orientation of the teaching profession, professional ethics; UbD

CONTEXTUAL KNOWLEDGE

TEACHER CAN walk/RUN! (some far, near, or medium but all can walk)

• RELATED 21ST CENTURY SKILLS: Teaming, collaboration, and interpersonal skills, Personal, social, and civic responsibility; Interactive communication; High Productivity; Prioritizing, planning, and managing for results; Effective use of real-world tools; Ability to produce relevant, high-quality products; Multicultural literacy and global awareness, Inventive Thinking

4. Competence in cooperating/ COLLABORATING with COLLEAGUES— the ability to gear one’s own work to the work of colleagues and to contribute to the school organization in general;

*collaboration is a 21st century survival skill

1. Group teaching/Learning within the school (example organizing/joining a Social Science department for the geography/history and civics teachers to do collaborative instructional designs—so that ancient history for example is reinforced by ancient geography and ancient civilization and learners can cross-reference

2. Collaborate in curriculum-mapping

activity (action research) to see realistic coverage of content standards within classroom time and to find other reinforcements/scaffolding

3. Peer-learning/knowledge sharing

(formal or informal)—this demands also the use of ICT to be connected to a wider community of practitioners.

Educ. courses

Practice Teaching at least 150 hours

Professional Teaching Ethics

Leadership is learned in as many subjects/courses (the principle and the application opportunity)

Curriculum mapping as topic under curriculum design and assessment

ICT4E course (digital literacy)

CONTEXTUAL KNOWLEDGE MAY BE SUPPORTED BY A DEFINED CODE OF ETHICS (VERY LOCALIZED AND SPECIFIC TO CULTURAL, RELIGIOUS AND EVEN POLITICAL CONTEXT OF A COUNTRY)

5. Competence in cooperating with the SCHOOL ENVIRONMENT, the ability to contribute to cooperation with

1. Enhancing the relationships of the school to the parents and community thru parent-teacher meetings or socials

2. Providing feedback to and

getting updates from DESB, PESS, MOES through ICT

Education law (understanding all the Decrees pertaining to education and education management (maybe Civics 3) Authentic assessments

people (parents) and organizations within the school context;

3. Draw on personal life skills to

help enhance quality of life within the school and community (first aid, hygiene, environmental health, etc)

4. Organizing skills to build

collaboration environments 5. Networking skills to

people/organizations that can help the school

6. Promotions skills to engage local

stakeholders for quality education

will help explain where the family could support the student’s learning for real life. Leadership development Courses/seminars/workshops

6. Competence in REFLECTION AND DEVELOPMENT, --

the ability to reflect on one’s own competence and to keep up with changing demands and developments within the profession.

1. The Teacher as Master-Learner: Maintains a learning journal for insights towards better learning management skills

2. Continuous Personal Learning --Reads X number of books/references per semester other than the textbook

3. Has an organized personal learning plan (even mostly non-formal techniques such as google-search)

4. ICT4E skills

7. INTERPERSONAL competence, the ability to create a friendly, cooperative climate and open communication;

1. Smooth inter-personal

relationships (SIR)

Ethics

•

This set of requirements will be the basis for many assessment instruments at teacher colleges. Synthesized by: Joel Wayne A. Ganibe International Learning Adviser jugawayne@yahoo.com