Valenzuel, E

8/9/2019 Valenzuel, E.

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Teaching Competency Standards in

Southeast Asian Countries

Dr. Ethel Agnes P. Valenzuela

Head, Research SpecialistSEAMEO INNOTECH


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Who teaches kids in Southeast Asia?\What competencies do they have?


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BACKGROUNDBACKGROUND

y SIREP Project: SEAMEO INNOTECH

Regional Education Project

y Research started in 2009

Survey

Workshop

DACUM workshop

Validation (Key Southeast Asian Countries)


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Research Questions What is the landscape of teachers and teacher preparation in

Southeast Asian countries?

What policies supporting teaching competency standards are present

in the member countries?

How are the teaching standards developed, monitored and assessed?

What units of elements are present in the existing teaching

competency standards?

What competency standards framework for teachers maybe

developed for Southeast Asian teachers?


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'.

THE CONTEXT: SOUTHEAST ASIAN

COUNTRIES

Brunei Darussalam

Cambodia

Lao PDR

Indonesia Malaysia

Myanmar

Philippines

Singapore Thailand

Timor Leste

Vietnam


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Teaching Competency Standards

A competency standard is a document that specifies in a

structured format how teachers should perform a job or work

role.

Uses of Teaching Competency Standards:

It is used as a frame of reference for finding out howteachers expect job or work roles to be performed

It can be a guide to judge whether teachers are competent at

their job or work role based on the units of elements

Competency standards attempt to capture the various

dimensions that, when taken together, account for

'competent' performance.

In this case the competency standard specifies the role of

teachers as an effective facilitator of the teaching and learning

process.


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Teaching competency standards

Teaching standards in the study refer to those thatare recognized throughout the country and

serve as the basis for assessment and formal

qualifications of teachers. These are developed

in consultation with experts representing anentire profession.


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Scope and Limitations of the StudyScope and Limitations of the Study

y This study examined, compared, and analyzed teaching competency

standards across the region with regard to their development

process, their units of elements, and how these standards are

implemented and monitored.

y

Although the eleven member countries participated in the study, theoutcomes of the survey revealed that nationally recognized teaching

competency standards are present in only the following countries in

the region: Philippines, Singapore, Indonesia, Cambodia, Thailand and

Vietnam.

y The other countries (Malaysia,Brunei, Myanmar, East Timor, Lao

PDR) are still in the process of developing and finalizing their

teaching competency standards.


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Arrow ProcessWhy use graphics from PowerPointing.com?

Data

Analysis

Review of Related

LIterature

Regional Survey Validation of Teaching

Competency

Standards

SEAMEO INNITECH

Survey of Teaching

Standards under

SIREP Project

Modified Delphi

Technique

Field Survey

Teaching

Competency

Standards in

Southeast AsianCountries

Formulation of

Survey

Questions

Secondary Data

Collection

Research Design


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SEAMEO INNOTECHSEAMEO INNOTECH SURVEYSURVEY ONONTEACHING COMPETENCYTEACHING COMPETENCY

STANDARDSSTANDARDS

Key Findings


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Basic Education Structure in SEA Countries

Country Entry Age Years of

Primary

Education

Years of Secondary

Education

Basic

Education

TotalLower Upper

Brunei 6 6 5 2 13

Cambodia 6 6 3 3 12

Indonesia 7 6 3 3 12

Lao 6 5 3 3 11

Malaysia 6 6 3 4 13

Myanmar 5 5 4 2 11

Philippines 6 6 4 - 10

Singapore 6 6 4 (3) 13

Thailand 6 6 3 3 12

Timor-Leste 6 6 3 3 12

Vietnam 6 5 4 3 12


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Southeast Asian Teachers ProfileSoutheast Asian Teachers Profile

y There are 5,566,491 teachers in Southeast Asian countries.

