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1. To understand the needs and concerns of the school and then to see how we can help the school the achieve the desired outcomes.
2. Open mind, able to put self in others' perspective, clear and tactful communication
3. To be able to reach common consensus with limited time and buy-in from schools and especially to use SLS system with other available systems out there

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1) Seamless integration of technology with syllabus facilitating deep learning in schools.
2) Good grasp of technological tools for education and various instructional paedagogies.
3) School constrains and climate.

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1. Clarify the end goal and support them in achieving it
2. Knowledge of what is good T and L and ICT resources
3. Building trust

# data[].attributes.body
1. To understand the needs of the school and then support the dept in achieving the outcomes of the lesson.
2. An ETO needs to be equipped and backed with strong pedagogies of the subject content and understand the role of ICT in promoting active and deep learning.
3. I feel that it might be challenging to get the buy-ins from some schools and how as ETOs can we support and help to shift the mindsets of teachers to embrace ICT to deepen learning in the classroom.

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Enabling teachers to think through the various considerations as they design for their students to learn well and to learn deeply.

Knowing our subject and branch work well at the levels of both principles and strategies; understanding where the team is at and where they want to go

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1) My role is to help teachers understand and use technology to create meaningful learning experiences for students.
2) To do the above, I will need to have deep knowledge in TPCK guided by principles of learning (SLS PS). I will need skills in facilitating conversations to influence teachers’ will and skill in creating such experiences.
3) My concern is whether we can communicate clearly the vision to create the buy in from teachers.

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1) ETOs are the bridge between
a) ETD & schools;
b) Principal & teachers
c) among teachers
d) teachers & students

2) - Clear in objectives & knowing deliverable for each meeting with schools
- Open ears to listen to the issues and objectives schools have
- Flexible to adapt to "sudden" situations
- Prepared to have a "standby" bag of tools
- Patience & resilience

3) - How to quickly understand the struggles & concerns of schools
- To push for deeper learning among teachers for use of technology in learning

# data[].attributes.body
First, seek to understand the needs of the school & the current level of competency and readiness of the team. Affirm their good work, paint a picture of possibilities of new ways their students can experience learning as well as ways their teachers can experience their own professional learning. Facilitating conversations and being well versed with our subject & branch content to know how to meet the needs of the school towards a common goal.

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1. Provide support to the school management team to create the right conditions (infra, PD, etc.) for teachers to organically change their teaching practice. As well as to facilitate of evidence-based professional discourse the level up the competecy in teachers as .

2. Strategic thinking so as to work with the school leader in coming up with a plan that will take into consideration of the challenges and opportunities that the school have.

3. What will be a generic frame that can be used to facilitate subject based discussions with the IP teams in designing lessons using the ALP.

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1.

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Role of ETO:
1. Promote thinking about learning and how technology supports distributed cognition, representation and creation of knowledge artifacts.
2. Catalyse shifts in teacher practice through dialogue around  evidence of learning and the emerging possibilities of learning in data rich environments.

Competencies of ETO:
1. knowledge of the science of learning.
2. able to enact and move smoothly from online to face-to-face interations.
3. Understand technology and pedagogy and how learning design is shaped by it.

Concerns:
1. shifts in practice are not sustained.

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1. It is important as a ETO for me to bridge the gap between schools and MOE, ETD, helping them to understand the importance of infusing technology in our lessons to enrich the learning of our students. As an ETO, I would need to listen and find out where the schools are at, helping teachers and students to be equipped with the necessary 21st CC skills to be future-ready.

2. As an ETO, facilitation skills, being care and understanding to understand from different schools' perspectives, organisation skills would be required.

3. I may meet challenges such as changing the teachers' mindsets during our facilitation. It is crucial for me to understand and handle them and work around the challenge such as using appropriate tools which they are able to manage first.

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Role: to empathise with teachers and raise their TPCK
Competencies: to be well-versed in TPCK, empathy, facilitation skills
Concerns: mastery of TPCK

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To be familiar with
1. subject content
2. branch knowledge (Learning principles, SLS PS, Active Learning, LE Types)
3. ICT Tools (esp SLS System Features) and ICT affordances

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1) a shift to designing quality lesson and not just "delivering" lesson
2) a shift from surface learning to deep learning
3) a shift to use technology for transforming teaching and learning

Competencies
1. Design thinking
2. facilitation skills
3. motivational skills

Concerns
1. Some might see us as HQ parachuting in to make some changes which are not necessary, resulting in "going through the motion" in a non-sustainable manner
2. Our lack in skills leading to a less effective team . We have seen how ineffective facilitators can lead to ineffective outcomes.

