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Title

An Enabler of the Management System to Enhance Teachers Competency in Chiang Mai Education Sandbox

Keywords

enabler,teachers’ competency,Chiang Mai education sandbox

Abstract

The research on “Mechanism for Driving Management System to Enhance Teacher Competency in Chiang Mai Education Sandbox” is action research in the form of empowerment with 15 schools that voluntarily participated in the project. The main project was to analyze the situation and create a systematic database to enhance teacher competency, analyze mechanisms, roles of mechanisms, process-driven, and capture lessons from three sub-projects.

These included
1) Research and Development of Learning Management Innovation and Measurement and Evaluation Systems in Chiang Mai Education Sandbox;
2) Research and Development of Technology Usage Model for Learning Management in Chiang Mai Education Sandbox and 3) Research and Development of Pre-Service Teachers Competency Model for Supporting Schools in Education Sandbox. In addition, the sub-project will bring “The Concept of Community-Based Learning Management” to participate in research and development. It includes being a mentor for participating schools taking into account the condition of the communitys context as essential through the process of reinforcing empowerment for the school to develop continuously, coaching and mentoring regularly, capturing the lessons by reflection during the sub-projects the development and enhancement of teacher competency and the development of student competency in the target schools were carried out. The main project series will capture the lessons learned and return important information to co-development partners, stakeholders, and the public periodically, including creating a professional learning community: PLC between target schools through the process of learning & share. The results from every stage of the operation have been brought to the presentation of “Mechanism for Driving Management System to Enhance Teacher Competency in Chiang Mai Education Sandbox.” The research team designed a methodology related to the main project set and sub-projects.
The research was divided into three phases as follows:

The 1st Phase:
Situational studies and a systematic database for enhancing teacher competency in Chiang Mai Education Sandbox; it mobilizes all development partners.
The subjects consisted of representatives from relevant agencies. The issues studied were
1) educational condition of Chiang Mai;
2) key competency of students, teacher competency, and pre-service teacher competency in Chiang Mai Education Sandbox; 3) conditions of problems and recommendations for driving Chiang Mai Education Sandbox according to the missions set out in the Education Sandbox Act B.E. 2562 (2019)
4) a management system for enhancing teacher competency in Chiang Mai Education Sandbox. The research instruments employed
4.1) a form for analyzing and synthesizing data on current and desirable conditions of student competency, teacher competency, and pre-service teacher competency;
4.2) a data record form for a workshop to prepare a database of conditions, problems, and management guidelines to enhance teacher competency in Chiang Mai Education Sandbox.
Data collection was gathered from
1) a survey of relevant data from all sectors;
2) an analysis and synthesis of data from primary and secondary sources;
3) a workshop on creating a database of conditions, problems, and management guidelines for enhancing teacher competency in Chiang Mai Education Sandbox. Data analysis and statistics included content analysis for qualitative data and frequency, percentage, and sorting data for statistical data.

The 2nd Phase:
Action research on the development and enhancement of teacher competency in the education sandbox; this is a field trip of the main project and sub-projects among the 15 target schools collaboratively to achieve the development goals. Moreover, a series of main projects will support, participate in solving problems, and capture the lessons in action periodically (operated from October 2020 to March 2021), divided into four activities as follows:
Activity 2.1: Shifting mindset and setting goals is the brainstorming of co-development partners for leveling up the mindset. The subjects were administrators, teachers, representatives of the school committees, and parents representatives from the target schools.
The research instruments included
1) data on the educational situation in Chiang Mai (results from the 1st Phase 1)
2) focus group topics.
3) semi-structured Interview forms based on the topics studied.

Data collection consisted of
1) a workshop to reflect information on the educational situation in Chiang Mai.
2) a focus group.
3) an in-depth interview on the topics studied. Data analysis and statistics used applied content analysis and consensus from the meeting/group discussion for qualitative data and frequency, percentage, and sorting data for statistical data.

Activity 2.2: Action research in 15 target schools with the main goal of developing “Student competency” through “teacher competency enhancement” by action research as empowerment to volunteer schools participating in the project. The subjects employed administrators, teachers, representatives of the school committees, and parents representatives from the target schools.
The research instruments comprised.
1) a semi-structured interview form based on the studied issues.
2) a record form of lesson transcription of teacher competency enhancement results.