The most number of teachers are in Indonesia (50%) followed by

the teachers from Vietnam (14%), the Philippines (10%), Thailand

(9%), and Malaysia (8%) and Other countries make up the remaining 8% (Laos, Cambodia,

Timor Leste, Singapore and Brunei Darussalam.

y Most of the teachers of Southeast Asia undergo Induction Program

y Only three countries require teaching license :Philippines, Indonesia

and Thailand.


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Core competencies of Southeast Asian

Teachers: Survey Results

1. Pedagogy- teaching competencies

2. Student performance assessment

3. Classroom management

4. Professional ethics and morality

5. Social and human/interpersonalrelationships

6. Lifelong Learning and professional

development


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These are skills that help students to

critically think, create, and solve complex

problems as well as to master ambitious

subject matter content is much more

demanding than that required to impart

routine skills in this century.

Teachers often use pedagogical skills

which cater to multiple learning styles to

help students retain information and

strengthen understanding.A variety of

pedagogical skills are used to ensurethat all students have equal

opportunities to learn.

Pedagogical CompetenciesPedagogical Competencies


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PEDAGOGICAL SKILLS OF SOUTHEAST ASIAN

TEACHERS

Laos did not indicate skills 3-5

Malaysia did not indicate no 3


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Other pedagogical skills of SEAOther pedagogical skills of SEA

teachersteachersIn the DACUM workshop, the Southeast Asian experts added the following

competencies which are linked to pedagogical skills:

y Provides guided practice when necessary and reviews at appropriate intervals of

timey Uses up-to-date lessons

y Sets learning objectives and outcomes that match the students real-life situations

y Sequentially and attractively teaches lessons while taking account of students

learning

y Provides students with learning opportunities both during and outside school

hours

y Uses the appropriate medium of instruction

y Understands the educational context of the classroom and the school community

y Skills to assess students learning outcomes


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Student Assessment Competencies ofStudent Assessment Competencies of

SEA teachersSEA teachers

0 20 40 60 80 100 120

Checks students understanding

Measures Students progress

Provides eedback

Use assement result to plan for new lessons

All SEA countries except Malaysia use assessment result to plan for

new lessons

Lao and Myanmar do not have competency standards for measuring

student progress


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Competencies Related toCompetencies Related to

AssessmentAssessment

In the DACUM workshop, the Southeast Asian

experts added the following competencies

which are linked to students assessment :

y Assesses students progress in relation to the

basic learning competencies identified in the

national curriculum

y Systematically records students achievements

y Makes use of authentic assessment forms

y

Formulates appropriate assessment questionsfor examinations given upon completing

grades 6, 9, and 12

y Provides timely feedback


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Classroom Management Competencies of SEA TeachersClassroom Management Competencies of SEA Teachers

Myanmar does not classroom management competency indicators

yet except for task completion (u4)

Thailand does not U1, U4, U6

Laos does not have U3,U5


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Other classroom managementOther classroom management

CompetenciesCompetencies

During the DACUM workshop, the experts also added important

classroom management competencies such as the following:

y Infuses in students the value of respect and honesty

y Demonstrates the capability to manage multigrade classes

y Encourages less-able students to participate in class

y Utilizes a seat plan that will allow more advanced students to

interact with their less-able counterparts


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Professional Development Competencies of

Southeast Asian Teachers


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Professional Development SkillsProfessional Development Skills

Apart from the professional development competencies indicated inthe table, experts from Southeast Asia gave the following

professional development competencies:

y Identifies his/her own professional learning needs and plans for

and engages in professional development

y Develops organizational skills to effectively manage his/her

nonteaching duties

y Regularly reflects on and critically evaluates his/her professional

knowledge and the effectiveness of his/her teaching

y Practices school-based management skills

y

Engages in self-learning activities for professional development


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Processes Used to Implement Teaching

Competency Standards

All countries need Memorandum Circular from MOE.

