Building Educator Capacity Session 1 of 3
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Transcript of Building Educator Capacity Session 1 of 3
Adrian Blight Tracy Immel
• 15 yrs in education and technology
• Managing Director of Imagine Education
• Global experience in over 30 countries
• ICT and education, pre-service teacher training and innovative curriculum design
• Educator training around 21st Century Skills Development for Microsoft
• Responsible for Middle East & North Africa for The British Council’s Connecting Classrooms
• 20 yrs in education and technology
• Last position Microsoft Global Director for K-12 Teacher Professional Development
• Professional Coach with emphasis on overcoming resistance to change in educational institutions and individuals
• Consultant to UNESCO, Educator trainer and group facilitation
• Currently manages Partners in Learning Training Provider program on behalf of Microsoft
In this session we will: • Review Training Provider Program and PiL Professional
Development (PD) offers• Discover how to utilize the PiL Professional
Development model • Learn how the UNESCO ICT-CFT can drive
transformed practice• Examine Level 100 and 200 curriculum • Explore the resources on www.piltrainer.com
Learning objectives
UNESCO ICT Competency Framework for Teachers
Knowledge Creation
Knowledge Deepening
Technology Literacy (ICT in Education
context)
Digital Literacy/Productivity Tools
Scaffold educator competencies
Partners in Learning Professional Development
L400: Peer Coaching
L300:21st Century Lesson
DesignL200: Teaching with
Technology + Optional Cert
L100: Digital Literacy
Knowledge Creation
Knowledge Deepening
Technology Literacy (ICT in Education
context)
Digital Literacy/Productivity Tools
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Customized for more individualized approach
Dig
ital
Liter
acy
Teach
ing
wit
h T
ech
nolo
gy
21st C
entu
ry L
earn
ing
Des
ign
• Just in time, not just in case
• Perfect for ongoing engagement
• Ties skills to educator context
• Organizations
• NGOs• Commercial
Providers• Non-profits
• Independent Consultants
• Affiliate employees
• Education System Trainers
• Primary role may be classroom educator
• Has formal role as peer coach
• Engagement, best practice sharing and professional development
• Opportunity to receive customer referrals • Recognition on the PiLN as a teacher trainer• Affinity with Microsoft • Chance to attend the Global Forum• Over 150 hours of pedagogically sound
content
What are the benefits?
Needs analysis best practice
• Identify goals for both the organization and individuals
• Demonstrate your value with objective measures of both the starting point and ending point
• Know what they are supposed to know (or be able to help define it)
• ISTE: National Educational Technology Standards for Teachers (NETS-T)
• UNESCO ICT Competency Framework for Teachers
• Australia: ICT Competency Framework for Teachers
• South Africa ICT Teacher Guidelines
• EU eTQF Competency Framework for Teachers
• ICT-enhanced Teacher Standards for Africa – UNESCO-IICBA
ICT competencies for teachers
• Well defined with domains and levels
• Identified target group or roles
• Continuous development phases
• Clearly described performance indicators
• Syllabus with concrete content and suggested methods/ pedagogy
• Relevant cases and resources
• Identification of current situation and essential conditions
What is a good standard or competency?
Feuchun, 2010
UNESCO 2010
Breadth Depth
Role: Teachers, Technology Coordinators, Principals
UNESCO ICT-CFT
UNESCO 2010
What is competency-based PD• A common set of competency standards• Methods for identifying learning gaps• A rich and varied set of aligned learning
resources• Assessments, observation, or portfolio
work that help verify improved educator competencies
• Peer support or mentoring to help educators carry forward ICT use to the classroom
• Ongoing refinement
Assess at the whole school level
No costs
Based on ITL Research SurveysMeasures
Innovative Teaching Practices
Research Tool for Schools
International 34 languages
Basis for Common Vision
www.pilsr.com (coming soon to PiLN!
19
Distribute Surveys
Use the Report
School Signs Up
Innovative Teaching Practices Index
How it works
Personalized Learning% Educators who practice at least 1-3 times per month
Student centered pedagogy
Use to achieve common understanding
Innovative Teaching Practices Index
School Leaders
Educators
Students
Parents
Community
Getting teacher buy-in
How do we bridge the gap between leadership goals and the educator who is just worried about teaching her math class tomorrow?
• Learn something they can use right away• Show how technology enhances the delivery of
subject objectives or standards• Perhaps start with ‘productivity’ and help them save
time• Utilize peer coaching • Give time to ‘play’• Make sure learning is relevant • Find out what they need to know
Some top tips
Partners in Learning Professional Development
L400: Peer Coaching
L300:21st Century Lesson
DesignL200: Teaching with
Technology + Optional Cert
L100: Digital Literacy
Knowledge Creation
Knowledge Deepening
Technology Literacy (ICT in Education
context)
Digital Literacy/Productivity Tools
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Partners in Learning Professional Development
L400: Peer Coaching
L300:21st Century Lesson
DesignL200: Teaching with
Technology + Optional Cert
L100: Digital Literacy
Knowledge Creation
Knowledge Deepening
Technology Literacy (ICT in Education
context)
Digital Literacy/Productivity Tools
UNESCO ICT Competency Framework for Teachers
Partners in Learning Professional Development
Teaching with Technology
1. Self-Assess Learning Gaps
Creates an Individualized Learning Plan
2. eLearning Content
6 courses Embeds case studies, activities and how-to’s
3. Certificates of Completion
SummativeAssessments
Microsoft Certified Educator Exam
• Valid & reliable assessment of competency
Spr ing 2013
• Blended model• Engage learners in
communities of practice• Opportunity to apply learning
right away with support• Reward/motivate
E-Learning best practices
• E-Supported• Blended (integrated)• Blended (concentrated)• Distance
E-Learning delivery models
http://bestpracticemodels.wiki.staffs.ac.uk/Course_Types
• Competency-based, valid and reliable assessment
• Mapped to UNESCO ICT-CFT, Technology Literacy
• Does not measure technology skills, but ability to apply those skills to teaching and learning context
• Available Spring 2013 via Microsoft volume license or Certiport reseller and as part of IT Academy member benefits
New! Microsoft Certified Educator
MCE is a reliable assessment of teachers ICT competency that allows institutions in charge of teacher retraining programs to evaluate achieved results and optimize financing.”—Svetlana Avdeeva, National Training Foundation, Russia MCE provides teachers with a globally recognized certification which is focused on the practical integration of ICT into teaching and learning.—Rose Lawlor, Meath Vocational Education Committee, Ireland MCE compliments our professional development program as it is based on the UNESCO ICT Competency Framework and uses scenarios that deal with the integration of ICT and development of 21st century skills in the classroom.Miriam O’Donoghue, City of Dublin Vocational Education Committee, Curriculum Development Unit, Ireland
What educator leaders are saying…
Homework (about 2 hours)1. Do one of the following:
• Take one of the assessments from the Digital Literacy Curriculum• Take the Teaching with Technology self-assessment
2. Take at least one unit of study from either Digital Literacy or Teaching with Technology
3. Explore the Level 100 & 200 consolidation activities and tutorials on www.piltrainer.com
4. Read 21st Century Learning Design Rubrics materials(Posted in Training Provider discussion group and downloadable here.)
5. Email [email protected] if you’d like to participate in the May 2 webcast and share your best practice with others