Teacher Education

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

1. 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;
2. examine the ways in which the educative environment contributes to growth and development of children;
3. 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;
4. improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level;
5. develop the basic skills necessary for reading and interpreting research data and for conducting action research;
6. appropriately diagnose the instructional needs of  individuals    within a class setting and design instructional programmes relevant  to these needs;
7. 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;
8. 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;
9. 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;
10. improve their understanding of self and others and  develop   high quality communication and interpersonal skills;
11. 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

[email protected]

Classroom Assessment: Principles & Procedures          –     to be provided

Education Foundations                                                –      Professor Arthur Richardson

[email protected]

The Teaching of English                                                          –     Dr Sandra Robinson

[email protected]

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 31^st 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

FREQUENTLY ASKED QUESTIONS

PROGRAMME OVERVIEW

In the modern education climate, more and more of the responsibility for planning instructional programmes is being placed on the schools and the teachers.  This is because emphasis is focused on the individual learners and their specific needs.

COURSE OBJECTIVES

This course is designed to:

1. raise awareness of curriculum issues related to language and literacy in the Caribbean
2. explore considerations for developing curricula / programmes in language and literacy in the Caribbean

3. provide practical guidelines for planning for instruction in language and literacy in the Caribbean

General Requirements

Applicants applying to the Division of Teacher Education must submit the following documents below.

1. 500 words essay entitled, “Why I would like to become a train teacher” concluding with a teacher education philosophy.
2. Certified copies of certificates and awards obtained in the informal sector (eg. on the job training/ courses).
3. Two letters of recommendation, one of which must be from professional educators or supervisors if you are a current teacher.
4. Police Record.

Entry Requirements

The following represents the minimum entry requirements for admission to the Associate Degree in Teacher Education  Programme.

Entry requirements for the Associate Degree in Primary Education

A minimum of five (5) CSEC subjects at General Proficiency Grades I, II or III; or five (5) GCE
Ordinary level passes. These subjects should include:
(i) English A
(ii) Mathematics
(iii) Social Studies or History or Geography
(iv) Science – Integrated Science or Human & Social Biology or Agricultural Science or Pure Science
(v) One (1) additional subject.

Division of Teacher Education Fees

Year One Semester One
Registration Fee $430 EC
UWI Exam Fees $300.00 EC

Year One  Semester Two
Registration Fee $395 EC
UWI Exam Fees $300.00 EC

Year One Summer Semester
Registration Fee $395 EC
TED Summer Class $163 EC

Year Two  Semester One 
Registration Fee $395EC
UWI Exam Fees $300.00 EC

Year Two Semester Two
Registration Fee $395 EC

 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

1. 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;
2. examine the ways in which the educative environment contributes to growth and development of children;
3. 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;
4. improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level;
5. develop the basic skills necessary for reading and interpreting research data and for conducting action research;
6. appropriately diagnose the instructional needs of  individuals    within a class setting and design instructional programmes relevant  to these needs;
7. 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;
8. 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;
9. 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;
10. improve their understanding of self and others and  develop   high quality communication and interpersonal skills;
11. 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 specialisation which they teach with a G.P.A of at least 2.0.  This specialisation 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 specialisation.  The candidate must teach in the specialisation for the full duration of the programme.

Applicants for admission who are not graduates of the University of the West Indies must, at the time of their application, arrange for the submission of official transcripts of their university record to the Campus Registrar.

COURSE TITLE: JBTE/COM100: English and Communications I
CREDITS: 3
DURATION: 45 Hours
PREREQUISITES: CXC English A, General Proficiency, Grades I, II or III
COURSE DESCRIPTION
This course aims to enhance students’ information gathering and processing skills. It focuses on both the reading and listening skills required for basic research, effective comprehension and
assimilation and summary of information. The course is designed to alert students to the processes involved in reading and listening and the strategies that could aid those processes. Students are expected to utilize the available technology as well as all library resources.

