the postgraduate diploma in education school of...

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The Postgraduate

Diploma in Education

STUDENT Handbook

2017/2018

THE PROFESSIONAL

TEACHER

Pedagogy as Process

The Reflective Practitioner

The Practicum

Foundations and Issues in

Education

School of Education The UWI, St. Augustine

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“It can be argued that the level of teacher competence

and the degree of effective engagement of that

competence in the teaching-learning process are major

determinants of the outcomes of any school

improvement/learning enhancement initiative.”

Carol Keller (1993) Trinidad and Tobago. Ministry of Education. National Task Force

on Education (1993).

Report of the National Task Force on Education (Green

Paper). Port of Spain, Trinidad.

Guideline

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Table of Contents (ToC)

Vision and Mission Statements of FHE and School of Education ........................................................4

Introduction ........................................................................................................................................6

Welcome Statement from the Director of the School of Education ...................................................7

Welcome Statement from the program Coordinator………………….......................................................8

General Information……………………………………………………………………………………………………………………….9

Lecturers in the Post Graduate Diploma in Education (PG DipEd) ....................................................10

About the School of Education ..........................................................................................................10

About the Postgraduate Diploma in Education .................................................................................11

Penalties and Regulations .................................................................................................................15

Frequently Asked Questions (FAQs) ..................................................................................................23

Courses and Assessment Information ...............................................................................................25

List of assessments and dates………………………………………………………………………………………….……….…..26

Programme Courses ..........................................................................................................................27

EDFA5500 Educational Foundations and Issues in Education .......................................................... 28

EDRS5450 The Reflective Practitioner ............................................................................................. 30

Structure of – The Reflective Practitioner report ……………………………………………………………,,.…………32

Rubric for Action Research Project Report (2017-2018) …………………………………………………….………..36

Reflective Journal Assignment and Rubric ……………………………………………………………………..…………...49

Pedagogy as Process: ...................................................................................................................... 56

Pedagogy as Process – Portfolio ……………………………………………………………………………………………….…61

(EDLG 5100; EDIT 5002; EDMA 5700; EDFL 5400; EDSC 5800; EDSS 5710)

Pedagogy as Process Portfolio – Scoring Rubric ………………………………………………………………..…..…….66


Pedagogy as Process Portfolio (Educational Administration for Secondary Schools - EDED 5200)…76

Pedagogy as Process Portfolio Scoring Rubric Educational Administration for Secondary Schools EDED -

5200 ……………….……………………………………………………………………………………………………………………………80

EDTP5002: Practicum .......................................................................................................................87

Appendix A: Timetable 2017-2018 ................................................................................................... 91

Appendix B: Room Allocations ........................................................................................................104

Appendix C: Compound Layout of School of Education ..................................................................106

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The School of Education

VISION STATEMENT

A School of Education with an established national, regional, and international reputation for

excellence in teaching, research, and professional development and for leadership in educational

change and innovation in the region.

MISSION STATEMENT

The School of Education will, through innovative research agendas and appropriate technologies, lead in

the collaborative creation of indigenous knowledge and ideas that add value in the field of education.

We will develop and sustain programmes and activities to achieve the highest levels of

professional development in national and regional education systems.

VISION AND MISSION STATEMENTS

of

THE FACULTY OF HUMANITIES AND

EDUCATION

and

THE SCHOOL OF EDUCATION

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INTRODUCTION

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Welcome Statement from the Director of the School of Education

When you joined the teaching profession, you

would have no doubt wondered about the meaning of the term ‘professional teacher’. You

might have also wondered if you were viewed as a

‘professional’. This programme opens up a world of

new understandings about teaching and learning. It

assumes that you are entering the programme with

your own understandings through your

experiences, including academic, professional and

personal. The staff at the SoE therefore recognises

that we are building on what you already know and

believe.

I urge you to view yourself as a traveller on the

professional continuum, thirsty for new insights that

would enable you to ultimately make a positive

difference to your school community and thereby

impact the wider society. To use an old adage “you

get from it what you put into it” with regard to this

programme

Do take this opportunity to build your professional learning community, take stock of who

you are, dig deep. This programme will help you to empower yourself by laying bare your

weaknesses in order to gain strength. Make your lecturers and fellow teachers your allies as you

wage war against nonchalance, ignorance, disinterest and myopia. This programme seeks to bring

out the best in you. Let it happen!

Jennifer Yamin-Ali (Ph. D.)

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Welcome Statement from the Programme Co ordinator

A year from today, you will probably look back at that fateful day when you took the plunge

and decided to apply for admission to the Diploma in Education Programme. On that future

day, will you be grateful that you applied? Will you regret that you had not participated in

the programme before? Or, will it all be the same to you, whether or not you had taken the

plunge? Whatever the answer, one thing is certain, it will not be the same you that emerges

in a year’s time.

It is our expectation that a year spent talking and reading about education, reflecting upon

what you do as an educator, and being mentored by persons who have, at some time, stood

in your shoes too, will add value to what you are bringing to the Dip.Ed. Our intention is not

to ‘fix’ you or your practices, since we do not see these as in some way ‘broken’; nor is it to

somehow magically transform your school reality, if that is not an ideal one. Instead, we

seek to equip you with mental tools and practical strategies; approaches to systematic

thinking; and -above all- a deeper understanding of what we do as educators.

On behalf of academic and administrative support staff, I welcome you to the adventure

that will be the Diploma in Education Programme.

Krishna Seunarinesingh (Ph.D)

Lecturer,

Teaching of English

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GENERAL INFORMATION Faculty of Humanities and Education:

Faculty Dean: Dr. Heather Cateau

E-mail: [email protected]

Tel/ext: (868)-662-2002 ext.820259

Director, School of Education: Dr. Jennifer Yamin-Ali


Tel/ext: (868)-662-2002 ext.82119

Programme Coordinator:

Librarian (SOE):

Dr. Krishna Seunarinesingh


Tel/ext: (868)-662-2002 ext.83821

Dr. Simone Primus

Email: [email protected]

Tel/ext: (868)-662-2002 ext.83338

Senior Administrative Assistant

(Student Matters):

Miss. Necole Blake (Student Affairs)


Tel/ext: (868)-662-2002 ext. 82127

Administrative Staff Mrs. Tracey Guiseppi-Francois


Tel/ext: (868)-662-2002ext 83825

Administrative Staff Mr. Taurean Taylor


Tel/ext: (868)- 662-2002 ext83820

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LECTURERS IN THE POST-GRADUATE DIPLOMA IN EDUCATION (PG DIP. ED.)

PROGRAMME

EDFA5500 Educational Foundations and

Issues in Education

Mr. Benignus Bitu, Dr. Bernice Dyer-Regis, Dr. Madgerie

Jameson, Mrs. Dyann Barras, Mr. Lennox McLeod, Miss

Cheryl Bowrin, Ms. Juliet Jones, Ms. Sharon Phillip, Mr.

Alvin Stewart, Dr. Freddy James, Dr. Rinnelle Lee-

Piggott, Miss Michele Taylor and Dr. Stephen Geofroy.

