Faculty Update October 12 th 2010

Faculty UpdateOctober 12th 2010

High quality teacher education

“Certain common elements can be identified from high quality teacher education programmes in the advanced knowledge-based economies (such as Sweden, Finland and the other Nordic States, the Netherlands, Canada and most of the established EU countries, and Japan).”

• Regulatory partnerships• Recruitment and

Programs• Faculty • Student Academic and

Extended Services• Learning and Information

Management• Continuous Professional

DevelopmentBagley, C., Beach, D. &Harris, T. (2008) Review of ECAE-Abu Dhabi. Durham University Report (p7-12)

Conceptual and contextual Philosophical outlook

• Arab world citizenship through global education

• Strategic Drivers• Student-centric• Techno-centric• High Quality• Innovative• Education System focused

• Core competencies• Empowerment Grounded• Engagement in Arabic • Information values &• Self responsibility tradition• Ethical

“Teacher education of high quality has three distinct tasks. These are to uphold the values and principles of being a scientific education, to be a professionally relevant education with a highly developed regional mode of professional knowledge in its knowledge base and a means for the State to regulate and develop the national education (school) system according to a scientific language and practices (concepts and grammar).”

Bagley, C., Beach, D. & Harris, T. (2008) Review of ECAE-Abu Dhabi. Durham University Report (p7-12)

BTC Model

Ministry of

Education

Schools

Bahrain Teachers College

University of Bahrain

In advanced knowledge based societies....

“Teacher education is State regulated in respect of the aims of teacher education in order to guarantee the preconditions for a nationally equivalent high quality State education.....

This implies a strong but not over-powering State bureaucracy of professionally educated administrators, researchers, policy analysts and policy developers .”

Bagley, C., Beach, D. &Harris, T. (2008) Review of ECAE-Abu Dhabi. Durham University Report (p7-12)

Recruitment and Programs

“Access at all levels is competitive in the best institutions and is based not only on the successful completion of prior-level studies. Students will have to go through a rigorous selection process in order to obtain access. The clarity of the student’s expressed understanding of learning and research are attributed most importance in selection procedures not just their previous knowledge performances on tests and evaluations .”

Programs 2011-200810-11 09-10 08-09

Bachelor of Education

BEd Cycle 1 167 27 13

BEd Cycle 2 Arabic 50 16

BEd Cycle 2 English 39 25

BEd Cycle 2 Science & Math

50 38

BEd (Vocational) 18 5 0Total 185 171 92

Post Graduate Diploma in Ed.PGDE Arabic 7 0 5

PGDE ICT 22 17 0

PGDE Biology 0 0 8

PGDE Chemistry 0 0 16

PGDE Business 46 37 0

PGDE Math 11 0 20

PGDE English 19 25 46Total 105 78 95

Continuous Professional DevelopmentELP 56 54 60Cadre Modules

500 282 0

Total 556 336 60Student Totals 1011 585 247


FacultyFaculty Groups Total Number

of Faculty %

Full-Time Facult

y

% PhD

Faculty

Full-Time

Part-Time

Arabic & Islamic 4 0 100% 100%

English Language 11 1 100% 73%

Education Foundation 9 0 100% 89%

Math and Science ICT 13 1 100% 100%

Education Psychology 4 0 100% 75%

Business & Vocational 1 0 100% 100%

Teaching Practice 9 1 90% 30%

Total 51 3 2% 80%

“All high quality teacher education institutions have well established procedures for the development of (local) staff skills, knowledge and competence within the professional knowledge base of general education or (subject) didactics and their pedagogical communication. These are highly regulated and monitored according to explicitly formulated and registered local policies. They will include the development of qualifications for teaching staff at Masters, Research Degree and post-Doc levels. “


Faculty Scholarship

“Teacher education institutions of high quality invariably have an extremely strong research culture that is highly relevant for the development of professional teaching competence and the professional knowledge base. The majority of staff are research active, attend research conferences and publish research papers in high quality peer reviewed journals ”

0

10

20

30

40

Conference papers

published papers

unpublished papers

published books or book

chapters

books expected to be published

workshop papers

12

30 31

17

813


Student Satisfaction

Surveys

“Teacher education institutions of high quality have an emphatic level of student involvement in the planning and evaluation of courses and programmes, which is also monitored and evaluated. Students are highly organised in this respect.”

0%

10%

20%

30%

40%

50%

60%

Content Professional commitment & classroom management

Instructional skills

7%

0%

14%17%

10%

17%

52%

21%

38%

24%

52%

31%

0%

17%

0%

49%-59%

60%-69%

70%-79%

80%-89%

90%-100%


Student academic and Extended

Services

“High quality teacher education institutions .... must cooperate emphatically with the surrounding community (mainly its schools and education authorities but also other learning organisations in civic society and trade and industry).”