The data collection consisted of
1) action research in target schools.
2) empowerment, coaching and mentoring, and reflection.
3) in-depth interviews on the topics studied.
4) lessons learned from the results of teacher competency enhancement in Chiang Mai Education Sandbox.

The data analysis and statistics used applied content analysis and consensus from the meeting/group discussion for qualitative data and frequency, percentage, and sorting data for statistical data.
Activity 2.3: Building a professional learning community in target schools is a presentation of the target school operational results according to the process-driven in every phase in a variety of formats, namely
1) presentations via social media such as Website, Page, Facebook Group, Line Group, Podcast to stimulate, exchange, learn, including disseminating to the public.
2) Site visit is for empowerment by development partners, education sandbox driven committee, representatives from relevant sectors.
3) organizing exchange forums between the 15 target schools to reflect the operational results of success pictures, problems, and obstacles, success conditions for developing and enhancing teacher competency in each school (Operated in September 2021).

Activity 2.4: Learning and exchanging among schools in the education sandbox is to present the results of operation, success picture, problems, obstacles, and success conditions of the target schools to the public forum for expanding the results to pilot schools in Chiang Mai Education Sandbox and education sandbox in other provinces. This is to push forward ideas, mechanisms, and processes toward solving the countrys systemic problems.

The 3rd Phase:
Presentation of the mechanism for driving the management system to enhance teacher competency in Chiang Mai Education Sandbox Presenting the mechanism for driving management system in enhancing teacher competency in Chiang Mai Education Sandbox comprised of Activity 3
1) Drafting mechanism for driving management system to enhance teacher competency in Chiang Mai Education Sandbox is a report summarizing the results of the 1 3 project series to bring information to draft a mechanism driving the management system to enhance teacher competency in Chiang Mai Education Sandbox. The subjects were administrators, teachers in the target schools, and the research team from the 1-3 project series.
The research instruments consisted of
1) the summaries of the 1-3 project series findings;
2) a questionnaire on management guidelines to enhance teacher competency among the schools in Chiang Mai Education Sandbox. The data collection was a workshop on drafting a mechanism driving the management system to enhance teacher competency and asking for management guidelines to enhance teacher competency among the schools in Chiang Mai Education Sandbox. The data analysis and statistics used applied content analysis and consensus from the meeting/group discussion for qualitative data and frequency, percentage, and sorting data for statistical data.

Activity 3.2
Presentation of the mechanism for driving the management system to enhance teacher competency in Chiang Mai Education Sandbox is to return information from all research operations to the public forum. The subjects were qualified experts and representatives from educational agencies.
The research instruments included
1) (draft) a mechanism driving the management system to enhance teacher competency in the education sandbox;
2) issues of criticism and recommendations for developing and driving the management system to enhance teacher competency.
The data collection was carried out through a workshop for presenting the mechanisms driving the management system to enhance teacher competency.
The data analysis and statistics utilized applied content analysis and consensus from the meeting/group discussion for qualitative data and improved essential issues in the mechanism to drive the management system to enhance teacher competency in Chiang Mai education sandbox. Moreover, the dissemination was organized to relevant agencies, which will lead to expanding teacher competency development, implementing systematic adjustments at the policy level, and defining common problems to drive the next step.