EDRS5450 The Reflective Practitioner Dr. Freddy James, Mr. Ben Bitu, Dr. Rowena Kalloo,

Dr. Rinnelle Lee-Piggott, Miss Shahiba

Ali, Dr. Sharon Jaggernauth

EDED5200 Educational Administration

for Secondary Schools

Dr. Freddy James, Dr. Rinnelle Lee-Piggott

EDLG5100 Teaching of English Language

Arts

Dr. Krishna Seunarinesingh, Ms. Sharon Phillip,

Miss Juliet Jones, Dr. Paulson Skeritt

EDIT 5002 Teaching of Information

Technology

Miss Michele Taylor

Not a course Technology Integration

Sessions

Mrs. Sandra Figaro-Henry, Dr. Debra Ferdinand-James,

EDMA 5700 Teaching of Mathematics Dr. Zhanna Dedovets, Dr. Sharon Jaggernauth,

Mrs. Nalini Ramsawak-Jodha

EDFL 5400 Teaching of Modern Foreign

Languages

Dr. Esperanza Luengo-Cervera, Mrs. Margaret Hunte

EDSC 5800 Teaching of Science Dr. Rawatee Maharaj-Sharma, Dr. Susan Herbert,

Dr. Rowena Kalloo, Mr. Kenny Kitsingh,

Miss Patsy Ann Rudder

EDSS 5710 Teaching of Social Sciences Dr. Stephen Geofroy, Mrs. Dyann Barras, Mr. Benignus

Bitu, Miss Shahiba Ali; Mr. Lennox McLeod,

Mrs. Lystra Stephen-James

EDTP5002

The Practicum Dip. Ed. teaching staff

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About the School of Education

Welcome to the School of Education. For over

40 years, the School of Education has had an

established reputation for providing quality

professional education for practitioners in the

field of education, both in Trinidad and Tobago

and in other countries in the region. We are

recognised internationally for our

commitment to good educational practice.

Over the years we have also led the way in

research into issues that have had a significant

impact on education in the Caribbean. Our

programmes are the product of ongoing

collaboration among faculty, staff, students

and the wider educational community.

History Established in the mid-1960s as the Institute of

Education, the School of Education engaged, in

its early years, mainly in curriculum

development and research activities. As part of

the University's restructuring process the

School has, at different times in its history,

been constituted as a Faculty of Education, an

Institute of Education and a School of

Education. In 1995/1996, when The University

of the West Indies (UWI) underwent its last

major restructuring exercise, the Faculty of

Education was re-named the School of

Education.

Location The School of Education is located on the

Northern end of the UWI campus at St.

Augustine. It is bounded on the North by the

Eastern Main Road and on the south by

Agostini Street. It consists of several buildings

on the same compound (see map in Appendix

E).

Emergency Procedures An emergency procedure will be established at the

start of the academic year and a muster point

identified.

Access to Campus All students wishing to obtain vehicle passes must

contact Campus Security Office at the beginning of

the academic year. Passes must be

prominently displayed on the vehicle’s dashboard

for access to carparks.

Parking Parking accommodations are at the TGR student

carpark obliquely opposite the SoE gates. Illegal

parking in STAFF areas may result in Campus

Security clamping your vehicle, which will only be

released after payment of a fine. Kindly park only

in areas designated for students.

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ABOUT THE POSTGRADUATE

DIPLOMA IN EDUCATION

PROGRAMME

The Postgraduate Diploma in Education, since 1973, has provided University certification for qualifying Secondary school teachers in Trinidad and Tobago.

Rationale for the Postgraduate Dip. Ed. Programme The Postgraduate Diploma in Education programme provides professional training for teachers who hold a first degree or equivalent and who are teaching at the secondary level. This programme is viewed as initial training which sensitizes and orients teachers to the fundamentals of their profession.

The primary aim is to develop in teachers and administrators a professional approach to teaching and administration, characterized by creativity, imagination and the pursuit of professional and personal development. This programme attempts to ensure that professional educational practice is informed by a solid theoretical base in the foundation disciplines, curriculum and methodology. In addition, it is expected that teachers would use this programme to improve their skills in the specific content relevant to teaching in their subject areas and that administrators would increase their ability to manage their schools as an educational institution of quality.

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Programme Structure The PG Diploma in Education is a one-year part-time course for in-service teachers. After completing 24 credits of work from August to May of the

academic year, students will be awarded a Post Graduate Diploma in Education. There are four compulsory courses for the year summarized on

page 23.

Programme Delivery The programme is offered in a blended learning format. Face to face sessions dominate the August semester with a small number of online

sessions in Semesters I and II. The online sessions may be synchronous or asynchronous and students will be notified of the format and media to

be used at least 24 hours in advance. MyeLearning is the official site for online communication between SoE and students and for upload of

assignments. Students are expected to have their own reliable Internet access and to have a mobile device, such as a laptop or tablet to maximise

this experience. Wi-Fi access is available on the main campus and at the SoE.

Library facilities The SOE library is a world-class facility with many subscriptions to peer-reviewed journals and key literature in Education. It is located on the

ground floor of the main building. The Library is open year round with opening hours that are suitable to evening students and to Saturday reading.

Online access is also available via UWIlinC. Students should ensure that they have their Student ID available for borrowing books and other

material. The Alma Jordan Library on main campus is also available to students. It has a wide range of literature available in reserve and for short-

term borrowing.

Attendance Attendance is compulsory for all taught face to face and online sessions. Registers of attendance are kept for all sessions of all courses. 75%

attendance for each course is required in order to meet the requirements for the award of the diploma. In accordance with the regulations for

attending this programme, any Friday absent from the programme requires students to submit an application for leave to their respective

schools.

When teaching finishes in Semester 2, students are expected to report for duty at their schools on Fridays.

August Teaching Session. The 75% attendance requirement is rigidly enforced for the August three week session. Be advised that

students will not be admitted to examinations of those courses for which they fail to meet the attendance requirement. Regulation 2.45

pertains. Regulations for Postgraduate Diplomas and Degrees.

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https://sta.uwi.edu/resources/documents/postgrad/Regulations%20for%20Graduate%20Diplomas%20and%20Degrees.pdf

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STUDENT REGULATIONS For further advice re: regulations, please liaise with the Administrative Assistant (Student Matters), Ms. Necole Blake (see pg. 8 GENERAL

INFORMATION for contact information)

Submission of assignments A schedule of dates for formal submission of assignments is provided at the beginning of the academic year. These submissions are made at the

PG Dip.Ed. Office to the receiving Secretary who will issue a receipt upon submission. All Tobago students are required to submit final assignments

to the designated person in Tobago or as otherwise advised. A signed copy of the ‘GRADUATE COURSEWORK ACCOUNTABILITY STATEMENT’

must be submitted with all formal submissions. The statement can be found on MyeLearning.

Examinations (Coursework)

The examination shall be in two parts – Practice of Education and Theory of Education. To obtain the Postgraduate Diploma in Education, a

candidate must satisfy the examiners in both the Theory and the Practice of Education.

a) A pass in the Practicum is obtained by a candidate who satisfies the examiners by achieving a grade of at least a B in the requirements for

School Practice (Teaching Practice).

b) A pass in the Theory of Education is obtained by a candidate who satisfies the examiners by achieving a grade of at least a B in each

component of the examination (Foundations and Issues in Education, The Reflective Practitioner and Pedagogy as Process).

A weighting of 1(EDFA5500): 2(EDRS5450): 3(EDLG5100-EDIT5002) is applied to compute the grade for the Theory of Education.

c) The Diploma may be awarded with Distinction. A distinction will be awarded provided that

i. The student has earned an A in the Practice of Education AND ii. The student has earned an A in the Theory of Education AND

iii. No grade in any component of the Theory of Education is less than B+ AND iv. The composite mark for Theory AND Practice

amounts to 70% or more and satisfies i-iv.

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The following Grading scheme is used for all assignments.

