here is an analysis of Secondary Pegagogical Advisers (SPAs) of the Ministry of Education and Sports (MOES) Lao, PDR in preparation for a pilot on creating the districtSPA (dSPA) position, at least for 5 districts to test ICT4E materials and in-service training support for Science Teachers

1. 1
SECONDARY EDUCATION SECTOR DEVELOPMENT PROJECT (SESDP)
OPERATIONAL ANALYSIS FOR 2B3: Support for the Professional Development of Pedagogical Advisors
And 2B4: ICT4E Pilot scheme
EXISTING
SPA (PROVINCIAL LEVEL)
PROPOSED INNOVATIONS FOR PILOT UNDER SESDP (DISTRICT SPAs
2014)
DECREE
CREATING
SPA
NO: 146/ສສ.ສມ/2007
DATE of ISSUE:
18 Jan. 2007
2014 MOES DECREE activating pilot structure, coordination mechanisms and
support of DSPA’s for 5 SESDP Districts
THEIR MISSION:
THEIR MISSION: Increase learning outcomes in SCIENCE by ensuring learner-centered
practices in the classroom through use of appropriate ICT4E resources.
REFER TO
SECTION/
PARAGRAPH
REGULAR DUTIES/MOST IMPORTANT
TASKS/EXPECTATIONS OF PROVINCIAL SPA
PROPOSED REGULAR DUTIES OF DISTRICT SPA’s
(DSPA) FOR SCIENCE UNDER SESDP
when where
WHAT WHEN WHERE •District SPAs should prepare the following tools for
regular Science Instruction supervision to supervise
Science Teacher at secondary school in district:
1. Diagnostics/Formative Assessment Tool for
Teacher’s instructional performance analysis
2. Checklist for inspection of school’s
materials/equipment for learning science
3. Curriculum Analysis to anticipate most
challenging lessons in Science to check progress
(coverage and depth) across all schools in
his/her district. (Difficulty determined by
capacities of teachers, status of science
Due 1 month
b4 SY begins
(August)
Minimum
set/school
determined
by DSE (with
RIES help)
during
curriculum
design
Due August.
Mindmaps of
Submitted to
DESB
Director/PESS
SPA ctr/DSE
via email or
group upload
Prepared at
DSE level for
status
monitoring &
evaluation at
School level by
DSPA for
Science
DSPA Laptop
assigned by
SECTION 5
PAR 2
-Design and
Development of
Tools/ Materials
for Academic
Supervision
before each
school year,
tools should
be ready for
Subject
teacher
supervision at
school level
Each
Province
has an
SPA
Center
(usually
placed in
a school
where a
room is
assigned)
where all
SPA’s
report to
regularly,
when not
on
supervisio
n duty

2. 2
equipment/ instructional materials:
o Analyze curriculum content
o Analyze teacher capacities per school
(qualifications, PCK skills, years of
experience)
o Design model lesson plans using UbD
o Research materials such as
videos/powerpoints/projects/reference
s online
o Select most appropriate for school use.
4. SPA ICT4E Tool Kit which includes both
equipment and content materials for school-
based in-service training (must have logbook of
use)
5. Profile of each Science Teacher under DSPA
supervision to include learning goals and
objectives, case studies, photo/video
documentation, copies of lesson-plans/learning
portfolio
6. School Profile with outcome indicators
(enrolment rates, drop-out rates, transition,
teacher-student ratio, textbook-student ratio,
science references in library)
7. Science Projects from each school
units/lesson
modules per
year level for
Biology,
Chemistry,
Physics
Use during
each visit,
take
fotos/videos
of demo
teaching,
upload to
district
album
SESDP, using
internet
- Cooperation,
suggestion and
support to Subject
Teacher to prepare:
• Lesson plan,
• Methodology
• Materials
• Assessment of
student
learning.
-During
supervision
visits to
Subject
Teacher
-all
secondary
school in
the
province.
•District SPAs coach science Teachers on how to
improve: Lesson plan, learner-centered methodology,
Instructional Materials, Assessment of student learning
in all the secondary school in district.
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district
-Analysis and
Spread to new
-supervision to
Subject Teacher
-all
secondary
•Formative assessments/evaluation of the subject
teacher to gain more mastery in PCK domains
Beginning,
Middle and
In each
secondary

