Sunday, 08 February 2015 01:09

EPC 4909 - Week 2 - Being Competent

Introduction

Over the next few weeks, we will look at various areas of your planning and preparation including document keeping and the demonstration of competencies.

epms Behavioral Competencies process

Have a look at the FAHR Behavioral Competencies document and discuss how to better demonstrate them. One aspect of the 'artful competence' that Schon (1984) talks about is being artful in your ability to demonstrate how you are competent.

To demonstrate artfulness, lets just have a quick look to see what FAHR has to say about the competencies and your ability to demonstrate them.

See sections:

  • 2.2 - What are behavioural competencies
  • 2.5 - Benefits of using competencies
  • 3.3 - Competency clusters and your own goals.

hct competencies

 


 

Capturing Evidence

Reflective Journals

Read the article by Blaschke and Brindley (2011). Scroll down to "A Means for Reflective Thinking...Using Social Media". read this section carefully to see how you might apply the strategies to your own practice. Further down, they discuss the assessment strategy for the reflective journals. You will be comforted to know we are using assessment strategies for you that are consistent with best practices around the world.

Examine the article by Canning and Callan (2010). Go to the section entitled "Pre-requisites for heutagogy: learner identity and emotional literacy". Note that they discuss how students must be taught strategies for reflection and that the process is far more important than the product at the end.

Artefacts

An artefact is a thing that is created as part of your work. It generally is not something you create specifically for the purposes of evaluation or demonstration of competency.

I have written quite a range of entries about different types of artefacts. Here is one written for Ramaqia School. See the portfolio assessment as well for further suggestions.

Table X:

Curated Artefacts

Competency

Artefact

Professionalism and Understanding

Certificates of Workshop attendance

Anecdotes from colleagues

Images of professional treatment of guests

Curated collection of work clearly related to competencies

Planning for learning

Lesson plans

Photos of arranged / organized classrooms

Anecdotes from repairing / rearranging classrooms & equipment

Implementing and Managing Learning

Videos / images from the classroom

Observations from colleagues, MST, MCT, principal

Feedback from surveys, student reactions

Assessment and Evaluation

Products from student activities

Test scores and graphs

Anecdotes from students on what they learned

Reflection

Journal entries

Daily reflective entries

Curated collection of work

Processes

Have a look at this document on describing competencies. In this document, they talk about describing the situation and describing the outcome. You may be able to supplement these two factors through artefacts.

References

Blaschke, L. M., & Brindley, J. E. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open and Distance E-Learning(Special Issue). Retrieved January 25, 2014, from http://www.eurodl.org/materials/special/2011/Blaschke_Brindley.pdf

Canning, N., & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice: International and Multidisciplinary Perspectives, 11(1), 71-82. Retrieved January 25, 2014, from http://www.tandfonline.com.ezproxy.hct.ac.ae/doi/pdf/10.1080/14623940903500069

 

 

 

Published in EDU 4909

Preparing to Map

Let's review the chart from last week that will help map our activities to the various HCT competencies. We can take a few minutes together to start this process and then you will continue on your own. You can work with a partner but each of you will need your own map. This map will feature prominently in your portfolio.

You should be able to embed that page in your Mahara portfolio. Lets try that part together first so that we can see how the updating works when we use Google Drive and Mahara together.

First, you need to create a new page in Mahara.

mahara dash

Once you have created your page, call it something appropriate like, "HCT Competencies". Save your work and you should be looking at this:

mahara edit content

Then, follow these instructions to add your new page to your Mahara site. Don't forget that you do have to have the page saved in an appropriate folder in your Google Drive folder.

Once you have created your new page, you can add it to a collection of pages by following these directions.

Map Outcomes

Once you have your page prepared and showing in Mahara, simply open the page and start to edit. Your page will automatically update in the Mahara page.

Suggested reading:

Published in EACE 483
Sunday, 09 March 2014 14:04

What are Competencies?

The slideshow shared below gives a very comprehensive overview of competencies. Slides 1-17 are the most interesting for educators and their portfolios.

By now, you should have a reasonable ability to edit your pages. Once this happens, we are ready to really start!

Of course you may need to refresh your memories of how to perform certain tasks so please check on the How To section to see how to.

Goals

The following table is an English version of the goals table that you have completed with Ms Fatima.

