As of March 2020, there are about 7061 teachers teaching across 153 Brunei government schools. Approximately 1236 teachers (17.5%) are Masters and PhD graduates. Of these graduates, approximately 100 of them are graduates in specialised programmes such as curriculum and assessment, educational technology, special education. With such expertise exist in our system, we must bring together these group of remarkable people to lead and become teachers as change agents in delivering high-quality education across the system. They will become our teacher specialists.
According to Darling-Hammond (2013), The teacher development systems of Melbourne, Singapore, and Toronto differ in significant ways, but what they have in common is that they are, indeed, systems for teacher and leader development. The systems in all three contexts increasingly encompass the full range of policies that affect the development and support for teachers and school leaders, including the recruitment of qualified individuals into the profession, their preparation, their induction, their professional development, their evaluation and career development, and their retention over time.

Area of Specialisation

The areas of specialisation for education specialist are:

Coaching specialists serve as expert educators in coaching skills, teaching and content expertise.

Areas of Specialisation:

  • Literacy
  • Numeracy
Curriculum and Instruction specialists serve as technical specialist in school to prepare curriculum proposals to ensure compliance with national standards, rules, regulations and policies.

Areas of Specialisation:

  • Curriculum design and development
  • Instructional design and management
  • Curriculum planner
Education Measurement and Assessment specialists serve as resource specialist to schools in preparing assessment proposals to ensure data-driven and evidence-based decision making.

Areas of Specialisation:

  • Data analyst
  • Assessment system
Education Technology specialists serve as technical specialists in developing and maintaining high quality technology integration into teaching and learning, ensuring relevance to current policies and trends.

Areas of Specialisation:

  • Learning, Education and Technology (LET)
Education Research specialist serve as experts in preparation of research proposals to ensure school education plan is relevant to the current education trends.

Areas of Specialisation:

  • Policy analyst
  • Educational researcher
  • Educational planner
Special Education specialists serve as expert in special education programmes aligned to special education needs to ensure all programmes are in compliance with the national standards, rules, regulations and policies.

Areas of Specialisation:

  • Autism spectrum disorder
  • Visual impairment
  • Specific learning difficulties (dyslexia)
  • Hearing impairment
  • Learning disabilities
  • Vocational education

Training Model for Education Specialist

Selection Criteria of Education Specialist

Overview of Education Specialist Programmes

The Education Specialist Programmes (ESP) aims at developing specialists in the identified areas of specialisations according to the needs of the Ministry of Education. The Education Specialist Programmes provides opportunities for educators holding various academic qualifications to be trained and developed in different areas of specialisations in providing talent pools for more systematic succession planning in various departments under MOE.

There are six areas of specialisations are further divided into sub areas according to the departmental needs. The modules provided in the Education Specialist Programmes are aligned to the Generic Competency and Specialised Competency Framework.

The Generic modules will be offered to all selected participants and will be conducted by Specialist Unit BDLTA with the Associate Facilitators from MOE during afternoon session on Tuesdays and Thursdays.

The Specialised modules will be conducted by the relevant departments through ‘Program Perkembangan Pakar’ scheduled to take place every Saturdays starting January 2022.

Generic Competencies for Education Specialist

Domain 1: Learning and Development

Self-directed Learner/ Educator

Self-directed learning is a five-step process in which an individual takes initiative independently to formulate a plan and identify tools, resources and strategies needed for own learning.
Key Behaviours
  • Conduct self-evaluation to identify learning gaps using detailed skill assessment tools
  • Diagnose own learning needs and identify appropriate professional development required
  • Formulate learning goals based on learning needs analysis
  • Choose and implement appropriate learning strategies for successful outcomes
  • Evaluate own leaning to monitor progress and measure impact

Digital and data literacy

Digital and data literacy is the ability to access, manage, understand, integrate, communicate, evaluate and create information and analyse data appropriately through digital technologies and data analytic tools.
Key Behaviours
  • Identify digital competence gaps and customise technological support for development
  • Operate digital technologies for respective area of specialisation
  • Apply knowledge of exploratory data analysis methods and techniques using technological tools to enhance performance
  • Interpret and evaluate information, data and digital content for respective area of specialisation
  • Engage school communities in data-based dialogue and collaboratively analyse data to set, monitor and review goals

Problem-solving and decision-making skills

Problem-solving and decision-making skills involve analysing, presenting and managing problems using structured frameworks to generate proposed solutions.
Key Behaviours
  • Perform external and internal context analysis (eg SWOT, PEST, strengths vs weaknesses)
  • Propose strategies to mitigate the indentified problem using problem-solving tools
  • Design and develop suitable instruments and approaches foe intended outcomes
  • Implement defined processes and actions relative to the intended outcomes
  • Monitor and evaluate the implemented actions for impact assessment