GRADE A B+ B F

Percentage Range 70-100% 60-69% 50-59% 0-49%

PENALTIES AND

REGULATIONS

Penalty

Extensions for

submission of

assignments

All requests for extension for submissions of assignments must be made in writing (may be email) to the Coordinator of the

Programme 7 days in advance of the submission deadline. Permission for extension is not guaranteed. The Coordinator will

make a decision in consultation with your supervising lecturer. Assignments submitted without permission, or late submission

will be penalized. Such penalty will be determined by the Programme Coordinator. Please note that it is possible that a late

submission without permission might constitute a failing grade. If the reason for a late submission or request for extension is

medical, a medical certificate must be submitted to the Health Services Unit, and a photocopy submitted with your request

to the Dip. Ed. Office. The medical practitioner who issued the certificate must not be related to you.

Late penalties.

Same day late: minus 5%

Late 1-4 days: minus 5% per day

Late 5 days or more: the maximum mark a passing script can receive is 50% of the possible mark for the assessment. Assignments late without permission may be accepted until the final date of the examination period for the semester in which the student is registered. Any such assignment can only be awarded a maximum of 50% of the total marks out of which the assignment is marked, if it is deemed to have passed.

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Unsatisfactory

features of

presentation

Any required written submission with unsatisfactory features of presentation (e.g. with respect to its title page, abstract or preface, acknowledgements, table of contents, figures and illustrations, reference, bibliography, appendices and language) shall be returned to the candidate for correction regardless of the agreed grade recommended for it, and will not be finally accepted until those features are satisfactorily amended. Assignments that do not conform to the guidelines set out in the Handbook and/or official communication from the Programme Co ordinator will be penalized.

Withdrawal

Regulations

1.55-1.57

1.55 Where a candidate does not meet the final deadline for submission of any requirement for a graduate diploma or degree, that candidate’s registration and the right to re-registration expire at the end of the academic year during which the final deadline occurs. Such candidates are deemed to have been required to withdraw.

Students

Required To

Withdraw

1.56. Students registered in graduate diplomas or taught Master’s degrees may be required to withdraw by the Campus Committee at the end of either Semester I or II, or for programmes in which modular courses are delivered, at any point within a Semester, on account of poor performance as may be prescribed in Faculty Regulations.

1.57 Candidates required to withdraw at the end of Semester I shall be refunded any fees already paid towards Semester II. (In this case, the MoE, for tuition fees)

Re-Admission of Candidates

Regulation 1.58-1.59

1.58 The re-admission of applicants who have been required to withdraw must be approved by the Campus Committee. Such applicants

will not be considered for re-admission within two years of their withdrawal, unless the Board for Graduate Studies and Research in

any particular case otherwise decides.

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1.59 Applicants re-admitted to a Post-Graduate Diploma or degree programme may, with the approval of the Campus Committee, be credited

with courses passed during the applicant’s previous registration provided that not more than five years have lapsed since the date of expiry

of the applicant’s previous registration, and that the course content has not changed significantly in the interval. An applicant may be allowed

credit for courses passed after more than five years have lapsed provided the relevant Head of Department submits in writing the reasons for

the recommendation, for the approval of the Board for Graduate Studies and Research. Approval of such credit will be granted only where

the candidate’s performance has been significantly better than a minimal pass, unless the Board for Graduate Studies and Research in any

particular case otherwise decides.

Cheating

Regulation 1.80-1.83

1.80 Cheating is any act intended to benefit one’s self or another by deceit or fraud.

1.81 A candidate must not directly or indirectly give assistance to any other candidate, or permit any other candidate to copy from or otherwise

use his or her papers. A candidate must not directly or indirectly accept assistance from any other candidate or use any other candidate’s

papers. These behaviours will be regarded as cheating.

1.82

(a) If any candidate is suspected of cheating, or of attempting to cheat, the circumstances shall be reported in writing to the Campus Registrar.

The Campus Registrar shall refer the matter to the Chair of the Campus Committee for Graduate Studies and Research. The Chair shall

appoint an Investigating Committee of not less than 5 members to consider the case. If the Chair so decides, the Committee shall invite

the candidate for an interview and shall conduct an investigation. If the candidate fails to attend the interview, and does not offer a

satisfactory explanation, the Committee may hear the case in the candidate’s absence.

(b) When investigating allegations of cheating, the quorum of the meeting shall include the Chair of the Campus Committee for Graduate

Studies and Research, at least one (1) other member of the Campus Committee and the graduate student representative on the Campus,

or in his/her absence, a student nominated by the President of the Student Society. In the event that the Chair of the Campus Committee

for Graduate Studies and Research is unable to attend, either Co-Chair of the Board for Graduate Studies and Research shall appoint an

Acting Chair. The Campus Registrar shall be the Secretary to the Committee.

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(c) If the candidate is found guilty of cheating or of attempting to cheat, the Committee may recommend to the Board for Graduate Studies

and Research that the candidate be disqualified from the examination concerned, or disqualified from all his/her examinations taken in

that examination session; or disqualified from all further examinations of the University for any such period of time as it may determine.

(d) A student may appeal to the Senate from the decision of the Board for Graduate Studies and Research. Appeals against decisions of the

Board for Graduate Studies and Research shall be received by the Campus Registrar within two weeks of the date on which the decision

is communicated to the student. Such appeals shall be heard by an Appeal Committee of Senate. Such an Appeal Committee may uphold

or reverse the decision and may vary the penalty in either direction within the limits prescribed in (b) above. The decision of the Appeal

Committee of Senate shall be final.

(e) Regulations 1.82(a)-(d) apply to all forms of cheating except plagiarism.

Plagiarism

1.83 Regulations applicable to plagiarism are provided in Appendix 1 in http://sta.uwi.edu/resources/documents/postgrad/Regulations%20for%20Graduate%20Di plomas%20and%20Degrees.pdf

Application of these Regulations 1 These Regulations apply to the presentation of work by a student for evaluation, whether or not for credit, but do not apply to invigilated

written examinations.

Definitions

2 In these Regulations, “plagiarism” means the unacknowledged and unjustified use of the words, ideas or creations of another, including

unjustified unacknowledged quotation and unjustified unattributed borrowing;

“Level 1 plagiarism” means plagiarism which does not meet the definition of Level 2 plagiarism; “Level 2 plagiarism” means plagiarism

undertaken with the intention of passing off as original work by the plagiariser work done by another person or persons.

3 What may otherwise meet the definition of plagiarism may be justified for the purposes of Regulation 2 where the particular

unacknowledged use of the words, ideas and creations of another is, by the standards of the relevant academic discipline, a function of

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part or all of the object of the work for evaluation whether or not for credit, including without limitation: (a) The unacknowledged use is

required for conformity with presentation standards;

(b) The task set or undertaken requires producing a result by teamwork for joint credit regardless of the level of individual contribution;

(c) The task set or undertaken requires the use of an artificial language, such as is the case with computer programming, where the use

of unoriginal verbal formulae is essential.

4 The fact that a user enjoys the right of use of certain words, ideas and creations as a matter of intellectual property, does not justify their

unacknowledged use under Regulations 2 and 3.

5 In these Regulations, “BGSR Regulations” means the University of the West Indies Regulations for Graduate Diplomas and Degrees; “Campus

Co-ordinator” means the Campus Co-ordinator for Graduate Studies and Research.

Evidence of Plagiarism 6 In order to constitute evidence of plagiarism under these Regulations, there must be identified as a minimum the passage or passages in

the student’s work which is/are considered to have been plagiarised and the passage or passages from which the passages in the student’s

work are considered to have been derived.

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Leave of Absence

Regulation 1.36

Conditions for

Leave

Absence

(a) A candidate who for good reason wishes to be absent from an academic programme for a semester or more must apply for formal leave of absence to the Chair, Campus Committee, UWI, stating the reasons for the application.

(b) The length of such leave of absence, if granted, will be subject to approval by the Campus Committee, but will not be less than one semester or greater than one academic year in the first instance, terminating at the end of the semester or the academic year for which the application is approved.

