ACADEMIC STANDARDS FOR THE CARIBBEAN

presented byDr. 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 Standardsa 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 INSTITUTIONSegTeachers colleges

Multi-disciplinary colleges‘Specialist’ colleges offering

teacher preparationCommunity colleges/junior

collegesUniversity colleges

Universities

Certificate in Teaching

Diploma in teaching

Associate degree

B. Ed. Degree

Post Graduate Diploma in Education

CHALLENGE- Diversity in Certification

CONCERNS

The duration of programmes vary:

Certificate in Teaching – 2 yearsDiploma in Teaching – 3 yearsAssociate Degrees 2/3 years

B.Ed. Degree – ¾ yearsPost Graduate Diploma in Education – ½ years

The period of Field Experience (student

teaching) varies across institutions.

There is variation in the curriculum content of programmes.

Programmes of initial professional preparation are delivered in different

modalities:Face to Face; Blended ; Online

Face to face and Distance with printed materials Full Time; Part-time

Entry requirements for programmes of initial

professional preparation vary across institutions.

Moving Forward

AIM

FRAMEWORK

CONTEXT• Challenges• Concerns

IMPLICATIONS OF THE CHALLENGES & CONCERNS

STANDARDS

QUALIFICATIONS

EQUIVALENCESQUALITY

ESTABLISHED STANDARDS

ORGANIZATIONS WITH A MANDATE TO ENSURE QUALITY IN TEACHER PREPARATION

STANDARD BEARERS

United Kingdom Accreditation Service (UKAS)

National Council for Accreditation

of Teacher Education (NCATE)

Standardization in AUSTRALIA

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)

Context

UNDERSTANDING CONTEXTIn order to Translate Standards

STANDARDS

GOALS & MANDATE

ETHOS &

VISION

ACADEMIC STANDARDS

ACADEMIC STANDARDS FOR CARIBBEAN TEACHERS

Curriculum design and planning

Curriculum delivery

and assessment

Field experiences

and teaching

practicum

Faculty

Student support

and progression

CURRICULUM DESIGN AND PLANNING

Needs & Expectations of

Society

Ideals of the Profession

Philosophy, Mandate &

Vision of the Institution

• Embedded on three fundamental frames/ areas

CURRICULUM DESIGN AND PLANNING

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.

Expectations and Needs of Society

CURRICULUM DESIGN AND PLANNING

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.

Ideals of the Profession

CURRICULUM DESIGN AND PLANNING

• 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.

Philosophy, Mandate & Vision of the Institution

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 EVIDENCEStudent satisfaction surveysStaffing and organization of guidance and counseling

department Institution admission policy and guidelinesRecords of and facilities for clubsStudent handbook Infrastructure and appropriate interventions to facilitate

students with special needsRecords of funding for co-curricular activitiesStudent council representative on institution’s governing

body

ACADEMIC STANDARDS

ACADEMIC STANDARDS FOR CARIBBEAN TEACHERS

Curriculum design and planning

Curriculum delivery

and assessment

Field experiences

and teaching

practicum

Faculty

Student support

and progression

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

I Thank You