Domain 2: Creating and Driving Change

Strategic planning and fore-sighting

Strategic planning is a process of defining organisational strategies, direction and long-term goals towards achieving intended outcomes. Strategic foresight is a structured and systematic methology to prepare for future changes.
Key Behaviours
  • Set scope by identifying key issues that need to be addresses and collecting infomration from various resources
  • Analyse emerging trends and potential impacts of change in setting the direction and long-term goals
  • Identify the resources needed, develop an iplemnetation to turn strategies and plans into action to achieve goals
  • Communicate and implement the plan effectively with stakeholders in securing accountability and sustainability
  • Monitor and manage impacts and achievements

Drivers of Change

Drivers of change is an approach to address the link between organisational change and growth for success in response to new demands and expectations.
Key Behaviours
  • Understand and design change management processes
  • Use persuasion methods to engage various stakeholders’ responses to change
  • Mobilise and empower change agents
  • Keep abreast on contemporary ideas in change management to anticipate, identify and develop plans to mitigate risks and threats
  • Align changes with organisation’s strategic direction, objectives and customer expectations

Domain 3: Working Inclusively

Stakeholder collaboration and building partnership

Stakeholder engagement is the practice of influencing a variety of outcomes through consultation, communication, negotiation, compromise and relationship-building.
Key Behaviours
  • Engage stakeholders effectively in securing buy-ins, participation and inputs
  • Develop and action plan on stakeholder engagement anchored in the organisation direction and priorities
  • Collaborate and build trust to motivate stakeholders in contributing towards changes and new opportunities
  • Conduct systematic approach to monitor and assess stakeholders engagement
  • Build sustainable networks with stakeholders to strengthen professional support

Effective Communication

Effective communication is a process of exchanging knowledge, ideas, information and perspectives through verbal and non-verbal approaches.
Key Behaviours
  • Communicate using cohesive and concise approaches to various stakeholders
  • Practice active listening skills to build trust and establish rapport
  • Use various communication styles to accommodate the needs of diverse stakeholders and encourage expression of diverse ideas and opinions
  • Communicate well through non-verbal communication – the use of body language and expressions
  • User social awareness to communicate with intent and empathy in order to respond effectively

Negotiation and Conflict Management

Negotiation and conflict management is a crucial skill to ensure positive growth, maintaining relationships and creating value in an organisation.
Key Behaviours
  • Think clearly and rapidly in volatile, uncertain, complex and ambiguous (VUCA) environment
  • Listen actively and communicate effectively in expressing thoughts and intentions related to zone of possible agreement (ZOPA)
  • Display emotional intelligence and empathy to encourage noncompetitive interest-based discussions
  • Creative in persuasions techniques reach win-win outcomes fulfilling interest from both sides (Best Alternative to a Negotiated Agreement – BATNA)
  • Maintain confidentiality until the final agreement/resolution is achieved

Domain 4: Personal Mastery and Nurturing Others

Social-emotional intelligence

Emotional intelligence is the capacity to recognise and manage one’s emotions including those of others, and to handle interpersonal relationships judiciously and empathetically.
Key Behaviours
  • Recognise and understand emotions and its effects on oneself and others
  • Maintain own effectiveness and flexibility in different situations to remain focused on attaining the goal without conflict
  • Sense others’ feelings and perspectives, taking an active interest to recognise and understand their emotional states
  • Understand others’ views and actively work with others towards a shared goal while maintaining a healthy relationship
  • Create positive impact on others, foster development of others by giving feedback and support, and contributing to the organisation success through shared accountability and rewards

Coaching and Mentoring

Coaching and mentoring seek to promote personal growth and professional development to improve identified ares of human capacity and performances in achieving fullest potential.
Key Behaviours
  • Set the foundation for the coaching and mentoring relationships using relevant ethical guidelines and agreements
  • Create trust and rapport via implementation of coaching and mentoring presence
  • Communicate effectively through active listening, asking powerful questions, implementing direct communication and giving constructive feedback
  • Facilitate learning and development by creating awareness, goal settings and designing actions for growth
  • Provide support and guidance, follow-through and follow-up on progress to secure accountability and commitment to actions

Modules on Generic Competencies

LL101 : Introduction to Adult Learning Course Content
DL101 : Microsoft Teams Course Content
DL102 : Staff Notebook with MS Teams Course Content
EI101 : Journey Line Course Content
EI102 : Personality at Work Course Content
EI103 : Understanding Colored Brain Course Content
EI104 : Emotional Intelligence at Workplace Course Content
CM101 : Team Development Course Content
CM102 : Team Effectiveness Course Content
CM104 : Introduction to Coaching and Mentoring Course Content
EC101 : Feedback Culture Course Content
EC102 : Effective Communication Skills Course Content
LM101 : Leadership Styles Course Content
PS103 : Appreciative Inquiry Course Content
PS104 : Capstone Project Course Content
DL103 : KMO Data Analysis Course Content
DL104 : Strategic Data Management Course Content
LM103 : Change Management Course Content
NC101 : Influencing with Integrity Course Content
SB101 : Fundamentals of Stakeholder Engagement Course Content
SF101 : Building Shared Vision Course Content
SF103 : Key Performance Indicator Course Content
PS102 :Problem Solving with Gap Analysis Course Content