(c) Leave of absence will not be granted for more than two consecutive academic years, unless the Board for Graduate Studies and Research in any particular case otherwise decides.

(d) Applications for leave of absence for a semester shall be submitted by the end of the third week of the relevant semester;

(e) Applications for leave of absence for the academic year shall be submitted by the end of the third week of Semester I.

Submission of

Leave of

Absence Forms

There are approved forms for requests of Leave of Absence which can be found on the following link : http://sta.uwi.edu/admissions/postgrad/downloads.asp . These forms must be completed by September 15th, 2017 for

Semester I and February 2nd, 2018 for Semester II.

Note: If you are ill and unable to complete the programme, you can apply for Leave of Absence based on medical grounds. You MUST

complete the respective Leave of Absence form and attached your supporting medical certificate. It is good practice to keep your

tutor informed of any issues surrounding your health.

http://sta.uwi.edu/resources/documents/leave_absence.doc

http://sta.uwi.edu/resources/documents/leave_absence.doc

http://sta.uwi.edu/admissions/postgrad/downloads.asp


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Registration Financial Clearance Reminders

• ALL students are required to pay a compulsory fee to the University (through Republic Bank, UWI) during the registration and financial

clearance period of July 18th, 2017 – August 11th, 2017. A fee invoice will be generated once your registration has been entered on our

systems. Note that the Ministry of Education pays teachers’ tuition fees. This does not apply to teachers employed by privately run schools.

The fee invoice and receipt of payment must be submitted to the Bursary, The UWI, St. Augustine, by the date stipulated in the letter

you received from Admissions Section.

• However, once August 11th, 2017 has passed and you have not paid your compulsory fees, please note you will no longer be registered

and will be unable to access MyeLearning and examination results.

• Only private students are required to pay tuition fees (they are eligible for GATE funding, if available).

• Private students are those teachers employed at schools not funded by the Ministry of Education. If in doubt, please speak with your

principal.

• Continuing students cannot be registered if there are any sums outstanding from previous years. If in doubt, please check our Student

Accounts Section at the Bursary, New Student Administration Building.

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The following would apply to RETURNING students when registering:

If you PASS

EDTP5002

(The

Practicum)

If you Fail 1 course in Theory (either

EDFA5500/EDRS5450/EDLG5100/EDMA5700/EDIT5002/EDFL5400/EDSS5710/EDSC580/

EDVA5300/or EDED5200) re-register for ONLY THE FAILED COURSE and make a request to bring forward marks from successful

courses in previous registration.

If you Fail 2 courses in Theory (such as, EDFA5500 and, EDRS5450 but passed

EDLG5100/EDMA5700/EDIT5002/EDFL5400/EDSS5710/EDSC580/EDVA5300/ or

EDED5200) re-register for THE 2 FAILED COURSES and make a request to bring forward marks from successful courses in

previous registration.

If you Pass both EDFA5210 or EDRS5220 but failed

EDLG5100/EDMA5700/EDIT5002/EDFL5400/EDSS5710/EDSC580/EDVA5300/or

EDED5200 re-register for ONLY THE FAILED COURSE and make a request to bring forward marks from successful courses in

previous registration.

If you FAIL

EDTP5002

(The

Practicum))

If you Pass only 1 course in Theory (either

EDFA5500/EDRS5450/EDLG5100/EDMA5700/EDIT5002/EDFL5400/EDSS5710/EDSC580/ EDVA5300/or EDED5200) you must

re-register for ENTIRE PROGRAMME.

Fail all courses in Theory, must re-register for ENTIRE PROGRAMME.

REVIEW YOUR RECORDS REGULARLY online at mySTA. –

to ensure that they are accurate and up-to-date

to ensure that you have registered for the courses for which you are attending classes and intend to be examined.

Please note that a Student is deemed to have successfully registered for a course when his/her financial obligations to the University have been

fulfilled.

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Student Emails Students are required to use only their official UWI email addresses to communicate with SoE staff. It is strongly advised that you check your UWI

email on a daily basis.

Frequently Asked Questions (FAQs)

What is BANNER?

BANNER is an electronic database.

What are CRNs?

CRN are groups of numbers that allows the electronic system to recognize each course and the Faculty responsible for the course. It also

identifies the number of students allowed to register for each course and what prerequisites they must possess to do so. What is ‘de-registration’

and how is that done?

‘De-registration’ is the act of de-registering oneself from a course you have already registered for. This must be done during the ‘drop and add’

period and must be done online. There are guidelines available at every step that would assist you to ‘de-register’.

If I fail a course, what is my next step?

If you fail a course you must register for it again at the next offering of that course. Timetable issues and course requirements can be sorted

out with the respective lecturer. You would be required to liaise closely with the Bursary with respect to fees as a returning student.

How does the deadline for entry of marks affect me, the student?

BANNER has very strict deadline dates for lecturers to enter marks. Failure of students to honour the assignment due dates may result in the

assignment mark not being entered on the electronic system BANNER before it closes.

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What do I do if I fall ill during the semester and am unable to meet both my assignment deadlines and my attendance requirements?

UWI Medical Certificates must be submitted within seven days [prior to] the date of the examination [submission date]; Examination

Regulation 33 (ii) refers. Students are advised to complete both the UWI Medical Certificate Form as well as the SOE PG DIP. Ed. medical

note. Kindly note that the UWI Medical form can be obtained at the following link http://sta.uwi.edu/admissions/postgrad/downloads.asp

and the SoE PG Dip. Ed. medical note will be sent to you via your student email by the PG Dip. Ed. office at School of Education. Kindly note

the following procedure for both forms:

• UWI Medical Certificate Form - must be completed by both the student and his/her medical doctor. The completed form must be

submitted to the Health Services Unit (HSU) for further processing.

• SoE PG Dip. Ed. medical note – the completed form must be submitted to the SOE PG Dip. Ed. Office for noting until we receive the

official response from the HSU.

If I am unable to continue and complete the programme, what do I do?

Students who are unable to complete the programme are asked to email the Programme Coordinator and Senior Administrative

Assistant (Student Matters) for further guidance.

Where can I view my FINAL grades?

Examiners are required to submit grades by a deadline to BANNER. Students may view unofficial results from that date by accessing the WEB as follows:

• visit http://my.uwi.edu/

• Scroll to Quick links Click on Enter secure area Final Grades

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http://my.uwi.edu/

http://my.uwi.edu/

24

COURSES AND ASSCESSMENT INFORMATION

LIST OF ASSESSMENTS AND DEADLINE DATES

Assignment Deadline Date Format for submission

Foundations and Issues

in Education Assignment#1

Sunday August 12, 2017

11.55 p.m.

MyeLearning and email to

Foundations tutor by 11:55 p.m.

Foundations and Issues in

Education Assignment #2

(Group presentation)

Friday August 25th, 2017

1:00 a.m.-3:05 p.m.

Oral group presentation

Pedagogy as Process

Part A

Friday 22nd September, 2017 MyeLearning and email to tutor by

11:55 p.m.

Foundations and Issues

in Education Assignment#3

Monday 25 September 2017,

11:55 p.m.

MyeLearning and email to


Draft submission for The

Reflective Practitioner –

Chapter One

Tuesday 31st October, 2017 Email to tutor

TRP Reflective Journal

Section 1

Friday October 13th, 2017 MyeLearning and email to tutor by

11:55 p.m.



Chapter Two

Thursday 30th November, 2017 Email to tutor

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Chapter Three

Sunday 31st December, 2017 Email to tutor


Reflective Journal Section 2

Friday 30st March, 2018 Email to tutor


Report

Sunday 8th April, 2018 MyeLearning and email to



Reflective Journal Section 3

Wednesday 18th April, 2018 Email to tutor

Pedagogy as Process

Portfolio

Friday 28th April 2018 MyeLearning and email to tutor by

11:55 p.m.