Conclusion Section
1: Results of a situational study and a systematic database for enhancing teacher competency in Chiang Mai Education Sandbox Section
1.1: Report on the educational conditions in Chiang Mai. It is a presentation of information, statistics, and essential issues that are linked to the educational management of Chiang Mai Education Sandbox.
It can be summarized as follows:
1) Population data and school-age population in Chiang Mai had a population of non-Thai nationality (7.60%) of the total population.There were many non- Thai ID card students (code G) in Chiang Mai under the Chiang Mai Primary Educational Service Area Office 3 (47.54% of all students). Admission information compared to the school age’s population between 1-15 years and the population of compulsory learners showed that the student attendance rate data, the number of students enrolled in the service area was lower than the number of 1-15 years school-age population and the population of compulsory students in all affiliations.The population as a whole had an increasing population. Moreover, the population in the central household register and the population on the move are increasing each year;
2) Opportunities for further education among the school-age population of Chiang Mai indicated an increase in the enrollment rate for secondary school (from 96.00% to 99.30%), an increase in the overall high school enrollment rate ( from 62.70% to 65.20%), an increase in general education (from 62.40 to 64.90%). However, the rate of further education in vocational education was relatively low. There was a decrease in the number of tertiary students every year, especially the number of undergraduate students, and most of them were female students than male students;
3) Educationally disadvantaged students and children with a chance to drop out of the educational system found that the most of disadvantaged children were underprivileged children in the category of poor children (99.09 %). The number of dropout students in Chiang Mai was very few, and it did not reflect the fact that many children were homeless and were as risky groups appearing everywhere in Chiang Mai. Significantly, during the Covid-19 pandemic, many children dropped out of formal education.

Section
1.2: Students’ key competency, teacher competency, and pre-service teacher competency in Chiang Mai Education Sandbox can be concluded as follows:
1.2.1 The key competency of the students in Chiang Mai Education Sandbox consisted of advanced systems thinking, characteristics based on spatial identity, and communication in a multicultural society.
1.2.2 The key competencies of teachers in designing learning management innovation consisted of 1) an analysis of context; identity, and future competency of students;
2) design of learning management innovation of media and technology that is suitable for development goals;
3) the process of implementing learning management innovation based on the community’s context.
4) evaluation of the competency arising from applying learning management innovation.

1.2.3 The key competencies of teachers in the design of measurement and evaluation systems included
1) a new set of measurement and evaluation concepts that was consistent with student competency in the education sandbox; 2) designing a process for measuring and evaluating the students’ competency in the education sandbox;
3) the measurement and evaluation process to develop students progress in the education sandbox, and 4) the conclusion of the evaluation report and the utilization of the evaluation results.

1.2.4 The key competencies of teachers in utilizing technology for learning management were
1) usage of technology as a classroom teaching tool for presentations or creating learning experiences;
2) usage of technology as a tool to support learning;
3) usage of technology as a tool for supporting learning measurement and evaluation, and 4) usage of technology as a tool for supporting other operations.

1.2.5 The key competencies of pre-service teachers in Chiang Mai Educational Sandbox involved
1) developing a growth mindset.
2) understanding the context and learning management of the area.
3) developing a curriculum with the emphasis on student outcomes.
4) leading oneself as a transformational leader.
5) integrating technology to create innovation.
6) thinking about systems and solving complex problems.
7) building networks and collaborating.

Section 1.3:
Problems and recommendations for driving Chiang Mai Education Sandbox under the missions set out in the Education Sandbox Act B.E. 2562 (2019), presented in six aspects:
1) management;
2) curriculum;
3) learning management, media procurement, and development;
4) measurement and evaluation;
5) internal quality assurance and external quality assurance.
6) teachers and educational personnel.

Section 1.4:
A management system for enhancing teacher competency in Chiang Mai Education Sandbox included policy level (policy committee), education sandbox level (driven Committee), affiliated agency, pilot schools, teacher production institutes as well as development partners
Section 2: Action research on the development and enhancement of teacher competency in the education sandbox can be summarized as follows:
Section 2.1:
Results of the learning management innovation and measurement and evaluation systems development among schools in Chiang Mai Education Sandbox can be summarized as follows:
2.1.1 The results of the study on conditions and problems of using learning management innovation and measurement and evaluation systems among schools in Chiang Mai Education Sandbox can be concluded as follows:
1) current learning management innovations such as the design of curriculum conceptual framework, course innovations, teaching innovations, academic management innovations to support students learning.
2)Measurement and evaluation conditions among schools in Chiang Mai Education Sandbox found that the schools in all education sandbox utilized the schools system of measurement and evaluation as stipulated in the Basic Education Core Curriculum. Teachers had misunderstandings in the goals of measurement and evaluation.
2.1.2 The results of the design on learning management innovation and measurement and evaluation systems among schools in Chiang Mai Education Sandbox, innovations promoting the learning management innovations and measurement and evaluation systems development among schools in Chiang Mai Education Sandbox of the mentoring universities consisted of the following components:
1) principles of promoting innovation of mentor universities;
2) objectives of innovation promoting mentoring universities;
3) the process of promoting innovation of mentoring universities with six steps as
Step 1: Capturing lesson learned with friendliness,
Step 2: Thinking and doing collaboratively, Step
3: Supporting for application,
Step 4: Following up,
Step 5: Looking at success,
Step 6: Disclosing to the public,
4) Teacher competency development curriculum.
5) Roles of the stakeholders.
6) Measurement and evaluation of the innovations’ efficiency and effectiveness.
7) Needed success conditions to build “Ecosystem of innovation development enhancing.”

