Dip Ed Booklet Updated December 2014.Doc (1)

8/9/2019 Dip Ed Booklet Updated December 2014.Doc (1)

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ANTIGUA STATE COLLEGE

DEPARTMENT OF TEACHER

EDUCATION

UWI

GRADUATE DIPLOMA IN

EDUCATION (DIPED)


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PROGRAMME DESCRIPTION

The 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, 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 ahigh quality, discerning professional who recognises the

importance of life long learning, self assessment and

continuous professional development. Integration of Theory

and Practice will be emphasized in this programme.

TRAINING PHILOSOPHY

The programme is therefore predicated on the following

principles:

(1) Graduates of the Postgraduate Diploma in Education

(DIPED) programme should be able to clearly

demonstrate sound competence in classroom teaching

(2) The programme will emphasize a diagnostic and

individualized approach to teacher preparation

(3) Emphasis will be on the development of a reflective

and problem-solving approach by student teachers

(4) action-research will comprise an important feature of

the programme


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(5) Attention will be directed to the social conditions of

schooling and emerging developments, globally and

regionally, which are likely to influence the teacher's

performance in the classroom

(6) Attention will be paid to the teaching/learning

problems which are evident in the national educational

system.

Graduates Must Clearly Demonstrate Competence inClassroom Teaching

One of the criticisms which has plagued teacher education in

the Caribbean and indeed internationally, is the fact that

teacher preparation programmes have been far too theoretical.

The argument is often advanced that insufficient emphasis and

time are devoted to opportunities for practising and applying

pedagogical skills. This programme will seek to redress this

problem by employing strategies which involve the

experimentation and testing of a variety of teaching approaches

by student - teachers in the context of embedded practicums

and clinical supervision. Consequently, delivery strategies

such as extensive practice, demonstration, modelling, use of

feedback and follow-up coaching will be utilised.

Diagnostic and Individualized Approach to Teacher

Preparation

Teaching is a highly individualistic activity and the

development of competencies related to the activity varies from

individual to individual. Factors such as past experiences,

individual learning styles and the developmental and cognitive

stages which the teacher is undergoing, all influence the

proficiency and rate at which competencies are mastered. This


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programme will therefore be highly flexible and individualized

in nature and will employ diagnostic and collaborative

approaches aimed at helping each teacher identify his/her own

individual instructional and management problems with a viewto systematically addressing the same.

Emphasis Will Be on the Development of a Reflective and

Problem Solving Approach by the Teacher

Current thinking in the literature and accumulated professional

experience both indicate the importance of reflection and

problem-solving as essential skills which must be developed by

student- teachers if training is to have the desired impact. The

emphasis in this programme will be on reflection as a social

practice. After new information and teaching behaviours have

been presented, teachers will be provided with time to discuss

their applicability and usefulness in the classroom. They will

then be required to try them out, reflect on achievements and

challenges and return to the larger group with information

about the results of their interventions.

Student teachers will also be required to keep journals of their

classroom and school activities. Written responses to these

journals will be provided by supervising tutors. Among other

things, journal entries will focus on such areas as the

observation of the behaviour of individual pupils and the

dynamics of classroom behaviour as well as the organization of

small group and whole class sessions.

The essential concerns which will underline this reflection will

be:

(a) What strategies were most meaningful in promoting

learning and cognition?


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(b) What strategies encouraged pupils to reason critically?

(c) What strategies challenged and excited pupils?

(d) What strategies helped pupils view themselves as

being capable of achieving?

(e) What strategies encouraged pupils to view themselves

and others as valued individuals?

(f) What changes do I need to make to my practice in

order to be more effective?

(g) What helped me? What did not?

Action Research Will Be an Important Feature of the

Programme

By far too much teaching in schools is conducted in an ad hocmanner and insufficient or only haphazard attention devoted to

addressing specific instructional and learning problems. A

teacher can only understand the dynamic and multifaceted

nature of teaching and develop a worthwhile professional

approach to instruction if he/she learns to focus on and address

specific classroom related problems.

Each teacher enrolled in the programme therefore, will be

required to conduct an action-research project. The purpose of

the project is to help the teacher develop the ability to

understand classroom events through professional enquiry.

The teacher will be required to consider an array of possible

causes and solutions before taking action. The problem must

be defined, possible solutions considered and an action-plandeveloped and implemented. A written analysis of the problem

must then be prepared.