26

THE UNIVERSITY OF THE WEST INDIES

ST. AUGUSTINE, TRINIDAD AND TOBAGO, WEST INDIES FACULTY OF HUMANITIES AND EDUCATION

SCHOOL OF EDUCATION

POSTGRADUATE DIPLOMA IN EDUCATION

The following courses comprise the Postgraduate Diploma in Education:

1. EDFA5500 - Educational Foundations and Issues in Education

(4 CREDITS)

2. EDRS5450 – The Reflective Practitioner

3. PEDAGOGY AS PROCESS:

(5 CREDITS)

EDLG5100 - Teaching of English Language Arts (6 CREDITS)

EDMA5700 - Teaching of Mathematics (6 CREDITS)

EDIT5002 - Teaching of Information Technology (6 CREDITS)

EDFL5400 - Teaching of Modern Foreign Language (6 CREDITS)

EDSS5710 - Teaching of Social Sciences (6 CREDITS)

EDSC5800 - Teaching of Science (6 CREDITS)

EDED5200 - Educational Administration for Secondary Schools

(6 CREDITS)

4. EDTP5002 - The Practicum (9 CREDITS)

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27

PROGRAMME COURSES

EDFA5500 – EDUCATIONAL FOUNDATIONS AND ISSUES IN EDUCATION

Course Description: This course attempts to induct teachers into the set of key issues and concepts required to make sense of the complexities of

teaching and learning and the complex world of the school. It is divided into three modules. In Module 1 the participant is introduced to concepts

in sociology, psychology, philosophy, language, HFLE and academic writing. In Module 2 some key issues in education are dealt with. In Module 3

students advance key issues of their own choice that they consider critical to their practice. Assessments are designed to reflect the skills and

content presented in the course. As such, participants would be required to respond in writing to 2 case studies, present a group report focused

on an issue of choice in a group setting and present a written analytical discussion on an issue in education.

Philosophy Discussion of philosophical questions will: illustrate how philosophizing about teaching and education has practical importance in larger decisions

about education; develop in teachers a flexible and analytical way of thinking of issues and problems in teaching; help teachers to be able to

analyze questions in education with comprehensiveness and penetration; help to clarify and formulate a clear and coherent set of values to which

teachers could commit themselves, and strive to promote at all times.

Psychology This unit is intended to provide a framework for looking at the learner, the learning process, and the learning situation. It will present systematic

information and concepts which will assist the classroom teacher in developing and implementing effective classroom strategies for bringing about

desired changes in learners as well as in developing action plans for personal and professional growth.

Sociology This unit is intended to provide the student with the concepts and tools of analysis to understand the relationship between the school and society

and how this relationship affects individuals and groups within the educational system. Teachers will develop an understanding of the relationship

between the school and the society in which it operates; the influence of the family on educational achievement; the effects of peer groups on

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the development of the individual; the ways in which the school as a social organization can influence academic performance and learning of

norms.

Language in Education Language is a means of human communication and, at the same time, a mode of thought and learning through which reality is constructed and

presented. Students will understand (a) how discourses shape the education system; constrain and promote particular kinds of action and

identities, and (b) assess the role that metaphors play in helping humans construct meaning in education.

Health and Family Life Education (HFLE) The secondary school teacher confronts a range of complex issues related to adolescence and family life. This unit is designed to give teachers an

understanding of these issues and the ability to provide instructional experiences for their students, which would enable them to make

appropriate lifestyle choices and to form satisfying interpersonal relationships. This unit enables teachers to explore issues which include the

following: schools as health promoting environments; the role the family plays in society ; the impact of socio-cultural and economic factors on

family patterns, family relationships, health practices, and lifestyles; human sexuality and sexual health and communicating effectively with

adolescents on these topics; conception/contraception technologies and the ethical implications of these; the role of morals and values in

adolescent decision-making about ethical issues; family crises; the counselling process.

Assessments for EDFA5500

Course Assessment for Educational Foundations and Issues in

Education

Deadline (Penalties apply)

Assessment Method Weighting Assessment Description

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29

Reflective written

assignment (1000

words)

20% Response & reflection to given

case geared to explore the theme:

“Becoming a teacher” (1000

words).

11:55 p.m. upload to MyeLearning by Sunday 12th August

2017.

Group Assignment- Oral presentation

(20 – 25 min)

40% Small group oral presentation on

school case of choice.

Friday 25th August 2017, 10:05 a.m. – 12:15 p.m. Face-to-Face

presentation.

Written assignment

(2500 words)

40% Written essay on educational issue. 11:55 p.m. upload to MyeLearning by Sunday 25th September 2017.

EDRS5450 – THE REFLECTIVE PRACTITIONER This course focuses on conducting action research in the classroom or in the wider school and reporting on it. It introduces participants to the

concept ‘the reflective practitioner’ and provides the framework for teachers and administrators to interrogate their evolving professional

identity, that is, “what it means to be a teacher/administrator” and what constitutes their work. It lays the ground work and provides the platform

for the conceptualization and enactment of an action research project in relation to the teaching of disciplinary content by facilitating

teachers’/administrators’ critical reflection on self- their personal and professional identities and values, the general educational context and

that specific to their current experience- the school in which they function.

This is a preliminary course in school/classroom-based enquiry, which provides participants with initial training to conduct practice-based

enquiries. It does so by affording opportunities and contexts leading to development of the reflective habit and by taking participants through

the process of action research which combines reflection with action. The course introduces the participants to the discourse on action research

and associated concepts through engagement with relevant action research literature and research. It provides them with opportunities to

work collaboratively with colleagues in secondary schools to develop a plan of action to conduct an enquiry into an aspect of school. The

intention is to provide the participants with the opportunity to develop and implement a plan that is reflective of their specific position as

teachers/administrators, identified needs, experiences and operating contexts. The course will be assessed through 100% coursework

comprising an action research report and an action research reflective journal.

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Assessment for EDRS5450

1.

An action research reflective journal

Not to exceed 1500 words

20%

2.

An action research report 6,500 words

80%

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Assessment for EDRS5450 TASKS AND RUBRICS

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES,

ST. AUGUSTINE

Postgraduate Diploma in Education

The Reflective Practitioner - EDRS 5450

Rubric for Action Research Project Report (2017-2018)

EDRS5450 – THE REFLECTIVE PRACTITIONER

STRUCTURE OF THE REFLECTIVE PRACTITIONER REPORT

Abstract (300 words)

A 300-word summary statement that includes all of the following:

research problem/issue significance to the researcher methodology findings overall conclusion keywords

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CHAPTER 1: INTRODUCTION

1. Background of the study:

Establishes the status of the problem/issue in a broader context (global, regional, local, district) that makes it a researchable issue (some literature may be used to ground the study)

Describes of the situational context (school, district, country) and the status of the problem/issue within this context with evidence, such as explanations, examples and such.

Provides an Area of Focus o Rationale (showing what influenced you to do the study, which can be prior research, something you read in the literature,

heard at a conference, symposium or seminar, a conversation with someone, student performance, school performance, staff concerns, reflection on your practice and/or that of your department, and school, a desire for school and classroom improvement, etc.).

o Articulation of the issue/problem in a way that indicates that it is necessary and worthwhile o The Purpose of the study (why you are doing the study, what do you hope to achieve by doing it).

