Developing Competency Standards (3): Performance Indicators Mel Tan Programme Officer ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

Process Overview Step 1: Reflecting Education Goals (Worksheet A) Step 2: Prioritizing TCSF domains/competency areas (Worksheet B) Step 3: Setting the ICT competency standards for each selected TCSF domain/competency area (Worksheet C) Step 4: Drafting competency performance indicators (Worksheet D) Step 5&6: Incorporating the CS-PIs into the draft EC curriculum (Worksheets E & F) Step 7: Draft a full development plan

Objectives By the end of this module, the core group will be able to Understand the definition of performance indicators Draft performance indicators for the ICT-incorporated standards Understand various ways of assessing/measuring PIs

Domain, Standards and Indicators Key areas of competency. Should address all aspects of teachers’ work . Domain CS-1 PI-1-1 PI-1-2 CS-2 PI-2-1 A unit of competency. Basic outline of the knowledge and skills required in the given area. Specific knowledge, skills and attitude that a teacher should be able to demonstrate. Stated in observable terms.

What are Performance Indicators? Breaking down standards into measurable and demonstrable sizes of knowledge, skills and/or attitude a standard may be measured by multiple PIs basis for training  guides the formulation of learning objectives determine how to design assessment for each standard

Performance Indicators measurable and demonstrable sizes of knowledge, skills and/or attitude Is the target clearly defined? How will you know you did good work/achieved the target? Are the conditions sufficient to attain the target? Is the result aligned with your job role? When will you deliver your result?

Example 1: NICS-Teachers (Philippines) Domain Standards PI KSA Technological Competency Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance. Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the computer. K Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera, speaker, etc.) Properly connect main components, configure peripherals and install drivers when required. S Promote safety in handling equipment. A Use appropriate office and teaching productivity tools Use a word processor to enter and edit text and images. Format text, control margins, layout and tables. …

Approaches/Stages: Examples Focusing on pedagogical progress Technology literacy Knowledge acquisition Knowledge deepening Knowledge creation Emerging Applying Integrating /embedding Transforming Focusing on technological progress Graduate teachers Proficient teachers Highly accomplished Lead teachers Focusing on teachers’ career path Beginning teacher Experienced teacher Expert teacher Leader teacher

Focus Area 2.6: Information and Communication Technology (ICT) Australia Focus Area 2.6: Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. Graduate Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. Proficient Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. Highly Accomplished Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students. Lead

Example 3: Nepal ICT Competencies Standards Basic Proficient Distinguished Develop and adapt digital learning materials Explore digital contents and teaching materials and use ICT productivity tools to prepare simple materials Use available ICT tools to adapt and develop interactive and dynamic digital learning materials Design and develop digital materials to facilitate learning. Collaborate on enhancing ICTs competencies among fellow teachers. PERFORMANCE INDICATORS Prepare simple digital learning materials using word processors, spreadsheet or presentation tools. Take real pictures, record audio and video with digital camera and other mobile devices for classroom use. Identify download, edit and use freely available online resources that fit in to the purpose of the lesson. Develop simple interactive digital learning materials such as quiz, games, etc. to promote self learning. Use graphic tools, simple audio and video editing tools to adapt existing digital materials for specific learning purpose. Use online learning materials and / or multimedia in managing blended lessons.   Develop and upload online learning materials to share with professional community. Support colleagues in designing and utilizing digital learning materials Collaborate in preparing ICT-enhanced learning environment in school Standards Basic Proficient Distinguished Develop and adapt digital learning materials Explore digital contents and teaching materials and use ICT productivity tools to prepare simple materials Use available ICT tools to adapt and develop interactive and dynamic digital learning materials Design and develop digital materials to facilitate learning. Collaborate on enhancing ICTs competencies among fellow teachers.