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Attention Must be Directed to the Social Conditions of

Schooling Which Influence the Teacher's Classroom

Functioning

Many inexperienced teachers and far too frequently, many

experienced teachers, view teaching and learning from a purely

microscopic perspective. There is generally the tendency to be

concerned only with events and situations in one's own

classroom rather than view the school as a social system

comprising a number of interacting parts. As a result, much of

a beginning teacher's efforts can be misdirected andinsufficiently informed. An integral aspect of this training

programme therefore will be the requirement for teachers to

direct their attention to the social conditions of schooling which

impinge upon the teacher's work in the classroom. For

example, areas such as teacher- pupil relationships, school

climate, and expectations of teachers and students will be

addressed.

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 thelearning 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;


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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, inan 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 classroomsettings 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 totheir own learning, as evidenced by a predisposition to

constructive self analysis and openness to feedback from peers and supervisors.


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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 theUniversity 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.

Each application must be accompanied by the required

application fee which is non refundable.

The originals and one copy of each of the following documentsmust be submitted with this application (not required for UWIgraduates):

o Birth Certificate;

o Academic Certificates/Transcripts

o Professional Certificates/Diplomas

o Marriage Certificate/Deed Poll, if present name is different

from that on documents.

Applicants with qualifications in a language other than English

should submit a certified English translation of thesequalifications.

STATUS OF THE STUDENTS AT THE COLLEGE

a.

All students shall meet the UWI criteria for admission andregistration to the Graduate Diploma in Education for

Secondary Teachers, including: Faculty and subject

requirements, requirements, pre-requisites, course


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loading, sequencing, rate of progress as required by the

Faculty of Humanities and Education and UWI

Examinations Regulations.

b. Once registered and in good standing in accordance with

the UWI programme regulations, the registered status of

these persons shall be maintained.

c. Students shall be registered at the Antigua State College,

pay its prescribed fees and be subject to its rules,

regulations and procedures for leave of absence anddiscipline.

d. Student academic records shall be maintained by both the

Antigua State College and the UWI in their respective

standard formats. It is the responsibility of the UWI to

make its records of these students available to the students

or other authorized persons in accordance with normal

UWI policy and practice

CREDITS

Credits will be awarded on the basis of 5 credits per course.

Methods course: 5 credits

Core courses:

Introduction to Curriculum Theory &Practice

Classroom Assessment: Principles & Procedures

Education Foundations 15 credits

The Practicum is double weighted

Practicum 10 credits

TOTAL 30 credits


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PROGRAMME STRUCTURE

COURSE

CODE

COURSE TITLE HOURS CREDIT

EDIP

6000Introduction to Curriculum Theory &

Practice

39 5

EDIP

6001 Classroom Assessment: Principles &Procedures 39 5

EDIP

6002Education Foundations 39 5

Methods CoursesOne of the following:

The Teaching of English,

The Teaching of Geography/SocialStudies/History,

The Teaching of Mathematics

The Teaching of Modern Languages,

The Teaching of Science

The Teaching of Business Studies

Art & Craft Education

39 5

EDIP6090

Practicum 20 weeksover 2

terms

Summer

Institute –

4 weeks

10


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TEACHING PRACTICUM

DURATION: 20 Weeks

Students will be supervised in the practicum for approximately

twenty (20) weeks in the performance of their normal

classroom duties. Each student will be expected to work

closely with at least one other student teaching the samespecialist subject in his own or in another school. Where it is

considered desirable, special arrangements may be made for

students to teach in a school other than that to which they have

been assigned.

The attachment is intended to

a. help students broaden their experience

b. expose those experiencing difficulty at their own

schools to a different setting.

The final practicum assessment will take place during the

second semester between January and March of the programme

year. External assessors will be involved in this assessment.

However, where there is any uncertainty over a student's

performance, that student's assessment may be postponed to a

convenient time during the third term.

GoalThe practicum is designed to provide a range of opportunities

for teachers to develop as competent classroom practitioners,

possessing high quality skills in planning, delivering


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instruction and in conducting evaluation in secondary

classrooms in their area of specialization.

Objectives

Participants will

1. plan lessons and units of work which accord due

consideration to the variety of learning styles and learner

needs which pupils present;

2. use a variety of classroom management techniques in

order to keep students on task, enhance motivation and

maintain a stimulating, engaging classroom environment

conducive to learning, teaching and enquiry;

3.

demonstrate competence in designing, using andevaluating a wide variety of learner - centred resources in

order to promote the attainment of conceptual, skill and

attitudinal objectives by students;

4. integrate technology effectively in their teaching;

5. exhibit and promote the use of high quality, positive

interpersonal skills in classroom interactions with and

among students;

6. experiment with and develop confidence in using a range

of teaching approaches which are especially relevant to

their area of specialization;

7.

develop relevant skills in diagnosing, treating andevaluating gaps/deficiencies in student learning;

8. use action research and other related data to inform

practice;


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9. observe good teachers in action;

10. make effective use of approaches designed to help pupils

develop skills related to critical thinking and problemsolving;

11. exhibit the ability to develop student competencies in

cognitive, skill and affective domains;

12. reflect objectively on their teaching performance and

identify, consistently, the actions which they will take in

order to enhance performance.

