ICT in Education UNESCO Bangkok 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

Click to edit Master title style Where we are Developing ICT Competency Standards for Teachers – Alignment with educational vision – Selection of a suitable approach – Domains-standards-performance indicators (vis-à-vis assessment) – Formulation + finalization (immediate next step) Where we are headed Three-pronged approach ICT vision and policy

Click to edit Master title style This workshop Workshop 2Workshop 3 Development Stages

Click to edit Master title style Then what? How do we implement the competency standards? What else need to be in place? What strategies can we use to maximize impact?

Click to edit Master title style Sustaining the Capability Building Efforts Pre-service-In-service continuum – Progression of competencies – Regular coordination to clarify expectations, set targets, design and implement an action – Advocate lifelong learning

Click to edit Master title style 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

Click to edit Master title style Individuals with skills for life and work today (21 st C learning outcomes) Education System Change School Leadership and Culture Innovative Teaching Practices Innovative Teaching and Learning (ITL) - SRI, supported by Microsoft In-service

Click to edit Master title style 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 Key Findings: ITL Research 2011 Innovative teaching practices are more likely to flourish when particular supportive conditions are in place: In-service

Click to edit Master title style In-service vision, management, instructional leadership, maintaining a conducive environment Managing teacher workload to prioritize teaching/learning process TALIS & SEAMEO INNOTECH findings: school leaders lack appropriate training Role of school leadership 1. A school culture that offers a common vision of innovation and consistently encourages new types of teaching

Click to edit Master title style In-service Regular consultation/ discussions Support for planned / sanctioned experimentation ITL & TALIS: importance of collaboration among teachers in terms of peer support, analysis of learning activities, and sharing of pedagogical approaches TALIS: “Teachers’ use of collaborative teaching practices five times a year or more also increases both their reported levels of self-efficacy and their job satisfaction.” Whole school approach 2. Climate of collaboration, support, and openness

Click to edit Master title style Source: ITL Teacher Survey, across 7 countries; based on analysis by SRI International. ITL Research 2011 Collaboration about teaching among educators in a school is strongly associated with Innovative Teaching Practices Innovative Teaching Practices Collaboration among educators

Click to edit Master title style In-Service 3. Continuing high-quality PD with active engagement of educators, particularly in practicing and researching new teaching methods 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 Source: ITL teacher survey, 2011, Based on analysis by SRI International Professional Development and innovative teaching practices

Click to edit Master title style UNESCO Bangkok’s Training Programme Course 1: Basic ICT Literacy Course 2: Multimedia for Teaching and Learning Course 3: ICT for Active & Deeper Learning Course 4: Tips for 1:1 Environment / PBL Telecollaobration Support from school leaders (with counterpart training)

Click to edit Master title style In-Service Progression of knowledge and competencies Diverse modalities Monitoring mechanism Support and incentives Provision of resources and models Continuing high-quality PD TALIS: higher participation rates tied up with higher levels of support (monetary / non-monetary) Peru Innova Schools’ scripted lessons by master teachers Australia’s Illustrations of Practice)Illustrations of Practice needs assessment PD plan research Post-Training Support coaching/ mentorship Programme CoP/ PLN

Click to edit Master title style In-service TALIS: “more than six in ten teachers report that appraisal leads to positive changes in their teaching practices, …use of student assessments, and their classroom- management practices” Needs assessment, clear metrics & processes, constructive performance appraisal, reflective practices, coaching Capability building for assessors, coaches Effective use of teacher appraisal & feedback Continuing high-quality PD

Click to edit Master title style In-service MET Project: verbalized assessment, supported by evidences (accurate performance metrics, video, student feedback) Peru Innova Schools (instructional coaches) Digital Promise’s micro-credentials (on competencies developed throughout their careers)micro-credentials Effective use of teacher appraisal & feedback Continuing high-quality PD

Click to edit Master title style 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

Click to edit Master title style To Review: Possible Action Areas Pre-Service TEI Accreditation Pre-service curriculum Practicum CPD for teacher educators In-Service School leadership Whole school approach Continuing (diverse) high- quality PD with active engagement – Support & incentives – Resources and Models – Appraisal & Feedback Institutional Partnerships

Click to edit Master title style Discussion What will work for Nepal? What strategies can we use to maximize impact? How to set-up and institutionalize such a system? Co-chairs: Dr. Tulashi Prasad Thapaliya, NCED/Mr. Tap Raj Pant, UNESCO Kathmandu

Click to edit Master title style References Digital Promise (supported by Hewlett Foundation), ITL (Innovative Teaching and Learning) 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_ enhttp:// ilibrary.org/education/talis-2013-results_ en World Economic Forum, “New Vision for Education: Unlocking the Potential of Technology”.

Click to edit Master title style THANK YOU. Mel Tan ICT in Education, UNESCO BANGKOK (