Do you all have one?

Individual Goals

Weighting

Rating

Evaluation

Comments

Teaching and Learning with Students – 80%

 30%    

 Samples of student work

Reflective Comments

  • Blog (see Journal Page)

Increase student performance

 20%    

 Test scores

  • Google Doc Spreadsheet
  • Projects in Google Docs

Contribute to experiences of the school

 20%    

 Images

Journals

Feedback

Participation in School Activities

 20%    

 Images

Certificates

Agendas

Attend Workshops for Professional development

 10%    

 Certificates

Samples of work produced as result of workshop

Results

 100%      

You can add this document to your portfolio by following the instructions on how to add a single document to Mahara.

Your next step should be to start editing this table and matching your evidence to your goals. I have provided some examples of how you could capture this evidence.

Presenting your Portfolio

One issue we have discussed is how to make your portfolio easy to view. The document that most of you are working on is quite long. To make life easy for your colleagues, supervisors and other stakeholders, you could

  • split the document into parts
  • Tidy the formatting
  • display each section in its own page.

Sharing your Portfolio

To allow other people to see your portfolio, you will need to make it visible to them. this means you need to give them permission to view the pages in your portfolio. 

Please note the following:

  • if you give the "Public" permission to view your work, you are allowing anyone who has the link to see your work.
  • You may want to only give certain groups including the مدرسة الرماقية < > Ramaqia School permission to see your work.
  • Remember, the purpose of this portfolio is to...
    • showcase your work
    • share with colleagues
    • get feedback from others
    • share with families and students
  • ... so you want to make sure these different groups can view the work.

Demonstrating Competencies

You will need to complete competency tables as well. One aspect of these is that you can focus on certaion competencies and that this focus can be determined with your supervisor.

The determiners can be taken from examples from guiding documentation. However, I believe that you will be able to provide your own as well, as long as you can show the connection between your determiners and the suggested determiners from the Ministry.

Behavioral Competencies

Behavioral Competencies Determiners/Skills Evidence
 

 

 

 

 

 

 

 

Leadership

Strategic

   

Change Management

   

Employee Skill Development

   
Teachers

Communication

 

communications with parents

> Instagram account

> email communications

> notes from Parent teacher meetings

 

Communications with Colleagues

> Shared folders

> Images from meetings

> Notes from meetings

Teamwork

Shared responsibilities for special projects

> Notes on How to manage project

> Products from special projects (images, documents, etc.)

Customer Service

Communicate with parents
(overlap with communications?)
 

Results

   

Resources Management

   
 Accountability    

Technical Competencies

Technical Competencies

Determiners/Skills

Evidence

 

Administration

Leadership Quality Management

   

School Regulations

   

Student Affairs

   
 Teachers

Educational Techniques / Methods

 Use of visual aids > images of board notes 
> Copies of PPTs used in class
> images of displays on classroom walls

Specializations / Content Expertise

 Certifications

> on-going training :)
> reflections and journal entries latest articles in your field.

Planning & Implementation

Documentation of lessons > lesson plans shared through Google Drive
> Images of classroom activities

Professional Development

Overlap with specializations and Content Expertise.  

I strongly urge you to share your work with each other regularly. You should be able to see each other's work and comment on it. You can use the forum in Mahara, or any other site to share ideas and comments as well.

I suggest that you have a session on how to map various items to your goals and competencies tables to ensure quality and consistency.

Published in Ramaqia Project

Stage Two of the Ramaqia School project is underway. This stage involves reviewing the technical working of the portfolio site and trialing various means of demonstrating the how participants are meeting their two sets of competencies, as determing by the Sharjah Ministry of Education and the education Zone.

Behavioral Competencies

Behavioral Competencies Determiners/Skills Evidence
  Leadership

Strategic

   

Change Management

   

Employee Skill Development

   
 Teachers

Communication

   

Teamwork

   

Customer Service

   

Results

   

Resources Management

   

Accountability

   

Technical Competencies

Technical Competencies

Determiners/Skills

Evidence

 

Administration

Leadership Quality Management

   

School Regulations

   

Student Affairs

   
 Teachers

Educational Techniques / Methods

   

Specializations / Content Expertise

   

Planning & Implementation

   

Professional Development

   
Published in Ramaqia Project