Transcript Formalizing a systematic approach to classroom observation

Quality Standards in Teacher Education
Professor Ian R. Haslam, Dean,
Bahrain Teachers College, University of Bahrain,
Kingdom of Bahrain
A decade of education reform
In the UAE in 1999 it was well known And in 2010 little appears to have
that there are:
changed
• Unclear and conflicting mission
and goals inappropriate methods
of teaching and learning
• Inflexible curricula and programs
• high drop out rates
• Inadequate resources for research
• Problems in school management
• Gap between quality graduates
and the labor market
Mograby, A. (1999) Human Development in the Emirates: Indicators
and Challenges. In Education and the Arab World: Challenges of the
Next Millenium. ECSSR: Abu Dhabi, UAE
• Insufficient capabilities among
principals and teachers
• Underdeveloped curricula and
pedagogy
• Unreliable assessment &
performance management
• Diverse learning environment
• Difficulties in renewing the school
model
• Undefined governance
ADEC 2010 New School Model ppt: Abu Dhabi, UAE
…quality has become the Achilles heel of
education
Student achievement
“..rates continue to disappoint
and there is widespread concern
in the region that educational
investments have not yielded the
intended – and expected –
learning outcomes. Indeed poor
quality has become the Achilles’
heel of education in the Arab
world, a flaw that undermines its
quantitative achievements.”
And “teachers are increasingly
viewed as the key issue”
“Teachers mediate student
access to content and control
classroom activities most
directly related to learning. As
such, they have the greatest
influence on student
achievement.” (p313)
Chapman and Miric (2009). Education Quality in
the Middle East.International Review of
Education.55:311-314)
…the paradox is that
Student achievement
and “teachers are increasingly
viewed as the key issue”
“.. the MENA region is facing
The dilemma is that “across MENA
many of the teacher related
interventions aimed at approving
student learning (e.g. adequate
staffing, well trained teachers and
relatively good working
conditions) have already taken
place, yet student achievement
continues to lag behind other
regions” (319)
what many view as an educational
crisis.” (p313)
“..rates continue to disappoint and
there is widespread concern in the
region that educational
investments have not yielded the
intended – and expected –
learning outcomes” (p314).
Chapman and Miric (2009). Education Quality in
the Middle East. International Review of
Education.55:311-314)
are plentiful and qualified…
According to national
standards
“Lack of formal training (at
least of the length and type
now mandated by
governments in the region)
does not appear to be the main
reason why students are
performing poorly” (p323)
This might suggest:
“ ineffective teacher education
programs….imparting the
wrong information…(and if
they are imparting the right
information), that they are not
being allowed to use it in the
classroom .” (p323).
Or a combination of these.
Chapman and Miric (2009). Education Quality in
the Middle East.International Review of
Education.55:311-314)
But in-service teachers
Feel there is a disconnect
“ between rhetoric and reality
is one of the reasons for
failure of prior (standards
based education) reforms”
(P1)
Shepard, L., Hannaway, J., and Baker E. (2009). Standards,
Assessment and Accountability Education Policy White Paper
National Academy of Education.
And that raising content and
performance standards
“would require fundamental changes in
instructional practices, capacity building
and teachers professional development
were seen as key ingredients in support of
reforms.” (6)
“clear and challenging content standards
and a coherent structure of state leadership
that would provide long term support to
enable more fundamental changes in
instruction.” (p1)
NOT pre-service education MUST be the
main focus of
Standards based reform
“Teachers and school administrators
must be held accountable for their
part in improving student learning ”
(P7)
Shepard, L., Hannaway, J., and Baker E. (2009).
Standards, Assessment and Accountability Education
Policy White Paper National Academy of Education.
6
But so too the regulatory body
should be
“the regulatory body should also
be held accountable for the
professional development and
support they provide teachers
and schools to reach higher
standards.” (p7)
Capacity building
effective (CPD) can neither be
brief nor superficial.
“ Effective programs…those that
changed teaching practices and
improved student outcomesfocused on both content
knowledge and particular aspects
of content mastery related to
student learning; they were
coherently linked to curricular
expectations, involved sustained
participation over long periods of
time and allowed teachers the
opportunity to try new methods in
the content of their own practice
(p6)
7
and initial teacher training must
ensure
“curriculum familiarity and
supervised opportunities to
gain experience with
specific classroom
practices account for
significant differences in
effectiveness of first year
teachers.” (p6)
Shepard, L., Hannaway, J., and Baker E. (2009). Standards,
Assessment and Accountability Education Policy White Paper
National Academy of Education.
Starts with a cadre
Senior
education
specialist (9)
Education
specialist (8)
District
Head
(9)
Consultant
teacher (8)
Senior
professional
specialist (7)
Senior teacher
(7)
Professional
specialist (6)
Professional
teacher (6)
Specialist in
training (5)
Certified
teacher (5)
Certified
teacher (4)
Teacher in
training (3)
Assistant
teacher (2)
Teaching
assistant (1)
Senior
assistant
headmaster
(7)
Assistant
headmaster
(6)
Senior
Headmaster
(8)
Headmaster
(7)
BEd QTS
PGDE QTS
MAT CPDL
MAT Science
MAT Math
MAT English
MAT Arabic
MEd ICT
MEd Spec Ed
MEd Early Child
MEd Leadership
EdD
PhD
Establishes entry level standards
14
13
12
11
10
EdD
(66ch)
Consultant
teacher (8)
 Doctoral Degree in Teaching and Learning from a
recognized University.
 Recognized Teaching Qualification
 Minimum of 8 years continual teaching experience.
 920 hrs PMS guided MOE CPD (5yrs x 90 hrs)
 Minimum IELTS 7.0 Minimum APT Band 9
9
8
7
6
5
4
3
2
1
Years
CPD 270
hrs
6ch
MAT
(36ch)
CPD
270-1350
hrs
Senior teacher
(7)
Professional
teacher
(6)
CPD 270
hrs
6ch
Certified teacher
(4)
MAT Teaching
and Learning
Start Doctorate
EdD complete
 Masters Degree in Teaching & Learning from a
recognized University.
 Recognized Teaching Qualification
 Minimum of 5 years continual teaching experience.
 450 hrs PMS guided MOE CPD (5yrs x 90 hrs)
 Minimum IELTS 6.5 Minimum APT Band 8
Certified teacher
(5)
Start Masters
PMS x CPD
The Profession
The Curriculum
The Classroom
The Community
 Bachelors Degree from a recognized University;
 Recognized Teaching Qualification
Professional
Attributes
 Minimum IELTS (Academic) Band 6.5
Professional skills
 Minimum Band 7 on the Arabic Proficiency test (APT) f
Subject matter
knowledge
9
9
Then moves to implementation
Training Domains
BTC CPD Coordinator
Training Hours
Curriculum
Modules
BTC MAT (CPD) Core
Module
45 hrs
MOE T and D
Pedagogy
Master Training Course
30 hrs
BTC Professors Mentor
Teaching Fellows
Professional
Skills
Evaluation
BTC’s CPD Teaching
Fellows
45 hrs
21 hrs
Specialis
t Track
Ethics
Coordination
9 hrs
10
Primary
Teache
r Track
Secondary
Teacher
Track
School
Leader
Track
100 teachers
with 20
teachers in a
class with
English at
an IELTS 6.5
or equivalent