Transcript Slide 1
ACADEMIC STANDARDS FOR THE CARIBBEAN presented by Dr. Asburn Pinnock THE AIM of Teacher Education Programmes To develop professionals who are reflective practitioners with the ability to build on students’ prior knowledge, life experiences and interests and so be empowered to become responsible and productive citizens of their individual countries, the region and the world. Framework Academic programmes are critical to developing professional teachers therefore it should be aligned with international trends governing Teacher Education programmes driven by Standards a synthesis of course content, pedagogy, theory of foundation courses in educational issues and field experiences organized in learning environments that promote inquiry, creativity and critical thinking. CHALLENGES DIVERSITY OF EDUCATIONAL CULTURE ACROSS THE CARIBBEAN DIVERSITY OF EDUCATIONAL INSTITUTIONS egTeachers colleges Multi-disciplinary colleges ‘Specialist’ colleges offering teacher preparation Community colleges/junior colleges University colleges Universities CHALLENGE- Diversity in Certification Certificate in Teaching Diploma in teaching Associate degree B. Ed. Degree Post Graduate Diploma in Education There is variation in the curriculum content of programmes. The duration of programmes vary: Programmes of initial professional preparation are delivered in different modalities: Certificate in Teaching – 2 years Diploma in Teaching – 3 years Associate Degrees 2/3 years B.Ed. Degree – ¾ years Post Graduate Diploma in Education – ½ years The period of Field Experience (student teaching) varies across institutions. Face to Face; Blended ; Online Face to face and Distance with printed materials Full Time; Part-time CONCERNS Entry requirements for programmes of initial professional preparation vary across institutions. Moving Forward CONTEXT FRAMEWORK AIM • Challenges • Concerns IMPLICATIONS OF THE CHALLENGES & CONCERNS ESTABLISHED STANDARDS QUALITY EQUIVALENCES QUALIFICATIONS STANDARDS ORGANIZATIONS WITH A MANDATE TO ENSURE QUALITY IN TEACHER PREPARATION National Council for Accreditation of Teacher Education (NCATE) • Founded in 1954 • Accredit teacher certification programs in U.S. • Established – to ensure quality in preparing teachers for their vocation – To improve the quality of teacher preparation programmes. – To ensure quality even though diversity is a concern STANDARDS were established to govern programmes and thus guarantee QUALITY United Kingdom Accreditation Service (UKAS) • Sole national accreditation body recognised by government to assess, against internationally agreed standards • It accredits organisations that provide certification, testing, inspection and calibration services. AUSTRALIA • Developed a system to ensure quality teachers across institutions throughout the country and one that was homogenous • Established a national framework for professional teaching standards, as recommended by Ministerial Council on Education, Employment, Training and Youth Affairs, (MCEETYA) 2003. AUSTRALIA • “The intention of a National Framework for Professional Standards for Teaching is to provide the basis for agreement on and consistency around what constitutes quality teaching. The establishment of the national standards, it is argued, does not replace those developed at a local level. “ (Sim, 2002) UNDERSTANDING CONTEXT In order to Translate Standards Context ETHOS & VISION GOALS & MANDATE STANDARDS ACADEMIC STANDARDS CURRICULUM DESIGN AND PLANNING • Embedded on three fundamental frames/ areas Needs & Expectations of Society Ideals of the Profession Philosophy, Mandate & Vision of the Institution CURRICULUM DESIGN AND PLANNING Expectations and Needs of Society Graduates from the region’s teacher education programmes should play a pivotal role in preparing its children for citizenship , thus help to ensure local and regional excellence, integrity and stability in a global environment. CURRICULUM DESIGN AND PLANNING Ideals of the Profession The professional teacher must be a positive model for all to emulate; in short, teachers must help to mold the ideal Caribbean person and in so doing shape the Caribbean society. The profession is governed by some underpinning principles which ought to be maintained. CURRICULUM DESIGN AND PLANNING Philosophy, Mandate & Vision of the Institution • In order to channel the natural adaptability, creativity and resilience of our society into directions that provide growth, institutions offering teacher education should be driven by a philosophy which facilitates the development of professionals competent to contribute to the achievement of desired societal goals. SOURCES OF EVIDENCE Records of interaction with partners in the teaching/learning process PMAP Report Institution’s policy documents Student & staff handbooks Prospectus Minutes of various types of whole institutional and/or departmental meetings Evidence of interaction with staff on developmental planning