2.1.3 The implementation of learning management innovation and measurement and evaluation systems in the schools in Chiang Mai Education Sandbox can be summed up that the teachers had high competencies in designing learning management innovation in all aspects as
1) an analysis of context; identity, and future competency of students.
2) design of learning management innovation of media and technology that is suitable for development goals.
3) the process of implementing learning management innovation based on the communitys context.
4) evaluation of the competency arising from applying learning management innovation.

2.1.4 The results of lessons learned on teacher competency development and student competency through learning management innovation and measurement and evaluation systems among schools in Chiang Mai Education Sandbox can be concluded that the key factors and mechanisms for driving development consisted of
1) the participation of the personnel in a systematic way.
2) the readiness of the network partners to support.
3) the differences in the context of the design.
4) the consistency of the direction of action.

Part 2.2: The results of the development of technology for learning management among schools in Chiang Mai Education Sandbox can be summarized as follows:
2.2.1 The results of the study on the conditions, the problems, and the causes of the problems, including the needs to utilize technology for learning management among schools in Chiang Mai Education Sandbox can be showed that the target schools software has not yet been developed to support school operations that are appropriately aligned with the spatial context, infrastructure maintenance system for continuous operation. Moreover, most of the target schools did not have suitable and adequate technological equipment to enhance the implementation of educational management practices. In addition, not every school had a plan in the form of a project or action plan in technology for the educational administration of the school in accordance with the spatial context.
2.2.2 The development results of the model/method, the technology usage for learning management that was appropriate for the Chiang Mai Education Sandbox can be concluded that the development process requiring the development of teacher competency teams from faculty members with expertise in higher education institutions. The development must be appropriate to the original cost and teacher competency, and have an excellent fundamental understanding of the teacher. There was a timeline for development, including empowerment, follow-up for implementation, and opening a platform for exchanging knowledge. The development process utilized the PLC process in the form of a development team collaboratively with both schools and schools and schools.
2.2.3 The implementation results of the technology usage for learning management among schools in Chiang Mai Education Sandbox can be concluded that teachers had used technology as a tool in classroom teaching for presentations or creating learning experiences. It is used to support distance learning. It was used increasingly to support measuring and evaluating academic performance and other operations. The teachers have the increased capacity to use technology as a classroom teaching tool for presentations or to create learning experiences in support of distance learning, measurement and evaluation of academic performance, and other operations. Furthermore, the competence of the students of the target teacher group had increased competency in using technology for learning.
2.2.4 The results of capturing lessons learned of teacher competency development and student competency by using technology for learning management among schools in Chiang Mai Education Sandbox concluded that the usage of the teacher competency development model in integrating the use of technology for management and learning management is consistent with the school context of Chiang Mai Education Sandbox. However, if the teacher competency development is more effective, the modeling process may need to be adjusted in terms of the designed learning process. For example, in addition to applying a learning professional community or PLC, there should be a tutorial package or a program guide that may be designed in document format or electronic form that is suitable for each level. Moreover, teachers who are still beginning to use technology to manage learning may choose an appropriate program or application.