These objectives will be used as benchmarks for student

assessment. In that context they will serve as the main

criteria to be used for the assessment of the final practicum.

Practicum Structure

The practicum is so structured as to maximize opportunities for

students to closely integrate education theory with practice.

The revised practicum structure is as follows:


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TERM 1

Embedded Practicum

Duration: 10 weeks

FOCUS:

Experimentation,

inquiry and reflection.

Closely tied to Methods

courses i.e. English,

Mathematics etc. and to

the Foundations of

Education. Students will

be given short activities

which focus on the

practical application, on -

site, of teaching

approaches discussed inclass.

TERM 2

Final Practicum

Duration: 10 weeks

EMPHASES:

(a)

Portfolio - Experimentation, inquiry,

reflection and the use of action research to

inform practice.

(b) Students will also be expected to

demonstrate competence in actual

classroom teaching as set out in the

practicum objectives.

The Action Research Project will be an integral

aspect of this Term II practicum and will serve as

the platform/scaffolding for the practicum.

Students will be required to submit a portfolio

at the end of this practicum. The portfolio will

constitute a cumulative representation of theteacher’s teaching. The items will be selected by

the teacher and will comprise materials

developed over the two practicums. The focus

of the portfolio is to illustrate the teacher’s

continuing professional growth over time.

The Action Research project will be a key

component of the portfolio.

The portfolio will constitute 40% of the overall

mark for the practicum.

External assessment of classroom teaching of this

practicum will occur during the last four weeks of

the period.

The external assessment component, i.e.

classroom teaching aspect, will be equivalent to

60% of the overall mark for practicum.


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Participants must successfully complete EACH of the

practicum activities in order to be deemed to have successfully

completed the practicum component of the programme.

THE TEACHING PORTFOLIO

A portfolio can be described as a purposeful selection of

materials related to teaching, varying in nature but

representative of the teacher’s practice. More critically,

teachers use the portfolio development process to assist in

reflection and self-evaluation of strengths and weaknesses in

order to deliberately develop self-regulated goals and strategies

for the improvement of their teaching competencies.

Participants in the programme will be required to submit one

teaching portfolio which shows evidence of their evolving

teaching competence from a multifaceted perspective. The

development of the portfolio should begin early during term I

and should be continuous.

. It is expected that in their portfolios participants will

articulate their philosophy of teaching and that this

will be influenced by their exposure to the programme

illustrate how they have experimented with and

applied various pedagogical, planning and

assessment approaches in their teaching:

present a teaching unit report which highlights their

competence to use the action research process to

inform teaching

demonstrate how they engaged in reflection in order

to identify their strengths and address weaknessesin their teaching

provide evidence of their ability to integrate

technology in the curriculum


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The above represent the key indicators which will guide the

preparation of the Practicum Portfolio as well as its assessment.

ASSESSMENT OF THE PRACTICUM PORTFOLIO

Table of Contents 2

Presentation 2

Use of English 6

Philosophical Platform 10

Current philosophy of teaching

Did it change?

View of teaching, education, teaching at the secondary

level

Can it be reasonably accepted?

Abil i ty to I ntegrate Available Technologies appropriately inthe Curr iculum 10

attempt to use a range of technologies

provide opportunities for students to use technology

for inquiry - use internet to find information

Reflections – Journal Entri es 15

Objective?

Indicative of deep thinking of the practice

Did the student make use of thin thinking in further

action

Evidence of critical thinking


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Ability to Employ Research Data to Inform Teaching as Represented in a Research/Teaching Report 35

(to be conducted in one of the classes in which the student is being assessed)

This should contain

a clear statement of the problem which was investigated

research questions which guided the activity (3 questions

maximum)

literature review and unit plan (3-4 pages)

range of student-centered teaching approaches as reflected in

lesson plans/materials (at least eight lesson plans)

student outcomes e.g. test results samples of students’ work,

students’ evaluations

For each portfolio selection, a brief summary should be

provided by the teacher as to why it was included.

Action Research Component of the Portfolio

The planning for the Action Research component and itsexecution will begin early in Term II. Data collected will

inform unit planning, lesson planning and assessment.

Participants would have already completed relevant modules

pertaining to the conduct of Action Research. The exposure to

these modules would have equipped them with skills to

conduct an Action Research Project with a clearly delimited

scope.