Academic calendar Curriculum documents/course outlines/programme outlines Self and peer assessment Records of curriculum revision Timetables Student evaluation of courses Annual institution and departmental reports and self-studies Motto, Vision, Mission must be prominently displayed CURRICULUM DELIVERY AND EVALUATION • The dynamism, flexibility and intentions of the planned curriculum ought to be reflected in the manner in which the curriculum is transacted and put to practice. • Meaningful interconnections among the theoretical, practical, institutional and field based activities are important considerations for effective curriculum transaction. • There should be coordination between and among the various units of the institution and the various learning activities. CURRICULUM DELIVERY AND EVALUATION • Procedures for the assessment for and of student learning along with mechanisms for providing and using feedback to enrich the curricular inputs are valued and are equally significant. • The process of assessment should take into account the learner, the nature of teaching and teacher development. SOURCES OF EVIDENCE Academic calendar e.g. schedule of seminars etc Staff and student handbooks Student evaluation of programme Course outlines Timetables Notes from inter and intra departmental meetings Evidence of joint planning and team teaching Records of service clubs and other service learning and/or community related activities Student records Evaluation protocols Register of assets Reports of various types Faculty record of course activities Staff/departmental diaries Lesson Plan evaluations Course assessments Minutes of Staff/Student liaison meetings Record of observation Inventory lists FIELD EXPERIENCES AND TEACHING PRACTICUM Field experiences and the teaching practicum are critical programme components for the preparation of teachers. IMPORTANCE: • They provide opportunities for student teachers to integrate the knowledge, skills, and professional dispositions they have acquired throughout their programme of study into a variety of settings appropriate to the content and level of their programme. • Well-designed and sequenced field experiences and practicum help student teachers understand the school setting and develop the competence necessary to strengthen their skills, as teachers. SOURCES OF EVIDENCE • • • • • • • • • MOUs with cooperating schools and designated practicing schools Handbook on the filed experience/teaching practice Evaluation instruments for the practicum Clearly developed outlines of field experience activity Guidelines for student-teachers, field, supervisors and cooperating schools Reports of external reviewers Evaluation by student-teachers of their experiences Assessment and evaluation Assessment and evaluation instruments for the internship reports of site visits. FACULTY Faculty/teacher educators are critical to the development of high quality professional teachers for the region’s education system. Teacher Educators should be: • models of good teaching • able to help student teachers develop multiple teaching strategies. • engaged in communities of practice and • model good teaching built on reflective practice and • demonstrate a commitment to lifelong professional development. SOURCES OF EVIDENCE Lecturer’s CVs Faculty handbook Student and staff satisfaction surveys Departmental reports/records Faculty Appraisal Protocols Faculty appraisal instruments Institutional self-studies Faculty portfolios Staff handbooks Record of institution’s professional development programme Publications STUDENT SUPPORT AND PROGRESSION Students in teacher education programmes are being prepared to operate as professionals. The extent of their learning and absorption during the programme depends considerably on the experiences provided by the institution. Along with access to available learning resources and physical amenities, it is essential that the students perceive cohesiveness and experience active involvement in the institution - both with the staff and their peers. Institutions must ensure that they have the capacity to provide for the many dimensions of student needs SOURCES OF EVIDENCE Student satisfaction surveys Staffing and organization of guidance and counseling department Institution admission policy and guidelines Records of and facilities for clubs Student handbook Infrastructure and appropriate interventions to facilitate students with special needs Records of funding for co-curricular activities Student council representative on institution’s governing body ACADEMIC STANDARDS Keep in mind that STANDARDS are about • Quality • Equivalencies • Improvement • Individual Context • Embracing Diversity • Transcending Borders • Sustaining the brand Consider This ! ”Quality is never an accident. It is always the result of high intention, sincere effort, intelligent direction, and skillful execution. It represents the wise choice of many alternatives.” -Willa A. Foster