教師のオンラインでの技量を測るライセンスシステム｜TOSSオンライン授業技量検定 教師の新基準｜TOSSオンライン授業技量検定

T.O.S.S is the first Educational Organization in Japan to introduce the Teaching Skills and Techniques Assessment System.
The assessment launched what is now known as the Masters of Teaching.
It is called The T.O.S.S Teaching Skills and Techniques Assessment System.

The first model assessment system was introduced more than 20 years ago.
The current system was developed by 2000.
Examinees will do a 5-12 minute sample lesson in front of teachers, who will play the role of students in a class.
The lesson will be assessed by senior level teachers.
There are currently 49 levels in the grading system. Grading starts from the class 39th (Kyu)-F level,
and finishes at the tenth level black belt rank (10th Dan) – A level.
Each level has clear and distinct criteria to be met.
Many teachers have been preparing for assessment in pursuit of reaching a higher Kyu or Dan,
so that they can present more inspirational, educational and exciting lessons to their own students.

• T.O.S.S is the nation’s largest educational research organization.
• It is the nation’s largest educational research organization.
  There are over 10,000 members enrolled and it produces five monthly magazines.

T.O.S.S is the nation’s largest educational research organization for teachers in Japan.
We have been developing and collecting teaching resources and techniques which can be used without modification in classrooms.
The established teaching skills and techniques are practiced in different schools,
and feedback is encouraged so that better ideas and amendments can be added in due course. T.O.S.S aims at sharing such
useful teaching skills and techniques with teachers nationwide.
There are over 10,000 members enrolled and it produces five monthly commercial magazines.

The Turning of Teaching Skills into rules was a precursor of T.O.S.S, which was founded in 1983 by Yohichi Mukoyama, who was a former primary school teacher at a public school in Tokyo.

How to teach a student to jump vaulting horse was a motive for Mr Mukoyama to start this movement.
A well-known teacher claimed that he could successfully teach any child to jump a vaulting horse within an hour, even in instances where the children have not previously been able to jump a vaulting horse.However, he kept the skills to himself and didn’t share them with other teachers.
Mr. Mukoyama felt it unfair to other students. He set about learning, and developed the skills.
Then he shared those skills with his fellow teachers through seminars and his books.
The skills proved even better because any teacher could assist students to jump a vaulting horse successfully with just three minutes tuition.

He asked why such skills hadn’t become common knowledge among teachers.
He raised the issue that the current situation was inadequate, and needed changing.
In a statement made to his fellow teachers, Mr. Mukoyama said, “What if the excellent teachers stop keeping their masterly skills and performances to themselves, and share them with other teachers, especially with those who are new or inexperienced?
Don’t you think many less experienced teachers will benefit greatly from skills, methods and techniques being shared by the learned teachers?
It is important to share the each teacher’s knowledge, skills, methods and techniques with other teachers nationwide in order to raise the standard of education nationally.
The conversion of Teaching Skills into a formatted set of rules commenced, and Mr Mukoyama became the representative of the Movement.
The movement was promoted through nationwide seminars, study camps and by publishing a series of books based on a variety of skills and subjects.
The movement started with only ten members, but it was well received especially among the young and less experienced teachers. Within a couple of years, it became the nation’s largest educational organization for teachers in Japan.

• The Principal of Diversity.There are  many useful teaching skills for each subject. In our movement, we’ll apply as many skills as would be effective in our classrooms. The skills selected may also vary, depending on class,and individual student needs.
• The Principals of Amendment and Modification.There are no perfect teaching skills or methods. There is always the option for any subject to be amended and modified.
• The Principal of Proof with Evidence.If any new teaching skill and/or method is to be introduced, it needs to be backed up with evidence such as a detailed record of teaching resources, instructions, teaching points and notes and outcomes of the lessons.
• The Principal of Accountability.Individual teachers have the responsibility of choosing the best methods and/or skills suitable for their own classes,and should not be influenced by any other authorities.