Bagley, C., Beach, D. &Harris, T. (2008) Review of ECAE-Abu Dhabi. Durham University Report (p7)

Learning and information

Management • Library Services• Curriculum Resource

Centre• Distance Learning• Faculty and staff

professional development

“Teacher education institutions of high quality will have a policy in place, established and tested over many years, for the use of and inclusion of advanced informational technology. This policy will normally be modified several times in line with developments in the field of informational technology and paradigms for its use value in educational processes. At most sites there will be active research in ascertaining the existing (and developing and testing) new use values for educational informational technology in relation to improving student learning.”

Bagley, C., Beach, D. &Harris, T. (2008) Review of ECAE-Abu Dhabi. Durham University Report (p8=12)

Continuous Professional Development

Context• Roughly 12500 teachers, 200 headmasters and

400 deputy headmasters all with 90hrs of CPD per year

• 41 NIE developed CPD available modules• A new performance management systemProposal• MOE/BTC identify 100 fully bilingual teachers

and administrators across all subjects and all levels of the career cadre

• BTC to create a 45hr module on CPD Leadership (first course of a 36ch MAT in CPD at BTC). Taught in English.

• Include two supervised CPD modules for 20 teachers and administrators in each class in the year. Taught in Arabic.

“Teacher education institutions of high quality must have prepared students at basic level for advanced studies and at advanced level for research studies such that a continuous progression towards and access to researcher training/education in professional knowledge base knowledge areas is guaranteed .

Nested programs of career long study are built into the plan.”


Certified teacher (4)


Professional teacher

(6)

Senior teacher (7)

Consultant teacher (8)

BTC x CPD Teacher Track Standards Proposal

1413121110

987

654

321

EdD (60ch)

CPD 270 hrs

BTC 6ch

MAT (36ch)CPD

270-1350hrs

CPD 270 hrs

BTC 6ch

Years

Years

Start Masters

MED Specialist

MAT Teaching and Learning

MEd Leadership

Start Doctorate

EdD complete12

PMS x CPD

The Profession

The Curriculum

The Classroom

The Community

Professional Attributes

Professional skills

Subject matter knowledge

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

Bachelors Degree from a recognized University;


Minimum IELTS (Academic) Band 6.5 for English curriculum instruction, (Academic) Band 5.5 for all other subjects required to be taught in English

Minimum Band 7 on the Arabic Proficiency test (APT) for Arabic Language curriculum instruction,

Band 6 for Islamic Studies, Band 6 for Majal 1 (Arabic and Islamic studies) and Band 5 for all other subjects to be taught in Arabic

Masters Degree in Teaching & Learning from a recognized University.


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



Professional teacher (6)

Senior teacher (7)

Consultant teacher (8)

Teacher track career path

1413121110

987

654

321

EdD

CPD270hr

MAT

CPD270hr

PGDEBEd

Years

EdD complete

Start Doctorate

MAT Teaching and Learning

Start Masters

BachelorsBTC MAT (CPD) Core

Modules

BTC’s CPD Teaching Fellows

BTC Professors Mentor Teaching Fellows

Master Training Course

Curriculum Modules

Pedagogy

Training Hours

Professional Skills

BTC MAT (CPD) Core Module

BTC’s CPD Teaching Fellows

MOE T and D

100 teachers with 20 teachers in a

class with English at an IELTS 6.5 or

equivalent

BTC Professors Mentor Teaching Fellows

Specialist Track

Coordination

BTC CPD Coordinator

BTC Teaching Fellows Scheme

Master Training Course

Training Domains

Primary Teacher

Track

Secondary Teacher

Track

School Leader Track

Evaluation

Ethics

45 hrs

30 hrs

45 hrs

21 hrs

9 hrs

Dean

Section Head Marketing and

Public Relations

Associate Dean Pre Service Programs

Section Head Technology

CoordinatorAdministrative Services

Section Head Human Resources

Section Head Assets

Section Head Finance

Student Extended Services

Learning & Information

Management

Section Head Purchasing

English LanguageGroup

Education Foundation Group

Math and Science & ICT

Coordinator PGDE

Student Information

Services

Arabic & IslamicGroup

Head CPDLeadership Program

Coordinator BEd Cycle 1-

2.

Head B.Ed.

Head Teaching Practice

BTC Council

Coordinator. CPD Leadership Program

UoB CouncilMOE

Education Psychology Group

Coordinator. CPD Cadre Program

Coordinator BEd Tech Ed

BTC organizational structure Sept 2010

MOE/BTC Strategy

MOE/BTC Coordination

Faculty Matters• Workload is 40 hrs a week

– 40% teaching x 16hrs (15)– 40% research x 16hrs (15)– 20% service x 8hrs (15)

• Conference leave– 4 x per year absence from campus with cover– BD1000 budget– Clearance through Research Committee and

Deans office• Faculty feedback on teaching

– Student evaluations– Peer evaluations– Academic group head evaluations

• Schedules– x program x year

• Teaching Practicum– BTC methods and CS subjects

• Course development

• 2008-2010 Promises

• Workload and over load

• Conference leave• Faculty feedback on

teaching• Schedules• Teaching Practicum• Course

development

Faculty Update October 12 th 2010

Documents

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