3. 3
teaching technique. school in
the
province.
near end of
every
semester
school within
the district
-To encourage the
Internal Supervision
in the school.
-Cooperation
with Principal
- secondary
school in
the
province.
•Assist the Principals in all the secondary school in
district prepare, package and monitor their School
Improvement Plans (SIPs).
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district
-To open
Workshops for all
Subject Teacher.
-The end of
Semester/Scho
ol Year.
-Secondary
school/PES
S
•To organize in-service training Workshops/teachers
collaborative learning for all Science Teacher in the
district and to collaborate with all the 5 Pilot Districts
under SESDP.
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district
-To comment on
Coordinate and
Cooperate with
school and
Community.
-the meeting of
The School and
Parent
Association.
-Secondary
school/
School and
Parent
Association
.
•To Coordinate and Cooperate with secondary school
in the district and Community (school development
council) for their school-based management (SBM)
initiatives.
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district
- Personal Learning. - SPA’s own
interest/initiati
ve
-To open yearly
SPAs In-service
training.
-PESS /
MOES
open SPAs
In-service
training/ye
ar.
• Personal Learning (self-directed)
• To co-organize/collaborate in In-service training for
District SPAs (DSPA) of 5 districts under SESDP (group
learning/larger community of practice)
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district
-Teaching in 6-8
hours per a week
and normal working
at SPAs Center
office.
-Excepting for
Supervision.
-Classroom
/ SPAs
Center
•Teaching of Science in 6-8 hours per a week at one
school in the district (to sharpen his/her own skills in
actual teaching)
Beginning,
Middle and
near end of
every
semester
In each
secondary
school within
the district

4. 4
MINIMUM QUALIFICATIONS
PROPOSED MINIMUM QUALIFICATIONS OF DISTRICT SPA’s FOR SCIENCE UNDER
SESDP (KASH: Knowledge/Attitude/skills/habits)
ACADEMIC SKILL
LENGTH OF
EXPERIENCE
KNOWLEDGE AND ATTITUDE SKILLs and HABITS LENGTH OF
EXPERIENCE
SECTION 6
PAR 3
-Bachelor
degree / Same
degree or
Higher degree
than subject
teacher.
-SPAs Training
Certificate of
TTC/FOE/DSE
-To be
Professional
Subject
Expert.
-Teaching
experiences in
Professional
Subject at
least 5 years.
1. Bachelor degree of Science (Major in
Physics / Biology / Chemistry) only.
2. Certificate of relevant SPAs Training and
Workshops attended and other skills
gained of SPAs from TTC/FOE/ DSE or
have Chosen from DSE.
3. Availability and Willingness to be to
supervise science teacher at the SESDP
school within the district and teach in poor,
ethnic communities at least 5 years.
4. Physically fit and Healthy, to travel and
work in remote, ethnic villages.
5. Follows Teacher Professional Ethics,
6. Enthusiastic and Highly motivated
1.English/
Computer Literacy
because:
(i) Sufficient skill
in using ICT4E
for learning
(ii) Peer-learning/
knowledge
sharing
(formal or
informal) –
this demands
also the use of
ICT to be
connected to
other Science
District SPAs in
5 districts
under SESDP.
(iii) has an
organized
personal
learning plan
(even mostly
non-formal
techniques
such as
google-search)
2. Self-learner
1.Demonstrated
Teaching
competency in
Science for at
least 3 years,
• can analyze/
Spread new
teaching
technique.(Le
arner’
centered)
2. Experience in
School
Management
activities at
least 2 years.

5. 5
3. Good
Relationship
skill,
4. Communicatio
n skills
5. Leadership
skills
OTHER SELECTION CRITERIA Ethnic and Gender Equity:
80% from ethnic groups.
50% are women.
-These minimum Qualification, DSE has
submitted to MOES for Decree Creating SPA.
Basic District SPAs Training Course curriculum must include 6 subjects/topics:
(i) Supervisory methods.
a. 7 domains of PCK and how to increase teacher competencies in
each
b. Graphic Organizers
c. Communications for better classroom management/Student
Engagement
(ii) Major course (Science)—subject matter expertise
(iii) ICT4E. (care and use of equipment, use of apps, internet, documentation)
a. Accessing/Using Subject Matter content for the classroom from
RIES/DTE sites and from Teacher Tube
b. Accessing Online Support group of SPAs for network/peer-
learning via: https://www.facebook.com/groups/MOES.SPA/
c. Learning Portfolio/Journal
d. Mindmapping applications
(iv) Educational Management. (SBM)
a. Situation Analysis
i. Village and School Profile
ii. Stakeholder Analysis
iii. participatory hazard and vulnerability-capacity analysis
[HVCA]
iv. Resource Inventory:

6. 6
1. SCOT
2. School-Block Grants
3. Possible Local Partners
b. Problem Analysis
i. Educational Outcome Indicators
ii. Key Result Areas
iii. Key Success Indicators
c. Decision Analysis
i. School-Improvement Plan
(v) Educational Psychology (Authentic Assessments)
a. Learning Theory
b. Bloom’s Revised Taxonomy of Thinking Skills as applied to lesson
planning
c. Rubrics and other authentic assessment tools
d. Understanding by Design
(vi) Human Resource Management. (preparation of teacher recruitment and
upgrade plans; Teacher Performance Management
•These minimum Qualifications, DSE must be submitted to MOES for Decree Creating
District SPAs.
PER DOP MEMO # 19 issued on January 2009
The Provincial SPA rank is level 6
PROPOSED NEW RANK OF PROVINCIAL SPA:
• Personnel Rank no 5. In order for more effective sector management impact at
the provincial and district levels (same rank as Deputy of PESS/Deputy Head of
DESB, Vice Director of USE/Director of LSE/Head of SPA Center)
DISTRICT SPA PER DOP:
• Personnel Rank no 6. In order for more effective sector management impact at
the district and secondary school levels (same rank as Vice Director/Asst.
Principal of Lower Secondary School.