Identifies and thoroughly justifies the intervention as a probable solution against the nature of the problem. Provides research questions or hypotheses Explains the significance of the study (the usefulness of the study, the benefits it can bring to the researcher, students, teachers,

departments and school community)

CHAPTER 2: LITERATURE REVIEW

1. Use of literature Provide a critical analysis of the relevant literature pertinent to answering your research questions/hypotheses, that relates to

your issue/problem from the perspective of different writers, which should include: o Key concepts o Key arguments, debates, issues, questions o Identifying themes/topics o Seminal and/or historical works

Discuss what the literature says about your proposed intervention, and effectively use the literature to justify the appropriateness of the use of the intervention in the given context (classroom, department, school, district and so on).

Indicate the potential challenges in using the intervention and explain how these would be overcome in the study Cite at least 3 examples of findings of studies similar to the one being conducted

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CHAPTER 3: METHODOLOGY

1. Design Action research as the paradigmatic design of choice to conduct the study is clearly explicated and supported with literature and

aligned with the research purpose and questions The strengths and limitations of the design are explored with reference to the literature the study

2. Participants Sampling: the sample method used is explained and justified Criteria used to choose participants are explained and justified Provide relevant descriptors and/or demographics of the participants

3. Data collection methods and instruments Identify the data collection methods used in the study Justify the choice of these methods as the most appropriate to answer the research questions/hypotheses and relate the method/s

being used to each research question Identify and explain the data collection instruments (e.g. questionnaire) and indicate which research questions/hypotheses are

aligned to which instruments or items on instruments Justify the use of the particular data collection instruments Append samples of the instruments (without and with data)

4. Implementation plan Provide a logical description of the nature of the intervention and the a logical sequence of the procedures for its implementation,

indicating how these align with the research purpose and questions If the intervention was done in phases, clearly outline and explain the activities and procedures undertaken in each phase and say

how these align with the research purpose and questions 5. Data analysis

Present the data analysis strategies employed for each type of data and research question and use relevant literature to justify their use and appropriateness

Describe the data analysis process in detail, (e.g. whether a thematic analysis was done and how themes were developed and what type of statistical measures were used)

Explain how findings will be represented (e.g. tables, graphs, vignettes) 6. Ethical issues

Outline the ethical issues that apply to the study Explain how these were addressed in the study Use literature to support your ethical considerations

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CHAPTER 4: PRESENTATION AND DISCUSSION OF FINDINGS

1. Brief introduction that reprises the research purpose and questions/hypotheses. 2. Present findings in relation to each research question/hypotheses and the implementation plan/strategy 3. Use appropriate representations of findings with thorough explanations (graphs, tables, diagrams, narrative, and so on) 4. Brief summary of the key findings

Discussion of Findings:

In terms of the research questions/hypotheses In terms of the literature reviewed for the study confirming and/or refuting hypotheses where applicable

CHAPTER 5: IMPLICATIONS RECOMMENDATIONS AND CONCLUSION

Implications of the study

Explore the implications of the study ensuring that they are related to its significance as articulated in Chapter 1 Provide a description of the impact of the study for the researcher, participants and colleagues/department/administrators/school. Provide an explanation of the constraints of the study which is reasonable, and clearly based on the researcher’s reflections on the

research process. Provide evidence of how these constraints were addressed during the study

Recommendations

Make recommendations that are based on and supported by: o Your reflections on the research process o The findings of the study

Conclusion

Make conclusions based on the research Provide a conclusive statement that evaluated the intervention

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ST. AUGUSTINE



RUBRIC FOR ACTION RESEARCH PROJECT REPORT (2017-2018) Summary (4 marks)

Criteria Descriptors

Abstract

4 marks 3 – 2 marks 1 mark 0 marks

A 300-word summary statement

that meets all of the following:

research problem/issue significance to the

researcher methodology findings overall conclusion keywords


that meets at most, four of the

following:



that meets at most, two of the

following:


No summary

statement

provided

Chapter 1 – Introduction (20 marks)

Context of Study (10 marks) Research questions/hypotheses (5 marks) Significance of the study (5 marks)


36

Background of Study

10 – 9 marks 8 – 6 marks 5 – 3 marks 2 – 0 marks

The description of the problem, its context and history (global, regional, local, district, theoretical) thoroughly clarifies the issue and research environment.

Area of focus has been well conceptualized, that is, your rationale: what actually influenced you to do the study; the issue/problem is clearly articulated in a way that indicates that it is necessary and worthwhile, aligns with the background and clearly provides the purpose of the study.

The intervention as a probable solution has been thoroughly justified against the nature of the problem.

The description of the problem, its context and history (global, regional, local, district, theoretical) satisfactorily clarifies the issue and the research environment.

Area of focus has been fairly well conceptualized, that is, your rationale: what actually influenced you to do the study; the issue/problem is fairly well articulated in a way that indicates that it is necessary and worthwhile, aligns with the background and provides the purpose of the study.

The intervention as a probable solution to the issue has been satisfactorily justified.

The description of the problem, its context and history (global, regional, local, district, theoretical) is limited and does not adequately clarify the issue and the research environment.

Area of focus has been fairly well conceptualized, that is, your rationale: what actually influenced you to do the study; the issue/problem is not sufficiently articulated in a way that indicates that it is necessary and worthwhile, somewhat aligns with the background and provides the purpose of the study.

The intervention has not been adequately justified as a probable solution.

The description of the

problem, its context and

history (global, regional,

local, district, theoretical) is

not relevant to the issue or

the research environment in

which it is embedded. The

purpose of the study has

not been well

conceptualized.

AND/OR

The intervention has not been adequately justified as a viable solution to the issue, nor has the literature been used to support the development of the background. Neither an articulation of the issue/problem nor the purpose of the study has been provided.

5 marks 4 – 3 marks 2 marks 1 – 0 marks

Research questions/Hypotheses are

Research questions//Hypotheses are

Research questions//Hypotheses are

Research questions/Hypotheses are

37

Research

Questions/

Hypotheses

complete, clearly expressed, and reflect the purpose of the study.

complete and clearly expressed, but partially reflect the purpose of the study.

complete and clearly expressed, but do not reflect the purpose of the study.

incomplete, unclear and unsupportive of the research purpose OR absent.

Significance of the study

5 – 4 marks 3-2 marks 1 – 0 marks

The usefulness of the study has been justified against the gains that it brings to the immediate participants (researcher, students, discipline, department and school) in terms of the investment in time or resources in the project

The usefulness of the study in general has been justified but does not validate why immediate participants (researcher, students, discipline, department and school) should invest time or resources in the project.

The significance of the study is absent or does not in any way validate why the study is one of import

Chapter 2 – Literature Review (16 marks)


Use of literature


The literature reviewed

reflected the following:

Excellent overview of the topic/issue that builds a clear and compelling case for the intervention.

The literature is clearly pertinent to answering the research



Good overview of the topic/issue that makes a fair attempt at building a case for the intervention.

The literature is mostly pertinent to answering the research



Fair overview of the topic/issue that makes a poor attempt at building a case for the intervention.

The literature is somewhat pertinent to answering the research



No overview of the topic/ issue that establishes the research worthiness of the intervention, acknowledges

The literature is not pertinent to answering the

38

questions/hypotheses in the study.

Thoroughly describes the literature surrounding the proposed intervention by citing at least 3 relevant examples.

Acknowledges the potential challenges inherent in intervention studies, if any.

High level of critical analysis of the literature (pros and cons) to justify your choice of intervention.

Includes current and/or seminal research.


Adequately describes the literature surrounding the proposed intervention by citing at least 3 relevant examples.

Acknowledges some of the potential challenges inherent in intervention studies, if any.

Medium level of critical analysis of the literature (pros and cons) to justify your choice of intervention.

Literature reviewed includes fairly current and/or seminal research..


Poorly describes the literature surrounding the proposed intervention although at least 3 relevant examples are cited.