RATIONALE
The post-CXC student is expected to interact with more sophisticated levels of language in the pursuit of academic knowledge at a tertiary institution. The student must meet the challenge of
converting information in the form of lectures and reading materials, into clear and accurate notes and points. Preparation for the roles and responsibilities of a citizen also requires the
student to employ sound reasoning and judgemental skills in weighing oral or written rhetoric.  Consequently, he/she must draw increasingly on higher-level comprehension skills that will
facilitate effective critical interaction with oral and written language. In order to use language proficiently, students must first be cognizant of the nature of language itself and recognize its
various functions. Analytical awareness of language eventually translates (through the type of practice provided in Communications II), into proficient language production.

OBJECTIVES
This course is designed to enable students to:
 demonstrate an understanding of the nature and function of language.
 recognise and appreciate the variety of ways in which writers and speakers use language.
 utilise basic study and research skills and strategies.
 respond critically and creatively to samples of spoken and written material.
 select, retrieve, evaluate and combine information from a variety of textual and oral
sources.

PROGRAMME
COURSE CODE: JBTE/EDSF 101/201
COURSE TITLE: Introduction to the Social and Cultural Foundations of Education
YEAR: 1
SEMESTER: 1
CREDITS: 3
DURATION: 45 hours
PRE-REQUISITES: Programme Matriculation

COURSE DESCRIPTION
This introductory course examines philosophical, historical, social and cultural perspectives that impact educational policies and practices. The course aims at providing teachers with the knowledge, skills and techniques necessary for them to reflect on issues that have practical import in the classroom and school system. It therefore seeks to provide students with a critical understanding of:
1. the nature and philosophical underpinnings of education
2. the development of Caribbean education systems
3. the impact of contemporary issues in society on education
4. major determinants of academic achievement

OBJECTIVES
The course will:
1. Critically examine major theoretical assumptions about the role of education in society.
2. Assist students in creating a plan of instruction to demonstrate the utilization of knowledge of the social and cultural context of education in the Caribbean.
3. Assist students in creating an awareness of how to demonstrate and display appropriate pedagogical methods to actively engage their students in addressing issues affecting Caribbean society and education systems.
4. Assist students in demonstrating appreciation for the social and cultural foundations of Caribbean education by evaluating how these factors affect teachers’ classroom practices.
5. Enhance students’ learning of ways of effectively engaging all stakeholders in the education process.

COURSE CODE: JBTE/ECCD 101
COURSE TITLE: Child Development: Birth through Eight-Years-Old
YEAR: 1
SEMESTER: 1
CREDITS: 3
DURATION: 45 hours
PRE-REQUISITE: College Matriculation

INTRODUCTION
Developmentally appropriate practice in the socialization and education of young children derive from principles of child growth and development that are firmly grounded in theoretical concepts and empirical research. Such knowledge includes the nature of developmental and behavioral characteristics at different ages and stages of the growth and maturation process.
This course places emphasis on the inter-relatedness of developmental domains to enable student-teachers to see the child, including the child with special needs, as a “whole” person and to understand how holistic growth can be fostered in the early childhood classroom. Play is promoted as an inherently natural childhood activity that stimulates growing and learning. The course also introduces key research and emerging issues relevant to the Eastern Caribbean context, and encourages student-teachers to reflect on their own experiences of childhood, as well as to relate theoretical concepts to real-life situations.

RATIONALE
The appropriate training and education of early childhood teachers can make a significant contribution to children’s growth, development, and learning. If teachers are to be effective in their roles as facilitators of the total development and learning of young children, they must understand the normal milestones and processes of development and thus be able to detect and act on early signs of possible emerging developmental challenges in children.
Teachers must also understand the important features of the environmental contexts that surround the developing child, e.g., physical, sociocultural, economical, and moral, and how these contexts inter-act in shaping the emerging personality of the child. Teachers must be constantly award of how their own attitudes and behavior can impact the learning outcomes of each with whom they come in contact. Each teacher will be better able to relate and respond appropriately to the needs and sensitivities of each child by honing this knowledge and reflecting on personal experiences. This course provides the teacher with adequate knowledge, skills, and dispositions to demonstrate the necessary competencies for promoting and advancing young children’s holistic growth.