GeSCI-MINEDUC Partnership
Focus Group Discussion
ICT Teacher Professional Development Matrix
Standards and Competencies
Mary Hooker
mary.hooker@gesci.org
Research Project Manager
GeSCI
13th May 2010
Conference Room, National Curriculum Development Centre (NCDC)
Standards and Competencies
What are standards or competencies?
Standards and Competencies
What are standards or competencies?
•
Standards or competences are
descriptions of what a qualified
teacher in a given country
should know and be able to do
Thornton 2007
Standards and Competencies
What are standards or competencies?
•
The knowledge and skills
required of a teacher in order to
teach in the schools
Thornton 2007
Standards and Competencies
Knowledge
•
The content knowledge,
professional knowledge,
emerging and contemporary
knowledge and practical
understanding that a teacher
needs to perform his or her duties
Thornton 2007
Standards and Competencies
Teaching Skills
•
The instructional processes,
strategies and classroom
management techniques that a
teacher uses to enhance learning
Thornton 2007
Standards and Competencies
The nature of competence
•
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 National Competency Framework for Beginning Teaching (Commonwealth of Australia, 1996)
Standards and Competencies
Why Teacher Competency Standards?
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
Standards and Competencies
Teacher Training Colleges Leaver’s Profile
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
National Centre for Curriculum and Development, Rwanda (2010)
Standards and Competencies
Why ICT Teacher Competency Standards?
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
Programmes
‘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
1
2
‘Traditional’
‘Transmission’
‘Emerging’
‘Applying’
‘Technology add-on’
‘Technology literacy’
Teacher training focus on the use of ICT as
Teacher training focus on the development of digital
an add-on to the traditional curricula and
literacy and the use of ICT for professional improvement
standardized test systems
ICT a complementary technology
Institutions and schools
as relatively isolated from the community
Experimentation in
context
with varying solutions
A consolidated continuum of approaches for ICT Integration in Teacher Professional Development
UNESCO 2008; GeSCI-MINEDUC 2009
Standards and Competencies
ICT Standards for Four Dimensions
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
Standards and Competencies
A Continuum of Standards?
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
Standards and Competencies
Generic v specific 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
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]