2. Looking Forward: Sustaining the Momentum Building a system to sustain the capability building efforts
Mel Tan
Programme Officer
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

3. Qualification/ Certification
Where we are
Where we are headed
Developing ICT Competency Standards for Teachers
Alignment with educational vision
Selection of a suitable approach
Domains-standards-performance indicators (vis-à-vis assessment)
Aligning the teacher education curriculum
Three-pronged approach
Competency standards
Qualification/ Certification
Training/ curriculum
ICT vision and policy

4. Development Stages Situational Analysis
Monitoring & Evaluation and Continuous Improvement
Recognition system for teacher’s ICT competencies (Qualifications)
Quality Assurance/Accreditation mechanism for service providers
Implementation of the Curriculum (with ToT, materials development, etc)
Incorporating ICT Standards into the Teacher Education Curriuculum
Development of Performance Indicators vis-à-vis Assessment
Development of Competency Standards
Situational Analysis
This workshop

5. Then what? How do we implement the competency standards?
What else need to be in place? What strategies can we use to maximize impact?

6. Sustaining the Capability Building Efforts
Pre-service-In-service continuum
Training of Teacher Educators/Trainers
Curriculum and initiatives must systematically support competency development  progression of competencies
Regular coordination to clarify expectations, set targets, design and implement an action
Advocate lifelong learning

7. TEI review and accreditation process
Pre-Service
TEI review and accreditation process
Regular review / enhancement of pre-service curriculum vis-à-vis national educational goals
Maximize opportunities provided by practicum
Programming, deliverables, assessment process
CPD for teacher educators
Mentor the mentees but take care of the mentors, too

8. National Workshop on ICT Competency Standards Development
2 August 2015
In-service
Key Findings: ITL Research 2011
Innovative teaching practices are more likely to flourish when particular supportive conditions are in place:
A school culture that offers a common vision of innovation and consistently encourages new types of teaching
Educator collaboration via peer support and sharing of pedagogical approaches
PD with active engagement of educators, particularly in practicing and researching new teaching methods
Role of school leaders
Whole school approach
Application & research, assessment & reflective practices
Session 6A

9. National Workshop on ICT Competency Standards Development
2 August 2015
ITL Research 2011
Collaboration about teaching among educators in a school is strongly associated with Innovative Teaching Practices
Innovative Teaching Practices
Collaboration among educators
Source: ITL Teacher Survey, across 7 countries; based on analysis by SRI International.
Session 6A

10. In-Service Professional Development and innovative teaching practices
Practice a new teaching method
Conducted research
Planned or practiced using ICT in teaching
Reviewed and discussed student work
Observed a demonstration of a lesson
Developed or reviewed curriculum materials
Received or delivered one-on-one coaching or mentoring
Planned a lesson or a unit
Observed a demonstration of ICT use
Listened to a lecture
0.25
0.23
0.18
0.17
0.15
0.03
0.28
Source: ITL teacher survey, 2011, Based on analysis by SRI International

11. Institutional Partnerships
School networks
CoP / PLN
Shanghai model (high performing-weak schools)
Chinese rural schools (through district education offices)
LivingSchools Lab (EU SchoolNet)
TEI networks
UNESCO RTDC Network
Philippines: Association for Teacher Education (PAFTE)
TEI-school partnerships
Effectiveness of practicum and induction
better-placed and programmed
Mentoring / coaching
of pre-service “practicumers” by in-service teachers
of in-service teachers by teacher educators
Immersion of teacher educators to actual school/classroom setting

12. To Review: Possible Action Areas
Pre-Service
In-Service
TEI Accreditation
Pre-service curriculum
Practicum
CPD for teacher educators
School leadership
Whole school approach
Continuing (diverse) high- quality PD with active engagement
Support & incentives
Resources and Models (e.g. Illustrations of Practice)
Appraisal & Feedback
Institutional Partnerships

13. Discussion What will work for Myanmar?
What strategies can we use to maximize impact?
How to set-up and institutionalize such a system?

14. References
Digital Promise (supported by Hewlett Foundation),
ITL (Innovative Teaching and Learning) Research, research
Measures of Effective Teaching (MET) Project,
SEAMEO INNOTECH’s work on competency standards for teachers and school leaders
TALIS (Teaching and Learning International Survey), ilibrary.org/education/talis-2013-results_ en
World Economic Forum, “New Vision for Education: Unlocking the Potential of Technology”. .pdf

15. THANK YOU. (http://bangkok.unesco.org/theme/ict- education)
Mel Tan
ICT in Education, UNESCO BANGKOK
( education)