Except for Malaysia, Myanmar and Indonesia, consultation meetings with

experts/stakeholders are necessary to enforce teaching standards

Laos, Malaysia, Singapore and Timore Leste do need a national law to enforce



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Dissemination Method/Advocacy of National Teaching

Competency Standards


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USE OF MODIFIED DELPHIUSE OF MODIFIED DELPHITECHNIQUE : SEAMEOTECHNIQUE : SEAMEOINNOTECH EXPERTS MEETINGINNOTECH EXPERTS MEETING

ON TEACHING COMPETENCYON TEACHING COMPETENCYSTANDARDSSTANDARDS

y What are the common competency standards

for Southeast Asian teachers?


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Country Major Strands of Teaching Competency Standards

Brunei Darussalam Professional knowledge

Professional practice

Professional engagement and values

Cambodia Knowledge

Practice

Learning

Ethics

Indonesia Pedagogical competence

Personal competence

Professional competence

Social competence

Lao PDR Characteristics and professional ethics

Knowledge of children

Subject knowledge and practical teaching wisdom

Malaysia Professional teaching values

Knowledge and comprehension

Teaching and learning skills

Major Strands of Teaching Competency StandardsMajor Strands of Teaching Competency Standards


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Philippines Social regard for learning Learning environment

Diversity of learners

Curriculum

Planning, assessing, and reporting

Community linkages

Personal growth and professional development

Singapore Cultivating knowledge Winning hearts and minds

Knowing oneself and others

Working with others

Thailand Professional competence Knowledge

Experience

Personal competence

Timor-Leste Language

Technical knowledge

Teaching and learning

Professionalism

Vietnam Knowledge Teaching competence

Presentation competence

Classroom management competence

Major Strands of Teaching Competency Standards


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P r o f e s s i o n a l

V a l u e s


E n g a g e m e n t


K n o w l e d g e


P r a c t i c e

C O M P E T E N C E


V a l u e s


E n g a g e m e n t


K n o w l e d g e


P r a c t i c e

C O M P E T E N C E

Teaching Competency Strands in Southeast Asia:Teaching Competency Strands in Southeast Asia:

DACUM Workshop ResultDACUM Workshop Result


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VALIDATION (VALIDATION (SEAMEOSEAMEOINNOTECHINNOTECH 44--DAYSDAYSDACUMDACUM WORKSHOP)WORKSHOP)

y Finalized Competency Framework for

Southeast Asian Teachers of the 21

st

Century


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A.1 Equip oneself

with knowledge,

skills, attitudes and

values of the 21st

century

A.2 Facilitate

development of

students

Learning to

Know

knowledge,

skills, attitudes

and values

A.3 Facilitate

development of

students Learning

to Do knowledge,

skills, attitudes

and values

A.4 Facilitate

development of

students

Learning to Be

knowledge,

skills, attitudes

and values (e.g.

emotional

intelligence)

A.5 Facilitate

development of

students

Learning to Live

Together

knowledge,

skills, attitudes

and values

A.6

Assess

students

knowledge,

skills,

values and

attitudes

on the 4

pillars of

education

A. Facilitating the Development of Learners life andA. Facilitating the Development of Learners life and

career skillscareer skills


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B.1

Acquire

mastery of

subjectmatter

B.2

Employ

strategies

that cater

tostudents

learning

styles and

to elicit

active

learning

B.3

Communic

ate at

learners

level

B.4

Promote

students

participati

on andcollaborati

on

B.5

Apply

questionin

g and

reactingskills

B.6

Integrate

HOTS in

the lesson

B.7

Contextualiz

e teaching to

local

situations

B.8

Manage

classroo

m

activities

B. Facilitating LearningB. Facilitating Learning


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C.C. Preparing appropriate lesson plans inPreparing appropriate lesson plans in

line with the school vision and missionline with the school vision and missionC.1

