Finally, Dr. Ricardo R. Neil, the Goodwill Ambassador for Science and Technology for St. Kitts and Nevis, is the Founder of the St. Kitts and Nevis Robotics Association and the Organization of Eastern Caribbean States Robotics Association. He is a Senior Lecturer at CFBC, specializing in Information Technology and Applied Sciences, and holds advanced degrees from Oxford University, MICO University, and AIU. Dr. Neil conducts research across several Caribbean countries and has authored several books, including “The Modern Voice of Artificial Intelligence: Achieving the United Nations Sustainable Goal Using Artificial Intelligence (AI).” His research focuses on robotics, humanoid technology, and artificial intelligence.
PROGRAMME DESCRIPTION
The Post Graduate Diploma in Education (Secondary) is an In – Service programme for secondary teachers who possess a first degree but have not been exposed to any professional training in teaching. The major emphasis in the programme is to help teachers, through exposure to a range of relevant experiences and processes, to function with a high degree of effectiveness in the classroom in the context of rapidly changing global, regional and school environments. At the same time, equal emphasis will be placed on helping the teacher develop as a high quality, discerning professional who recognises the importance of lifelong learning, self-assessment and continuous professional development. Integration of Theory and Practice will be emphasized in this programme.
PROGRAMME OBJECTIVES
This programme is designed to help teachers
- develop and demonstrate in the classroom and in the school, an understanding of critical philosophical, sociological and psychological factors which affect the learning and development of children and adolescents;
- examine the ways in which the educative environment contributes to growth and development of children;
- analyse the values and implications associated with current educational practices and, on the basis of this analysis, develop a philosophical platform for action in the classroom, school and educational system;
- improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level;
- develop the basic skills necessary for reading and interpreting research data and for conducting action research;
- appropriately diagnose the instructional needs of individuals within a class setting and design instructional programmes relevant to these needs;
- use a variety of learner-centred instructional approaches which promote conceptual understanding, as well as critical thinking and social skills on the part of students, in an holistic manner;
- explore, in collaborative contexts, a range of approaches which can be used in order to integrate new technologies across the curriculum at the secondary level;
- develop the basic skills necessary for conducting formative and summative assessments in classroom settings and employ appropriate feedback strategies to assist learners in addressing challenges encountered;
- improve their understanding of self and others and develop high quality communication and interpersonal skills;
- develop a critical and inquiring attitude to teaching and to their own learning, as evidenced by a predisposition to constructive self analysis and openness to feedback from peers and supervisors.
ADMISSION REQUIREMENTS
Applicants must have a university degree or its equivalent in the specialization which they teach with a G.P.A of at least 2.0. This specialization must be clearly identifiable (based on official transcript details) and would be evidenced by proof of successful completion of at least eight courses, (equivalent of 24 credits) in the specialization.
THE UNIVERSITY OF THE WEST INDIES FACULTY OF HUMANITIES AND EDUCATION
POSTGRADUATE DIPLOMA IN EDUCATION
SOME IMPORTANT POINTS TO NOTE RE DELIVERY OF THE PROGRAMME
1.0 SEMESTER SCHEDULE
The schedule for the delivery of courses in the programme is attached. This had previously been
forwarded. Please ensure that courses are delivered on this basis.
2.0 COURSE ASSIGNMENTS
2.1 Collaboration with School of Education(SOE) Counterparts
It is customary that the proposed assignment for each course be forwarded to the School of Education (SOE) staff member who holds responsibility for the particular discipline. The assignments should be forwarded before delivery of the course starts, so that they can be reviewed by the SOE staff member and returned to the College in good time. College tutors should be encouraged to liaise as necessary with their SOE counterparts. We consider this partnership and collaboration to be important for both institutions.
2.2 Marking of Course Assignments
Course assignments must be first marked by the College and submitted to the School of Education for moderation. The moderation exercise by SOE is influenced by the closing of the U.W.I Gradebook. Considering that SOE staff members will also be involved in correcting examination papers for the students whom they teach on campus, we would wish to receive assignments and projects as set out below:
Semester I – before November 18, 2011
Semester II – before April 13, 2012
Summer – before July12, 2012
3.0 SOE COUNTERPARTS
SOE counterparts for DIPED courses are as follows:
Introduction to Curriculum Theory & Practice – Dr Claudette Fongkong – Mungal
Classroom Assessment: Principles & Procedures – to be provided
Education Foundations – Professor Arthur Richardson
The Teaching of English – Dr Sandra Robinson
The Teaching of Geography/Social Studies/History – Dr Kevin Vinson [email protected]
The Teaching of Modern Languages – to be provided
The Teaching of Science – Dr Babalola Ogunkola [email protected]
The Teaching of Business Studies – to be provided
4.0 METHODS COURSES
4.1 The Methods courses are designed to introduce participants to a range of up-to-date and pedagogically sound teaching approaches in the subject. Moreover, delivery should be so organized that tutors model the approaches which are being advocated. Apart from seeing the approaches being used in the College classrooms, students should, on an on-going basis, be required/ encouraged to transfer what has been learnt and observed in College classrooms, to their own classrooms, during the classroom teaching periods.
