1. GeSCI-MINEDUC Partnership 13th May 2010 Conference Room, National Curriculum Development Centre (NCDC) Focus Group Discussion ICT Teacher Professional Development Matrix Standards and Competencies Mary Hooker mary.hooker@gesci.org Research Project Manager GeSCI

2. Standards and Competencies What are standards or competencies?

3. Standards and Competencies Standards or competences are descriptions of what a qualified teacher in a given country should know and be able to do Standards or competences are descriptions of what a qualified teacher in a given country should know and be able to do What are standards or competencies? Thornton 2007

4. Standards and Competencies The knowledge and skills required of a teacher in order to teach in the schools The knowledge and skills required of a teacher in order to teach in the schools What are standards or competencies? Thornton 2007

5. Standards and Competencies The content knowledge, professional knowledge, emerging and contemporary knowledge and practical understanding that a teacher needs to perform his or her duties The content knowledge, professional knowledge, emerging and contemporary knowledge and practical understanding that a teacher needs to perform his or her duties Knowledge Thornton 2007

6. Standards and Competencies The instructional processes, strategies and classroom management techniques that a teacher uses to enhance learning The instructional processes, strategies and classroom management techniques that a teacher uses to enhance learning Teaching Skills Thornton 2007

7. Standards and Competencies Competencies include high levels of knowledge, values, skills, and personal dispositions, sensitivities and capabilities — and the ability to put those combinations into practice in an appropriate way Competencies include high levels of knowledge, values, skills, and personal dispositions, sensitivities and capabilities — and the ability to put those combinations into practice in an appropriate way The nature of competence The National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)

8. Standards and Competencies Why Teacher Competency Standards?

9. Standards and Competencies 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 Thornton 2007

10. Standards and Competencies Teacher 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

11. Standards and Competencies Why ICT Teacher Competency Standards?

12. Standards and Competencies 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 practice 4 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 technology Institutions 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

13. Standards and Competencies 1.ICT skills, knowledge and attitudes are added into the school program through a separate ICT subject 2.Focuses on integrating ICTs into the daily work of all teachers 3.Transformative at the classroom level: it changes content as well as pedagogy (what students learn as well as how they learn) 4.Transformative at the systemic level: leading to changes in the organisational and structural features of schooling as well ICT Standards for Four Dimensions

14. Standards and Competencies 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?

15. Standards and Competencies 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?

16. References Commonwealth of Australia 1996. National Competency Framework for Beginning Teaching. Canberra: AGPS GeSCI-MINEDUC 2009. Concept Note: Workshop - Teacher Professional Development for Tomorrow, Today. Kigali: GeSCI-MINEDUC National Curriculum Development Centre 2010. Teacher Training Colleges Leaver’s Profile. Kigali: NCDC Thornton, B. 2007. Fundamental Schools Quality Project. Report on Setting of Competency Framework. Dili: Ministry of Education UNESCO 2008a. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at: http://unesdoc.unesco.org/images/0015/001562/156210E.pdf [Accessed 11 April 2009] http://unesdoc.unesco.org/images/0015/001562/156210E.pdf b