Part 2.3: The development results of a model for developing pre-service competency to support schools in the education sandbox can be summarized as follows:
2.3.1 The results of the analysis of the problem conditions, causes of the problems, and the needs to develop the competencies necessary for pre-service teachers in line with the education sandbox can sum up that the pre-service teachers must have the key competencies as advanced systems thinking, unique characteristics based on spatial identity, and communication in a multicultural society.
2.3.2 The model development results of the pre-service teachers competency for supporting schools in the education sandbox, it can be concluded that the model of pre-service teacher competency development supports schools in Chiang Mai Educational Sandbox. It consisted of a four-stage learning cycle (AAAR model): awareness, anticipation, action, and reflection. Moreover, the learning unit was divided into four units, namely 1) Lanna identity, 2) The Future analysts, 3) Well-being way of life, and 4) Green entrepreneur.
2.3.3 The results of applying the pre-service teacher competency model development for supporting schools in the education sandbox concluded that in the learning cycle experiment for 4th -year pre-service teachers, overall perceived outcomes were at a high level, and there was a high level of satisfaction with applying the model.
2.3.4 The results of capturing lessons learned from pre-service teacher competency development to support schools in the education sandbox summarized that the driving mechanism enhancing the pre-service teacher competency development to serve schools in Chiang Mai Education Sandbox consisted of three main issues:
1) policy power.
2) network power.
3) academic power There were recommendations to the Teacher Production Institutes as
3.1) adjustment of curriculum for student-teacher production to be aligned with policy changes
3.2) collaboration of design measurement and evaluation among stakeholders.
3.3) area-based teacher employment and development system.

Section 3:
The presentation results of the mechanism for driving management system to enhance teacher competency in Chiang Mai Education Sandbox can be brief as follows:
The presentation results of the mechanism towards the qualified experts, stakeholders in driving the education sandbox, the consensus from the meeting, and the additional recommendations were implemented for improving, adding the significant issues, and concluded as the mechanism. The five main elements and processes are as follows: The first element: elements of the management system driving mechanism for enhancing teacher competency in Chiang Mai Education Sandbox, there were three main mechanisms which were
1) increasing the independence of educational institutions.
2) awareness of responsibility for the students’ outcomes.
3) supporting, fulfilling and developing partners.

The second element: processes in driving the management system mechanism for enhancing teacher competency in Chiang Mai Education Sandbox had three main mechanisms:
1) increasing the independence of educational institutions.
2) awareness of responsibility for the students’ outcomes.
3) supporting, fulfilling and developing partners.

The third element: is the proposal to drive a management system to enhance teacher competency; the driven committee and relevant departments should have clear directions, goals, and outcomes of the drive and define the roles, powers, and duties of committees, agencies, and related parties, consisting of
1) policy level
2) education sandbox level
3) affiliate agencies
4) pilot schools
5) teacher production institutes
6) co-development partners and related sectors.

The fourth element:
The success conditions of the driving mechanism for the management system in enhancing teachers, can be classified into two levels institutional level and education sandbox level.
The fifth element:new challenges for driving Chiang Mai Education Sandbox was a positive result at the faculty level and university-level education sandbox level and found new challenges as significant issues or problems for further development.
They were the findings from this research and were the expectation of network partners to drive Chiang Mai Education Sandbox.
Recommendations Recommendations for Research Application
1) Policy Level
1.1 Policy-level committee or policy-level executive should adhere to the implementation principles for the Education Sandbox Act B.E. 2562 (2019) by providing independence to education sandbox-driven committees to operate following the context of each area. That will be flexible in management, focusing on the student outcomes.
1.2 Policy committee should create awareness and understanding for the affiliated agencies involved in both the ministry level and Education area level, as well as develop a mechanism for cooperation with the agency / regulatory agency, higher education institutions, and related agencies to support and enhance the quality of education.
1.3 The clarification of criteria and methods for standard accreditation of pilot schools should be expedited, leading to the actual practice, especially the core educational achievement determination. Therefore, the pilot schools can use it to determine student competency, create a competency-based course, and enhance teacher competency in designing learning management innovations to serve the student competency.
1.4 There should promote and support the advancement of the teaching profession among teachers in pilot schools by adjusting the criteria for salary deferrals, promoting academic standing, and other welfare to suit the nature of work performed.