4.2 A final grade is required for each student in his/her Methods course. This grade should be based on a number of short assignments which focus on helping the student transfer theory to practice.
5.0 PRACTICUM
5.1 Components
The Practicum comprises two components:
- Classroom Teaching – 60% of final Practicum grade
- Action Research Project in the form of a Professional Portfolio – 40% of final Practicum grade.
Please record the grades for these components on the marksheet which is sent to SOE as raw scores, not as percentages.
5.2 Classroom Teaching
Each student in the programme must pursue two ten – week periods of classroom teaching in
his/her school.
The first period of classroom teaching (Semester I), is primarily developmental. However, the College must maintain detailed records of each student’s progress during that period. Each student must also be provided with detailed feedback on his/her progress on a consistent basis.
The second and final period of classroom teaching, (Semester II), for the Postgraduate Diploma in Education will also be conducted over a ten-week period. While the developmental nature of the exercise should still be kept in focus, each student will be awarded a grade for classroom teaching at the end of this exercise. This grade will be recorded on the marksheet as the student’s grade for the classroom teaching component of the Practicum.
In order to be deemed to have successfully completed this component of the Practicum, the student must achieve not less than a grade of “B” – 50-59.
For the classroom teaching component of the Practicum, students will be expected to teach in the area of their Methods specialisation throughout the duration of the programme. They will also be assessed in that specialisation.
5.3 Sample Selected for Moderation
As a general rule, for external assessment purposes, at least half of the students in each subject will be assessed.
5.4 Students in the Sample
The College will select the students who will comprise the sample for External Assessment.
The sample will be made up of
students with grades at the distinction level
failures, in addition to
a random sample of persons with grades in the “B” and “C” ranges, chosen by ID Numbers.
5.5 External Moderators
All assessors should possess a Masters degree in the relevant discipline. In extenuating circumstances, persons must possess
experience in the discipline – at least five (5) years AS WELL AS
relevant professional qualifications in teaching.
5.6 The Student’s Final Grade
The final grade for each student will be based on a profile comprising six grades:
four (4) awarded by the College supervisor in the subject area. One of these four grades may be derived from an internal College person, other than the supervisor.
two (2) awarded by an external assessor. External assessors need not be selected solely from the School of Education.
However, for any cohort, the School of Education will seek to identify persons from among its staff to be involved in the External Assessment exercise. The College should therefore liaise with the School of Education by November 31st of Semester I, 2011 in order to finalize the time period and other arrangements for the External Assessment exercise scheduled to take place during Semester II.
The external assessor (U.W.I person or other) must visit to observe the student on two occasions. One of these two visits should be a joint visit with the College supervisor.
5.7 Determination of Final Grades
The College supervisors and the External Assessors will meet in order to decide on the final grade for each student in the sample.
The completed marksheet will be sent by the College, to the School of Education for entry of marks in the U.W.I Gradebook.
5.8 Assessment Instrument –Practicum
The Assessment Instrument for the Practicum is attached. This instrument was developed jointly by the School of Education, the Antigua State College and Erdiston College and is the only official instrument to be used for the assessment of the classroom teaching component of the Postgraduate Diploma in Education. The instrument should be reviewed with the students, early in the programme, so that they are aware of the competencies according to which they will be assessed.
5.9 Action Research Project Teaching Portfolio
The second component of the Practicum is based on an Action Research Project which is to be submitted in the form of a Teaching Portfolio. The details pertaining to the portfolio are set out in the programme handbook.
5.10 Preparation for the Action Research Teaching Portfolio
It is suggested that early in the programme (Semester I), students should be exposed to the skills/competencies related to reflection as a strategy for promoting teacher professional development. They should be constantly helped/prompted to enhance their competencies in this area, since this is a skill critical to the development of professional knowledge and competencies.
Before Semester II begins, workshops sessions on the conduct of Action Research should be planned in order to ensure that students are adequately prepared for the exercise. The ability to reflect deeply and objectively on practice is also required for this exercise.
5.11 Portfolio Development
It would be advisable to have the students work on the development of their Action Research portfolio as the Semester II, classroom teaching progresses.
5.12 Portfolio Rubric
The rubric according to which the portfolios will be assessed is attached.
Maureen E. Lucas PhD
2011-07-26
DIPEDGUIDELINESPG