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1.   Your understanding of the role of  an ETO in facilitating shifts in schools:
- To translate branch work into the real-world school context
- To understand the needs of each school and meet them where they are and value-add
- To PD the change agents in schools so that they can impact the teaching practices in their own schools

2.  What are the competencies required of an ETO?
- Well-versed in TPCK / SLS PS to bring about deep learning in students
- Active listening skills, empathy, clarity in communication
- Learner stance

3. What are your concerns in facilitating shifts in schools?
To cater to the varying concerns of different MMs we will be working with.

# data[].attributes.body
1. To listen and understand the needs and challenges of the school and their teachers. To help convince teachers that they are designers of their lessons that cater to their students’ needs.

2. To have empathy, to be open and to be equipped with adequate subject knowledge.

# data[].attributes.body
1. Listen, understand and empathise with challenges faced by the teachers and/or school; support and guide; providing rationale and direction/leadership
2. Communication skills; adequate knowledge of the available and suitable technologies; collaboration; seeing the big picture; subject mastery
3. Rapport and trust; teachers' buy-in; comfort and/or competence

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1.

# data[].attributes.body
1.  Understand first the concerns/ struggles that schools face, then help them bridge the gaps to allow for deeper learning to take place
2. Empathy, patience, perseverance
3. Managing resistant teachers and how to effectively create the buy-in

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1. To guide the school to see how technology can impact learning and bring about more efficient feedback to students and evidence of what the students have learnt in class.

2. Communication skills (especially soft skills) and knowledge of syllabus and branch knowledge.

3. Currently we are going down to schools to work with the relevant subject group. But if we will be meeting with a subject that is not from our background, i'm concerned about how much impact we can make.

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1. ETOs hold many roles as a facilitator, needs to be open and yet needs to have many tricks in the bag. Have deep knowledge like curriculum and TPAK as well as division’s treasure chest.

2. Open, collaborative, attentive, encouraging, perseverance and curious.

3. Resistance and mindset,

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Role as an ETO
1. Listen 3 25 hhhmoHelp teachers better understand their role as lesson designers, help them design ict-enriched lessons based on their needs and needs of the students

Competencies
1. Good listener
2. Good {itineraryof subject area, directions of the branch, how ict can enrich lessons
3. Able to apply theories and contextualise based on needs of school, in line with lesson objectives and syllabus outcomes

Concerns
Being diplomatic, customising based on different needs, connecting with teachers in school
Personal understanding of the EL syllabus may not be deep enough

# data[].attributes.body
1. To listen and understand the needs and challenges of the school and their teachers. To build the culture of teachers as lesson designers.

2. To have empathy, to be open & to be equipped with adequate subject knowledge.

3. To change the mindsets of teachers who might be resistant.

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1. Facilitators, Drivers/ spokesperson for technological use for 21 cc classroom
2. Adaptive, open-minded, growth mindset
3. Meeting the different expectations from each school team

# data[].attributes.body
(1) An ETO must be well-versed in TPCK to be able to support the schools in their designs and enactment to convince schools of the necessity of the shifts.
(2) Other than knowledge and skills, an ETO should be empathetic and tactful while he/she remodels the schools' ideas.
(3) One possible challenge is when schools' existing structures and processes are not aligned with LPET branch's vision/direction.

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1. understanding the contexts of the schools we work with; provide tailored support and guidance in designing lessons with ICT, with sound advice based on professional knowledge and resources.
2. Knowledge of core syllabus, learning sciences, existing and emerging ed technologies; people skills; communication skills. Design thinking.
3. Teachers' readiness; readiness in infra; the need to connect and align to newly announced MOE initiatives

# data[].attributes.body
1. To listen to the concerns of the school and to help shape the culture of the effective use of technology for  teaching and learning. (customised for the school)
2. We need both hard skills (SLSPS, Subject Disciplinarity, Role of technology) and soft skills (culture building, empathy and other people skills)
3. We need to have a bag of strategies to work with various groups of EOs (SL, HODs and teachers) How will we develop this together as a branch is important.

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Based on what you have heard, reflect on the following questions:

1. Your understanding of the role of  an ETO in facilitating shifts in schools;

2. What are the competencies required of an ETO?

3. What are your concerns in facilitating shifts in schools?