Acknowledges a few of the potential challenges inherent in intervention studies, if any.

Low level of critical analysis of the literature (pros and cons) to justify your choice of intervention.

Literature reviewed includes fairly current and/or seminal research.

research questions/hypotheses in the study.

Does not describe the literature surrounding the proposed intervention.

Does not acknowledge whether or not there are any existing potential challenges inherent in intervention studies.

No critical analysis of the literature (pros and cons) to justify your choice of intervention.

No evidence of reading from current and/or seminal research.

Chapter 3 – Methodology (30 marks)

Design (5 marks) Participants (4 marks) Data collection methods and instruments (6 marks) Implementation plan (6 marks) Data analysis strategies (6 marks) Ethical issues (3 marks)

39


Design

5 – 4 marks 3 marks 2 marks 1 – 0 marks

The Action Research design has been clearly explicated and strongly supported with literature.

The design is clearly aligned to the nature of the research questions/hypotheses.

Strengths and limitations of the design are given and supported by reference to the literature.

The Action Research design has been clearly explicated, and satisfactorily supported with literature.

The design is partially aligned with the nature of the research questions/hypotheses.

Strengths and limitations of the design are given and supported by reference to the literature.

The Action Research design has been explicated, but not supported with literature.

The design is poorly aligned with the nature of the research questions/hypotheses.

Strengths and limitations of the design are given but not supported by literature.

The Action Research design of the study has not been clearly explicated.

The design is not aligned with the nature of the research questions/hypotheses.

Strengths and limitations of the design are absent.

Participants

4 marks 3 marks 2 marks 1 – 0 marks

The sampling method used has been thoroughly explained and justified.

Relevant descriptors and/or demographics of the participants that may impact upon the findings or their interpretations have been thoroughly clarified.

The sampling method

used has been

satisfactorily explained

and justified.

Relevant descriptors

and/or demographics of

the participants that

may impact upon the

findings or their

interpretations have

been adequately

clarified.

The sampling method used has been poorly explained and justified.

Relevant descriptors and/or demographics of the participants that may impact upon the findings or their interpretations have been poorly clarified.

Choice of participants has been poorly justified.

The sampling method used has not been explained and justified.

Relevant descriptors and/or demographics of the participants that may impact upon the findings or their interpretations have not been clarified.

Choice of participants has not been justified.

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Choice of participants has been thoroughly justified.

Choice of participants has been satisfactorily justified.

Data collection methods and instruments

6 – 5 marks 4 – 3 marks 2 – 0 marks

Choice of data collection method clearly identified and thoroughly justified.

All instruments used are appropriate for the type of data to be collected for each research question.

Instruments have been described and thoroughly justified.

Samples are appended. Origin of instruments has been

indicated, and permission for its use is evident (where appropriate).

Choice of data collection

method somewhat

identified and partially

justified.

Most instruments used

are appropriate for the

type of data to be

collected for each

research question.

Instruments have been

described and adequately

justified.

Samples of some

instruments are

appended.

Origin of instruments has been partially indicated, and permission for its use is evident (where appropriate).

Choice of data collection method not

identified or justified.

Few instruments used are

appropriate for the type of data to be

collected for each research question.

Instruments have been poorly

described and justified.

Samples of instruments are not

appended.

Origin of instruments has not been indicated, and permission for its use is not evident (where appropriate).

Implementation plan


The nature of the intervention and its procedures (example phases or timeline) for implementation are clearly explicated.

The nature of the

intervention and its

procedures (example

phases or timeline) for

The nature of the intervention and its

procedures (example phases or

timeline) for implementation are not

adequately explicated.

41

Relevant and substantial evidence is appended, example Unit Plan AND all lesson plans OR for educational administration students, relevant, well written clinical supervision session plans and evaluation instruments.

implementation are

adequately explicated.

Relevant and adequate evidence is appended, example Unit Plan AND some of the lesson plans are appended. OR for educational administration students, somewhat relevant, somewhat well written clinical supervision session plans and evaluation instruments.

Unsatisfactory evidence is appended.

Data analysis

strategies


The analysis strategies related to each type of data and research question/hypotheses have been presented, and are appropriate and accurate.

Strategies have been thoroughly justified with relevant literature.

Data analysis processes have been thoroughly described.

Intended representations of findings have been appropriately explained.

The analysis strategies

related to some types of

data and some research

questions/hypotheses

have been presented,

and are somewhat

appropriate and

accurate.

Strategies have been

partially justified with

some relevant literature.

Data analysis processes

have been satisfactorily

described.

The analysis strategies related to some

types of data and some research

questions/hypotheses have been

presented, and are not appropriate

and accurate.

Strategies have been poorly justified

with no relevant literature.

Data analysis processes have not been

described.

Intended representations of findings have not been explained.

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Intended representations of findings have been partially explained.

Ethical Issues

3 marks 2 marks 1 – 0 marks

There is strong evidence of ethical

considerations in appropriate areas, which

may include:

Sensitive issues Vulnerability of participants Conflict of interests Selection of participants Risk to participants/researcher Confidentiality and anonymity

Ethical considerations have been strongly supported by the literature.

There is satisfactory evidence

of ethical considerations in

appropriate areas, which may

include:

Sensitive issues Vulnerability of

participants Conflict of interests Selection of participants Risk to

participants/researcher Confidentiality and

anonymity Ethical considerations have been marginally supported by the literature.

There is little evidence of ethical

considerations in appropriate areas, which

may include:

Sensitive issues Vulnerability of participants Conflict of interests Selection of participants Risk to participants/researcher Confidentiality and anonymity

Ethical considerations have not been supported by the literature.

Chapter 4 – Presentation and Discussion of Findings (30 marks)

Presentation and interpretation of findings (15 marks) Discussion of findings (15 marks)

43


Presentation

and

interpretation

of findings


Findings for each research question are appropriately presented. Representations of findings are thoroughly elaborated through appropriate narratives, tables, graphs, etc.

Findings are thoroughly interpreted in relation to research questions/hypotheses, purpose.

Findings for each

research question are

sufficiently presented.

Representations of

findings are sufficiently

elaborated through

appropriate narratives,

table, graphs, etc.

Findings are

satisfactorily

interpreted in relation

to research


and purpose.

Findings for each

research question are

presented.

Representations of

findings are not

sufficiently elaborate

through appropriate

narratives, table,

graphs, etc.

Findings are not

sufficiently interpreted

in relation to research


and purpose.

There is a lack of

evidence of appropriate

data analysis for each

research question.

Representations of

findings are not

elaborated through

appropriate narratives,

table, graphs, etc.

Findings are not

interpreted in relation

to research


and purpose.

Discussion of findings


Findings are thoroughly

discussed in relation to the

research

questions/hypotheses AND

research literature.

Findings are sufficiently


research



Findings are not sufficiently


research



Findings are not discussed in

relation to the research



Chapter 5 – Implications, Recommendations and Conclusion (20 marks)

Implications for Researcher and other Teachers/Administrators (10 marks) Recommendations (6 marks)

44

Conclusions (4 marks)


Implications

of the Study:

Implications

for

Researcher

and other

Teachers/

Administrat

ors and

research

context

10 -8 marks 7-5 marks 4 – 1 marks 0 marks

Implications of the study are related to its significance as articulated in Chapter 1.

An insightful description of the impact of the study for the researcher, participants and colleagues/department/administrators/school.

Constraints of the study are provided, are reasonable, and clearly based on researcher reflections on the research process.

Evidence of how these constraints were addressed during the study.

Implications of the study are

somewhat related to its

significance as articulated in

Chapter 1.

A somewhat insightful

description of the impact of

the study for the researcher,

participants and

colleagues/department/admi

nistrators/school.