Assess

existing

learning

needs

C.2

Formulate

specific

learning

objectivesincorporati

ng

knowledge

, skills,

attitudes

andvalues, if

applicable

C.3

Prepare

lesson

plan based

onsyllabus

and time

frame

C.4

Consider

diversity

of learners

inpreparing

lesson

plans

C.5 Select

the right

methodolo

gies

accordingto subjects

and

learners

level

C.6

Determine

appropriat

e learning

resourcesavailable

for

teaching

and

learning

C.7

Construct

appropriat

e

assessment

measures

C.8 Utilize

results of

learner

assessme

nt and

teachers

reflection

in

developing

lessonplans


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D.D. Creating a conducive learningCreating a conducive learning

environmentenvironment

D.1 Foster a

safe, clean

and orderly

learning

environment

D.2 Promote

a caring and

learning-

friendly

environment

D.3

Motivate

active

learning

D.4 Foster an

understanding

to maintain a

high standard of

learning

performance

D.5

Respect

diversity of

learners

D.6 Maintain a

collaborative

learning

environment


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E.E. Developing and utilizing teaching andDeveloping and utilizing teaching and

learning resourceslearning resources

E.1 Acquire

knowledge

and skills in

the use of

teaching and

learning

resources

E.2 Develop

teaching and

learning

resources

appropriate

for the lesson

E.3 Utilize

appropriate

teaching and

learning

resources for

the lesson

E.4 Integrate

use of ICT in

teaching and

learning

E.5 Monitor

and evaluate

the use of

teaching and

learning

resources


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F. Developing higher orderF. Developing higher order

thinking skills (HOTS)thinking skills (HOTS)

F.1 Equip

oneself

with HOTS

concepts

and

strategies

F.2

Develop

HOTS in

learners

F.2.1

Develop

creativity

F.2.2

Develop

critical

thinking

skills

F.2.3

Develop

logical

reasoning

skills

F.2.4

Develop

problem

solving &

decision-

makingskills

F.3

Strengthen

HOTS in

learners

F.4

Assess

HOTS of

learners


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G. Enhancing ethical and moralG. Enhancing ethical and moral

valuesvalues

G.1 Internalize teachersprofessional code of

ethics as specified in

ones country

G.2 Uphold and modelteachers professional

code of ethics

G.3 Educate learners andco-teachers with ethics

and moral values


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H.H. Assessing and evaluatingAssessing and evaluating

learner performancelearner performance

H.1 Acquire

knowledge and skills

on testing,

assessment and

evaluation (e.g.,

authentic & portfolioassessment)

H.2 Develop

formative and

summative

assessment tools

H.3 Assess students

learning using

different and

appropriate

assessment tools

H.4 Utilize

assessment results


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I. Engaging in professionalI. Engaging in professional

developmentdevelopment

I.1 Conduct

development

needs

analysis

I.2 Prepare

ones

professional

development

plan

I.3 Engage in

professional

development

I.4 Reflect onthe relevance

of

professional

developmentundertaken

I.5 Apply,

share and

disseminate

new

knowledge

and skills

gained from

professional

development

activities,

study visits

and exchange

programs

I.6

Mentor/coach

novice/stude

nt teachers

I.7 Assess

the impact of

professional

development

activities


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J.J. Networking with stakeholdersNetworking with stakeholders

especially with parentsespecially with parents

J.1 Enhance

public relation

skills

J.2 Develop

partnership with

parents and other

stakeholders

J.3 Share the

responsibility of

educating

students with the

community

J.4 Participate

actively in socio-

civic events of

the community


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K. Managing studentsK. Managing students

welfare and other taskswelfare and other tasksK.1 Provide

guidance and

counseling

support

K.2 Develop

counseling

and

disciplinary

skills

K.3 Organize

and advocate

social and

extracurricular activities

K.4 Attend to

learners

emergency

cases

K.5 Perform

administrative

work


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is all about quality assurance...

Southeast

Asian Teaching

Competency

Standards


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"A teacher affects eternity; he can never tell,where his influence stops."

For further questions:

Dr.Ethel Agnes P

.ValenzuelaHead/Research Specialist

Research Studies Unit

[email protected]

Documents

Valenzuel, E