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:
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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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 is a process of exchanging knowledge, ideas, information and perspectives through verbal and non-verbal approaches.
- 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.
- 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
Emotional intelligence is the capacity to recognise and manage one’s emotions including those of others, and to handle interpersonal relationships judiciously and empathetically.
- 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.
- 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|