Example 2 from ICT-CFT: Technology Literacy (p.20-21)

Example 2 from ICT-CFT: Technology Literacy (p.22-23)

Designing assessments to measure achievement of competencies

Operationalization is more important Competency standards Qualification/ Certification Training/ curriculum Standards alone don’t change much

Are ICT standards compulsory for teacher qualification? UNESCO Study on 16 countries in Asia (10 ASEAN + 6 EA in 2014) Only 9 countries have the national competency standards for teachers. Of those 9 countries, 6 countries: 1) Countries with ICT competency test as compulsory for teacher qualification AUS CH JPN KOR MAL NZ PHI SG TH Qualification Y NA 2) Countries with ICT competency test as part of in-service teachers promotion. AUS CH JPN KOR MAL NZ PHI SG TH Promotion Y N NA

Standards-based Professional Certification levels (Australia) Proficient Teacher (i.e. Registered) Highly Accomplished Teacher Lead Teacher AT Certification standards LT Certification standards Teaching Standards SALARY x 1.25x 2x Provisionally registered teacher School leader 2.5x School leadership Standards Graduation standards Registration standards

Evaluating Performance Indicators Knowledge: traditional pencil and paper test Skills: demonstration or class observation Attitude: test + observation Portfolio – accumulating evidences: New and more accurate ways of evaluating PIs

Types of Formative Assessments Techniques Recommendations for Implementation Instruments Classroom observations (Korea, Tanzania, Kenya) in-service through assigned learning project; pre-service’s micro-teaching sessions/practicum carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation Classroom observation instrument; video observation instrument Learning project portfolios shows learner’s progress throughout the course provides comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts Rubrics, check lists Student and parent survey (Korea) assess in-service teacher’s practical skills and provide triangulated results as observed by ‘end users’ of education Student and parent questionnaire Self-diagnosis self-assessment on teacher’s own competencies Likert-scale questionnaire School Review Project teachers assist in whole school review and development of ICT policy, vision and planning (Kenya & Tanzania, in-service) School ICT Visioning, Review, SWOT Analysis and Priorities; and Assessment Template - ICT Schools of Excellence)

Types of Assessment Country Types Australia Demonstration of Evidence Recommendation from school / workplace Site visits, observations* (for Highly Accomplished Lead Teachers) Professional discussion* China National Test (written) Indonesia Written, performance test, portfolio Japan Self-reporting Korea Certification upon course completion New Zealand Evidence, recommendation from school Philippines Oral and written Singapore Self-reporting and portfolio (Enhanced Performance Management System: EPMS)

How to develop Performance Indicators

Performance Indicators measurable and demonstrable sizes of knowledge, skills and/or attitude Is the target clearly defined? How will you know you did good work/achieved the target? Are the conditions sufficient to attain the target? Is the result aligned with your job role? When will you deliver your result?

Exercise 1: SMART objectives? At the end of the lesson, the students will be able to… understand the safety rules. convert an equation into a formula in MS Excel. appreciate the proper maintenance of laptops. analyse the characters. discuss the strengths and weaknesses of the migration policy in Germany. learn about making a presentation. recommend a month-long student project to promote cleanliness in the school campus. perform an original dialogue or monologue that will communicate the thoughts of Da Vinci if he were to teleport to 2015.

Exercise 2: Cook Myanmar food 3 proficiency levels Specific and measurable? Achievable? Relevant? How to assess?

Exercise 3: riding a bicycle Riding safely Domain: Follows traffic rules and regulations Competency Standard: Knows road signs (?) ? Performance Indicators: http://yoursay.eastgippsland.vic.gov.au/bicycle-competency

Group work: Draft PIs for selected standards (Worksheet D) Step 1: For the competency standards that you have worked on, review the proposed performance indicators/minimum requirements for the Beginning level as seen in the TCSF handout. Discuss if the wording for the performance indicators are already sufficient or can be enhanced. Remember, we are developing ones that incorporate ICT. Step 2: Write the enhanced version of the performance indicators for each of the four development stages. You may wish to add performance indicators, if necessary. Step 3: Indicate knowledge, skills and attitudes for each PI (K, S or A) Make sure your PIs are stated in an observable term – i.e. SMART Reference materials have been provided on the project wikispace – the ones that have levels of proficiency would be from UNESCO ICT- CFT, GeSCI, Australia, and Nepal.

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