2) Education Sandbox Level
2.1 The driven committee should determine the common goals and directions of action and prioritize problem conditions, goals, success indicators, and key responsibilities in each phase.
2.2 There should accelerate the personnel management of big data to be clear, concrete, and ready to use, prioritize the importance of problem conditions, personnel management in the actual area, propose the revision on issues that can be done immediately, and proposes to adjust the law/rules to the policy committee that genuinely facilitate the management of people.
2.3 There should be coordination with the affiliated agencies or regulatory agencies of higher education institutions to support, replenish, follow up and monitor the driving and upgrading of students educational achievement to their full potential.
2.4 There should be the opportunity to exchange learning for teachers in pilot schools to solve problems, give feedback, and promote and support the teaching profession advancement for teachers in pilot schools.

3) Affiliated Agencies
3.1Affiliated agencies should create awareness and understanding among personnel in all work groups regarding understanding the Education Sandbox Act.
3.2 Affiliated agencies should develop teachers with competency in proactive learning management, interdisciplinary integration, technology integration, etc., providing assistance, advice, and mentoring to drive and enhance students educational achievements on a regular and ongoing basis.
3.3 Affiliated agencies should allocate a budget and other resources suitably, driving and upgrading students educational achievements, including supporting, enhancing, replenishing, solving problems, providing suggestions, and following up on the operations of pilot schools regularly and continuously.
3.4 Affiliated agencies should promote and support the teaching profession advancement for teachers in pilot schools.

4) Pilot Schools
4.1 Pilot schools should create awareness, clear understandings, and mindset change on the Education Sandbox Act to the teachers, board of institution committee, parents, and communities. All stakeholders should co-define visions, educational standards, and students educational achievement, emphasizing spatial context and fundamental social and community needs.
4.2 Pilot schools should promote the teachers’ development and process organizers to be proficient in organizing experiences for students with an emphasis on practical practice and organize training workshops on the competency-based course evaluation. Moreover, the teachers should have opportunities to visit progressing pilot schools to adapt to their schools.
4.3 Pilot schools should allocate budgets to promote and develop teacher competency in self-learning and knowledge exchange between school teachers and external agencies.
4.4 Pilot schools should collaborate with higher education institutions, network partners in supporting and replenishing the development of innovative management and learning management innovations to enhance students educational achievements.

5) Teacher Production Institutions
5.1 Teacher Production Institutions should create awareness and understanding of the Education Sandbox Act B.E. 2562 (2019) for all personnel to determine goals and directions for continually participating in academic support for pilot schools. 5.2 Teacher production institutions should design the curriculum for teacher competency development based on area-based education management, proactive learning management, interdisciplinary integration, spatial identity integration, social phenomena, and outlook, including the technology usage in learning management and design of instructional management emphasizing advanced thinking. With these, the teachers can apply learning management aligned with the students and schools context.
5.3 Teacher production institutions should design courses and activities for pre-service teacher development since they can integrate interdisciplinary, spatial identity, social phenomena, and outlook, including the technology usage in learning management and design of instructional management with advanced thinking. Moreover, these will have suitable for area-based education management concepts.
5.4 Teacher production institutions should participate in the subcommittee of the driven committee to acknowledge the problem, seek solutions, and provide an opportunity to exchange knowledge between agencies to support academics cooperatively.
5.5 Teacher production institutions should support, fulfill, jointly solve problems, provide suggestions, and regularly drive and upgrade students educational achievements.

6) Co-Development Partners and Related Sectors They should study and comprehend the Education Sandbox Act B.E. 2562 (2019) for setting goals and directions for participation in driving Chiang Mai education sandbox.
Recommendations for Future Research
1. There should be a research study on a model of area-based competency development of school administrators, teachers, and pre-service teachers in Chiang Mai education sandbox.
2. There should be a research study on partnership mechanisms to strengthen area-based competency in Chiang Mai education sandbox.
3. There should be a research study on policy proposals for holistic area-based competency development in Chiang Mai education sandbox.
4. There should be a research study on guidelines for measuring and evaluating results consistent with the competency-based curriculum of pilot schools in Chiang Mai education sandbox.