7. 7
WHO IS THEIR BOSS? (REPORTING
RELATIONSHIPS)
PROPOSED REPORTING STRUCTURE OF DISTRICT SPA’s FOR SCIENCE UNDER SESDP
SPAs Center PESS MOES
(SE Branch) (DSE)
• Each District SPA will have a minimum contract of engagement for 5 years.
• Each District SPAs will have extra payment except monthly salary such as: allowance,
travel expenses,
• Additional incentives include: for the exclusive use of DSPA under SESDP to support
SESDP Schools/new science teachers deployed
o one motorcycle for SBM/Academic supervision and ICT4E Support
o one laptop with accessories for internet connection and local area sharing via
3g wireless
o one smart phone with sim
o one mini-projector
o Solar backpack and charger
o DVD of learning materials
• The ICT4E learning kit detailed above will be used during pilot period for SESDP Pilot
purposes and will be turned over as DESB SPA Center assets after project period.
SECTION 3
PAR 2
• District SPA’s will report directly to DSE for the Pilot period, and will be under the
administrative line supervision of the Provincial SPA Center.
o Summary Sector Educational Outcomes tracking for DSE
o District Science Subject performance to Provincial SPA center
o General School performance tracking to DESB
DSE/PMU office under SESDP
Provincial SPA center
DESB head
dSPAs
REPORT TO
As an activity under 2B4 (iv) Principals/School Directors and the new LSE Science teachers
in the 5 selected districts plus the district SPAS and DSE reps will have a 5-day workshop
covering inputs and action plans for:
• Higher Order Thinking/21st
century skills
• Assessment for Authentic Learning (Rubrics/UbD)
• The “C” in ICT—communications and graphics organizers
• ICT for better classroom learning
• ICT for Teacher’s Lifelong Learning—accessing resources including peer-knowledge and
REPORT TO
REPORT TO

8. 8
advise
• Pilot M&# Checklist (Teacher’s Personal Learning Journal; class learning portfolio;
Student feedback form; Principal feedback form)
• Practice using ICT4E equipment
• work plans developed by SPAs and teachers/Principals with activities and monitoring
processes described.
WHO IS THEIR CUSTOMER:
(WHO THEY SERVICE AND WHAT KIND OF
SERVICE/PRODUCTS THEY GIVE PER CUSTOMER)
PROPOSED COUNTERPARTING/COACHING STRUCTURE OF DISTRICT SPA’s
FOR SCIENCE UNDER SESDP
PRINCIPAL
SUBJECT
TEACHER
OTHERS
PRINCIPAL SUBJECT TEACHER
OTHERS
SECTION 11
PAR 3
Principal:
-Cooperate on
Education
Management and
Academic Issues
with all secondary
schools in the
province.
Subject teacher:
- Coach/mentor
subject teachers
on academic
effectiveness
Community:
- Improving the
Cooperate with
school and
Community.
• Assist/enable/inspire
School Directors to
Cooperate on Education
Management and Academic
Issues with all secondary
schools in District.
- Coach/mentor
subject teachers on
academic
effectiveness
Only indirect support
with community
engagement of school
principals and
promote their
participation in SIP
preparation
WHAT KIND OF REPORTS THEY PREPARE
(EVIDENCE OF PERFORMANCE)
PROPOSED REGULAR OUTPUTS/REPORTS OF DISTRICT SPA’s FOR SCIENCE UNDER SESDP
QUARTERLY SEMESTER YEARLY
SECTION 4
PAR 2
-SPAs Center prepare:
SPAs annual plan,
annual operations Budget,
SPAs teaching and supervision year’s
calendar with principals,
-SPAs supervision and monitoring
reports to PESS (SE Branch) / Semester.
Outputs/Reports of District SPAs in Monthly
for:
• dSPAs yearly plan.
• dSPAs yearly Intensive Payment.
• Supervision and monitoring.
•School Science Teaching and Assessment.
Tracking of
Educational
outcome
indicators
See above
mission
SIP of every
secondary
school in the
district under
SESDP
HOW MANY SPAS PER SUBJECT/PROVINCE
PROPOSED SPAN OF CONTROL OF DISTRICT SPA’s FOR
SCIENCE UNDER SESDP
SECTION 10
PAR 3
-22 SPAs per Province, (the small, medium and large province are the same)
-Number SPAs per subject:
Mathematics 2, Physics 2, Chemistry 2, Biology 2, Civics 2, Geography 2,
History 2, Lao-Literature 2, and Physical Education (PE) 1, Technology 1,
English 1, French 1, Arts 1 and Music 1.
• For the pilot, 1 dSPA for Science subject (General
earth science/Biology/Chemistry)
• In future, may include another dSPA for Math and
Physics