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Building Educator Capacity Session 1 of 3

Building Educator Capacity Session 1 of 3. April 18, 2013. 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

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Building Educator Capacity Session 1 of 3

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  1. Building Educator Capacity Session 1 of 3 April 18, 2013

  2. 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

  3. Learning objectives 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

  4. Partners in LearningEducator Professional Development

  5. Scaffold educator competencies UNESCO ICT Competency Framework for Teachers

  6. Partners in Learning Professional Development Partners in Learning Professional Development UNESCO ICT Competency Framework for Teachers

  7. Customized for more individualized approach • Just in time, not just in case • Perfect for ongoing engagement • Ties skills to educator context Digital Literacy Teaching with Technology 21st Century Learning Design

  8. 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

  9. What are the benefits? • 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

  10. Access to training provider portal Email signature Logo lock-ups

  11. Demo:www.piltrainer.com

  12. 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)

  13. ICT competencies for teachers • 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

  14. What is a good standard or competency? • 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 Feuchun, 2010

  15. UNESCO ICT-CFT Breadth Depth Role: Teachers, Technology Coordinators, Principals UNESCO 2010 UNESCO 2010

  16. 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

  17. Assess at the whole school level www.pilsr.com (coming soon to PiLN! Based on ITL Research Surveys Research Tool for Schools Measures Innovative Teaching Practices No costs Basis for Common Vision International 34 languages

  18. How it works School Signs Up Innovative Teaching Practices Index Distribute Surveys Use the Report

  19. Student centered pedagogy % Educators who practice at least 1-3 times per month Personalized Learning

  20. Use to achieve common understanding School Leaders Educators Innovative Teaching Practices Index Students Parents Community

  21. 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?

  22. Some top tips • 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

  23. Level 100: Digital Literacy

  24. Partners in Learning Professional Development Partners in Learning Professional Development UNESCO ICT Competency Framework for Teachers

  25. Level 200: Teaching with Technology

  26. Partners in Learning Professional Development Partners in Learning Professional Development UNESCO ICT Competency Framework for Teachers

  27. Teaching with Technology Spring 2013 2. eLearning Content 6 courses Embeds case studies, activitiesand how-to’s 1. Self-Assess Learning Gaps Creates an Individualized Learning Plan 3. Certificates of Completion SummativeAssessments • Microsoft Certified Educator Exam • Valid & reliable assessment of competency

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