Presented at ICWL

1. Designing the Competence-driven 
Teacher Accreditation
Kairit Tammets, Kai Pata, Mart Laanpere, Vladimir Tomberg
Tallinn University, Estonia
Dragan Gaševic, Melody Siadaty
S.Fraser University, Canada

2. IntelLEO project
 Intelleo is an international R&D project funded by European
Commission (FP7 ICT programme, Technology-Enhanced
Learning) 2009-2012, see http://intelleo.eu
 Three business cases:
 Large company (VW) + Research institute (ATB)
 Small global company (INI) + University (Belgrade)
 Teachers’ association + University (Tallinn)
 Goal: validated theoretical model and software tools which
support cross-boundary learning & knowledge building
activities, improving organisational responsiveness

3. Extended organisation

4. Defining responsiveness
4

5. Knowledge & competences
5

6. Knowledge objects
6

7. Intelleo ontology
7

8. SECI model by Nonaka & Takeuchi

9. Re-thinking teacher accreditation
 Current practice of teacher accreditation in Estonia:
 Four ranks: junior teacher, teacher, senior teacher, expert
 Based on printed portfolio, easily measurable criteria
 Proposed approach: e-portfolio (ELGG) with integrated
knowledge building tools (Learning Planner, Organisational
Policy Tool)
 Scaffolding: intra-personal, inter-personal, organisational

10. Research problem and design
 Current accreditation process do not support teacher's
professional development, is not compliant with educational
theories, nor with teachers’ professional qualification standard
 Research design:
 Identification of current gaps (survey with 53 respondents + in-
depth interview with 3 expert teachers)
 Designing the alternative accreditation scenario and Web
services for scaffolding
 Evaluating the accreditation scenario and
prototypes, participatory design sessions with 9 teachers

11. Results
 Survey and interviews identified the following gaps in current
accreditation practice:
 Paper-based accreditation does not include innovative digital
learning materials and reflections
 Missing feedback is one of the important limitations of the
current accreditation process
 Although teachers value highly reflection from peers, they are
not not willing to spend time in reflecting, nor is reflection
supported by current accreditation practices
 Alternative accreditation scenario was validated and adapted

12. Learning Path Creator

13. Organisational Policy Tool

14. Conclusion
 An alternative scenario for teacher accreditation was
developed, based on SECI model and scaffolded by e-portfolio
+ knowledge building tools
 Currently the scenario is being validated by the group of 16
teachers (October – December 2011)
 The next challenge: how to engage policy-makers in renewing
the accreditation practices

15. Acknowledgments
 Participation in ICWL conference was supported by
DoRa programme of Archimedes Foundation and
European Social Fund