2. ICT in Education UNESCO Bangkok Developing Competency Standards (3): Performance Indicators Jonghwi Park Programme Specialist ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

3. Click to edit Master title style Step 1: Reflecting Education Goals (Worksheet A) Step 2: Identify domains/areas (Worksheet B) Step 3: Set the standards for each domain (Worksheet C) Step 4: Draft competency performance indicators (Worksheet D) Step 5: Draft a full development plan (Worksheet E) Overview

4. Click to edit Master title style By the end of this module, TFT will be able to -Understand the definition of the performance indicators -Draft performance indicators for the selected standards -Understand various ways of assessing/measuring PIs Objectives

5. Click to edit Master title style Domain, Standards and Indicators Domain CS-1 PI-1-1PI-1-2 CS-2 PI-2-1 Key areas of competency. Should address all aspects of teachers’ work. 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.

6. Click to edit Master title style What are Performance Indicators? Break-downs of standards into measurable and demonstrable sizes of knowledge, skills and/or attitude A standard may be measured by multiple PIs. PIs will underpin the measurability of each standard and hence serve as a blueprint for operationalization. PIs will also determine how to design assessment of each standard.

7. Click to edit Master title style DomainsStandards Technology Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance. Use appropriate office and teaching productivity tools. Understand and effectively use the Internet and network applications and resources. Demonstrate knowledge and skills in information and data manage Social and Ethical Understand and observe legal practices in the use of technology. Recognize and practice ethical use of technology in both personal and professional levels. Plan, model and promote a safe and sound technology-supported learning environment. Facilitate equitable access to technology that addresses learning, social and cultural diversity. Pedagogical Apply technology to develop students’ higher order thinking skills and creativity Provide performance tasks that require students to locate and analyze information and to use a variety of media to clearly communicate results Conduct open and flexible learning environments where technology is used to support a variety of interactions among students, cooperative learning and peer instruction. +++ Professional Proactively engage in exploring and learning new and emerging technologies. +++ Example (1): NISC Philippines

8. Click to edit Master title style DomainsStandardsPIKSA 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.) K Properly connect main components, configure peripherals and install drivers when required. S … Use appropriate office and teaching productivity tools Use a word processor to enter and edit text and images. S Format text, control margins, layout and tables. S … Example (1): NISC Philippines

9. Click to edit Master title style Example (2) DomainsStandardsPIKSA IT in BusinessProvides the most effective and efficient IT solutions for a given business model. Produces a SWAT report to identify problems and potential solutions in a given IT models in business. K, S Makes a recommendation to create, buy or modify an application based on the analysis of the business model. K Incorporates appropriate technologies for information security based on the characteristics of a given business model and its risks. K Analyzes and evaluates various existing IT systems in different business models Defines the value of data management in various business models. K Understands advantages and disadvantages of different types of information systems (e.g., ERP, CRM, JIT) for a given business model. K …

10. Click to edit Master title style Competency based module design

11. How to develop PIs?

12. Click to edit Master title style Procedures (Case from Korea) Forming a research team Competency modeling of higher performers through interviews Expert consultation Validation by higher performers Development of Teacher Competency Standards and PIs Validation through survey Finalize the competency standards

13. Click to edit Master title style Suggested procedures Initial set of PIs Expert group consultation Validated set of Pis (please refer to Sample A) Validation by teachers (Delphi) Final set of PIs Validation by experts

14. Click to edit Master title style Group work: Draft PIs for selected standards (Worksheet D) Step 1: For the two domains that you have completed stating competency standards, write the performance indicators for each development stage. – One standard can have multiple Pis. (See Sample B) Step 2: Indicate knowledge, skills and attitudes for each PI (K, S or A) – Make sure your PIs are stated in an observable term. Standards Performance Indicators Pre-service graduates (ICT literacy) Proficient teachers (Knowledge acquisition) Highly accomplished teachers (Knowledge Deepening) Lead teachers (Knowledge creation) Domain 1: [Name of Domain] Domain 2: [Name of Domain] Standards Performance Indicators Pre-service graduates (ICT literacy) Proficient teachers (Knowledge acquisition) Highly accomplished teachers (Knowledge Deepening) Lead teachers (Knowledge creation)

15. Designing Assessments (and recognition system)

16. Click to edit Master title style Are ICT standards compulsory for teacher qualification? AUSCHJPNKORMALNZPHISGTH QualificationYYYYNAY Y 16 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 2) Countries with ICT competency test as part of in-service teachers promotion. AUSCHJPNKORMALNZPHISGTH PromotionYYNNNYNA

17. Click to edit Master title style 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 Standards-based Professional Certification levels (Australia)

18. Click to edit Master title style Operationalization is more important Competency standards Qualification/ Certification Training/ curriculum

19. Click to edit Master title style Adapted from Ingvarson, L. (2014). Ensuring Effective Teaching in Australia. Presented at Annual UNESCO-KEDI Seminar 2014. Standards alone don’t change much

20. Click to edit Master title style Evaluating Performance Indicators Knowledge: traditional pencil and paper test Skills: demonstration or class observation Attitude: test + observation Unfortunately, most competencies have a combination of knowledge, skills and attitude. Portfolio – accumulating evidences: New and more accurate ways of evaluating Pis

21. Click to edit Master title style Types of Assessment Country (N=8)Types AUSDemonstration of Evidence Recommendation from school / workplace Site visits, observations* (for Highly Accomplished Lead Teachers) Professional discussion* CHNational Test (written) IDNWritten, performance test, portfolio JPNSelf-reporting KORCertification upon course completion NZEvidence, recommendation from school PHIOral and written SGSelf-reporting and portfolio

22. Click to edit Master title style Types of Assessment CountryTypes AustraliaDemonstration of Evidence Recommendation from school / workplace Site visits, observations* (for Highly Accomplished Lead Teachers) Professional discussion* ChinaNational Test (written) IndonesiaWritten, performance test, portfolio JapanSelf-reporting KoreaCertification upon course completion New ZealandEvidence, recommendation from school PhilippinesOral and written SingaporeSelf-reporting and portfolio (Enhanced Performance Management System: EPMS)

23. Click to edit Master title style Types of Formative Assessments TechniquesRecommendations for ImplementationInstruments Classroom observations (Korea, Tanzania, Kenya)  To be conducted in-service programme through assigned learning project. Other options are to use this techniques for pre-service’s micro-teaching sessions.  To be carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation. Classroom observation instrument (e.g. TPACK observation tool); video observation instrument. Learning project portfolios Applicable in ICT in education training or courses to provide comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts. Rubrics, check lists. School Review Project This tailor-made project was assigned to in-service teachers in Tanzania and Kenya, where they are tasked to assist whole school review and development of ICT policy, vision and planning. School ICT Visioning, Review, SWOT Analysis and Priorities; and Assessment Template - ICT Schools of Excellence) Student and parent survey (Korea) To assess in-service teachers’ practical skills and provide triangulated results as observed by ‘end users’ of education. Student and parent questionnaire. Self-diagnosisTo conduct self assessment about teacher’s own competencies.Likert-scale questionnaire

24. Click to edit Master title style THANK YOU. Jonghwi Park (j.park@unesco.org)j.park@unesco.org ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)www.unescobkk.org/ict