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REGULATIONS

1. Students will be examined in

(a)

the Theory of Education i.e. Education core

courses, Methods courses

AND

(b) the Practice of Education

2. In order to qualify for the award of the Postgraduate

Diploma in Education, a candidate must satisfy theexaminers in BOTH the Theory AND Practice of

Education.

3. In order to be deemed to have passed in the Practice of

Education a candidate must have achieved at least a grade

of “B” in Practicum II.

4. To be deemed to have passed in the Theory of Education a

candidate must satisfy the examiners by achieving a grade

of at least B in each component of the examination.

5. The Diploma may be awarded with Distinction. A

distinction will be awarded on the basis that :

- the student has earned an A in the Practice of Education

- the student has earned an A in the Theory of Education

- in this context no grade in any component of the Theory of

Education should be less than B+.

6. The University of the West Indies requires regular

attendance at classes as well as on-site (a minimum of

75% attendance) as a condition of the award of the

Postgraduate Diploma.


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7. FAILURE TO SUBMIT ASSIGNMENTS OR

PROJECTS BY THE DATES DETERMINED WILL

NORMALLY LEAD TO REFERRAL IN THAT PART

OF THE COURSE, UNLESS A MEDICALCERTIFICATE IS SUBMITTED PRIOR TO THE

DEADLINE.

8. In the event of unusual or extenuating circumstances, a

candidate may apply in writing for an extension of time for

submission of an assignment, addressing the application to

the Principal of the college and must supply supportingevidence.

9. All students are expected to attend tutorials in connection

with written studies, projects, practicum activities, and

such other aspects of the programme as may be determined

from time to time.

10. Students are expected to dress professionally both in

college and school classrooms.

11. STUDENTS ARE ADVISED TO CONSULT THE U.W.I.

REGULATIONS HANDBOOK FOR GRADUATE

DIPLOMAS AND DEGREES FOR THE COMPLETE

SET OF REGULATIONS WHICH PERTAIN TO

GRADUATE DIPLOMAS OFFERED BY THE

UNIVERSITY OF THE WEST INDIES.


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ASSESSMENT

Assessment in this programme will be on a continuous basis

and, as such, there will be no formal examination at the end of

the programme. Each student must complete assignments in thefollowing areas:

Theory of Education

Foundations of Education

Classroom Assessment: Principles & Procedures

Introduction to Curriculum, Theory & Practice AND

The Methods Course

Practice of Education

Practicum Portfolio AS WELL AS the Final Practicum AND

other short assignments and presentations as may, from time to

time, be determined by tutors.

All assignments/papers are expected to demonstrate students'understanding of the relationship between theory and practice.

The Grading Scheme for Written Studies and for the Practice of

Education is as follows:

GRADE GRADE

POINT % RANGE

A+ 4.3 90-100

A 4.0 80-89

A- 3.7 75-79

B+ 3.3 70-74

B 3.0 65-69

B- 2.7 60-64

C+ 2.3 55-59

C 2.0 50-54FAIL-E 1.3 35-49

FAIL 0.0 0-34


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Grade Definitions for the Practice of Education

A: Pass with distinction. Performance reflects overall

excellence including a superior mastery of teachingtechnique, sound conceptual understanding of the

structure of the subject, a superior ability to apply these

both routinely and originally, good pupil/teacher

relationships, an outstanding ability to meet the needs of

individual students, to maintain a stimulating, engaging

classroom environment conducive to learning and

teaching and to developing higher order thinking skillswith students. Several strengths and no significant

weaknesses.

B+: A high standard/very competent in techniques and

knowledge and in the ability to apply these, but short of

the degree of originality and flexibility which marks the

distinction candidate; good pupil/teacher relationships, adefinite ability to meet the needs of individual students

and to maintain high levels of student motivation for

learning. Considerable strengths and no significant

weakness.

B: Competent. No serious doubt about the student'scraftsmanship. Performance reflects a mastery of

techniques and understanding of knowledge and an

ability to apply these appropriately and consistently in

teaching, sound pupil/teacher relationships and better

than average ability to meet the needs of individual

students and to stimulate and maintain interest . No

insurmountable weaknesses.


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F(R): Serious/very serious doubts about student's ability to

become a 'satisfactory' teacher for one or more reasons,

such as

(a) performance reflects very little knowledge or

technique and/or very little ability to apply these

(b) generally unimaginative teaching

(c) inability to relate/communicate with children or to

promote efficient learning

(d) very poor class control and management

(e) very poor planning skills

(f) apparent failure to make an effort to present

lessons satisfactorily

(g)

or an apparent degree of irresponsibility

For more information visit:

The university of the West Indies at Cave Hill;

School of Education website

www.cavehill.uwi.edu/gradstudies/resourses/brochu

res/dip-education.aspx

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