Constraints of the study are

partially provided, are

marginally reasonable, and

somewhat based on

researcher reflections on the

research process.

Some evidence of how these

constraints were addressed

during the study.

Implications of the study are

poorly related to its

significance as articulated in

Chapter 1.

A poor description of the

impact of the study for the

researcher, participants and

colleagues/department/admin

istrators/school.

Constraints of the study are

partially provided, are not

reasonable, and not based on

researcher reflections on the

research process.

Some evidence of how these

constraints were addressed

during the study.

Fails to

provide the

Implications.

Recommend

ations

6 – 5 marks 4 – 3 marks 2 – 1 marks 0 marks

Recommendations are:

reasonable AND thoroughly supported by reflection on the research process


reasonable AND adequately supported by reflection on the research process


reasonable BUT not supported by the researcher’s reflection on the research process

Fails to

propose

recommend

ations.

45

based on supporting evidence from the findings.

based on supporting evidence from the findings.

not based on supporting evidence from the findings.

Conclusions

4 marks 3 marks 2 – 1 marks 0 marks

Clear evidence that the conclusions were based on the research.

A clear conclusive statement is made that evaluates the intervention.

Some evidence that the conclusions were based on the research.

A satisfactory conclusive statement is made that evaluates the intervention.

Evidence that the conclusions were not based on the research.

A poor conclusive statement is made that evaluates the intervention.

No conclusions articulated.

Penalties (-15 marks)


Technical requirement

– 5 marks – (4 – 3) marks – (2 – 1) marks

Consistently violates ALL of the

following APA requirements:

Within-text citation Reference list Match between within-text

citation and listed references Conventions for tables, graphs

and figures.

Sometimes violates most of the

following APA requirements:

Within-text citation Reference list Match between within-text

citation and listed references Conventions for tables, graphs

and figures.

Rarely violates the following APA

requirements:

Within-text citation Reference list Match between within-text citation and

listed references Conventions for tables, graphs and

figures.

46

Conventions for headings, subheadings, and running title



Use of academic English

– 3 marks – 2 marks – 1 marks

Consistently violates the following

conventions of academic English:

Correct use of grammar Correct use of punctuation Sentences that are well

structured, and communicate the researcher’s ideas as intended.

Sometimes violates to the following

conventions of academic English:

Correct use of grammar Correct use of punctuation Sentences that are well

structured, and communicate the researcher’s ideas as intended.

Rarely violates the following conventions of

academic English:

Correct use of grammar Correct use of punctuation Sentences that are well structured, and

communicate the researcher’s ideas as intended.

Organization of

the report

– 5 marks – (4 – 3) marks – (2 – 1) marks

Report meets none of the following:

Arranged in appropriate chapters

Chapters arranged into sections

Sections arranged into well-developed and logically sequenced paragraphs

Clear transition between paragraphs

Coherence within chapters

Report meets at most, three of the

following:

Arranged in appropriate chapters

Chapters arranged into sections

Sections arranged into well-developed and logically sequenced paragraphs

Clear transition between paragraphs

Coherence within chapters

The report meets most of the following:

Arranged in appropriate chapters Chapters arranged into sections Sections arranged into well-developed

and logically sequenced paragraphs Clear transition between paragraphs Coherence within chapters

Word limit

– 5 marks

Report exceeds 6,500-word limit by more than 10% (650 words) Does not include

47

Executive Summary, references and appendices.

Total: 120


ST. AUGUSTINE



REFLECTIVE JOURNAL ASSIGNMENT AND RUBRIC

2017-2018

The course emphasizes formative assessment for and of learning. Each participant will be required to work collaboratively with a tutor and other

school staff where necessary to identify an area within the school, classroom or educational setting that requires improvement or change. All

participants will be assigned a tutor with whom they are expected to identify and refine the focus of their study. They will be required to show

that they have developed their action research plan collaboratively by maintaining a reflective journal that must chronicle the process involved

in developing and implementing their action research plans. Students are also required to present their plans for action to their curriculum

groups at the end of semester one.

Their reflective journals must reflect the following:

48

Their experience developing their focus (reconnaissance) Their experience implementing their intervention Their reflection on the research process.

Reflective Journal Guidelines

Reflective Journal sections Due Date

· Section 1 (Covers finding and refining the focus and reconnaissance)

· What was your experience developing the focus of your study?

What motivated you to do this study? What was your beginning point and what contextual and cultural factors influenced your choice? How did you engage the school staff and others (students, parents, colleagues in other schools, tutors, etc.) to work

collaboratively to refine the focus of your study? No more than 400 words or a 3 min digital media artefact

Oct 13, 2017

Section 2 (Experience designing and implementing the intervention)

What was your experience designing your study?

What influenced your decisions to choose particular data collection and data analysis approaches? What was your experience implementing your intervention?

Synthesize thoughtfully selected aspects of experiences related to the intervention process Make clear connections between what was learned from experiences doing the course, and implementing in your

practice context No more than 550 words or a 4 min digital media artefact

MMmm March 30,

2018

49

Section 3 (Reflection on the entire research process)

To what extent has engagement in this action research project changed you?

Discuss both growth and challenges as you engaged in the action research process and how this has changed you on the following levels:

· Personal level

· Professional level

How do you intend to carry out further work on your action plan or new action research projects? No more than 550 words or a 3 min digital media artefact

April 18, 2018

Rubric for Reflective Journal

Section 1

20 marks for each criterion=60 total

and divide 60 by 3 for final mark of 20

What was your experience developing the focus of your study?

Criteria Exemplary

18-20

Intermediate

14-17

Satisfactory

10-13

Unsatisfactory

0-9

What motivated you to do this study?

Articulation of factors that influenced you to do the study. For example: statement of Interests, literature,

An excellent articulation of factors.

A good articulation of factors.

A reasonable articulation of factors.

An incoherent and unclear articulation of factors

50

desire to change/improve practice, professional development, others

What was your beginning point and what contextual and cultural factors influenced your choice? For example: were you an adept researcher, intermediate or novice; what factors in your country/district/school/classroom/school community; school and personal culture: values, beliefs, norms

Excellent exposition on all areas

A good exposition on some or all areas

A reasonable exposition on some or all of the areas

An incoherent and unclear exposition on some or all of the areas

How did you engage the school staff and others (students, parents, colleagues in other schools, tutors, etc.) to work collaboratively to refine the focus of their study?

An excellent explanation on the collaborative process with relevant examples

A good explanation on the collaborative process with some relevant examples

A reasonable explanation on the collaborative process with few relevant examples

A weak explanation on the collaborative process with few or no relevant examples

Section Two

10/20/10 (marking range for each

criterion) for a total of 40 marks

What was your experience designing and implementing your intervention?

Exemplary

9-10

Intermediate

7-8

Satisfactory

5-6

Unsatisfactory

0-4

51

What influenced your decisions to choose particular data collection methods and approaches to analyze your data?

An excellent reflection that clearly describes how you came to the decisions regarding data collection methods and analysis

A good reflection that describes how you came to the decisions regarding data collection methods and analysis

A reasonable reflection that describes how you came to the decisions regarding data collection methods and analysis

A reflection that does not clearly describe how you came to the decisions regarding data collection methods and analysis

Exemplary

18-20

Intermediate

14-17

Satisfactory

10-13

Unsatisfactory

0-9

Synthesis of thoughtfully selected aspects of experiences related to the intervention process.

Selections provide a clear "story" of the experiences. The aspects selected and examples used are held together by a main idea or theme. The impression created is of high cohesion within the description of the experiences.

Selections provide a fairly clear "story" of the experiences. The aspects selected and examples used are fairly effective in conveying a main idea or theme. The impression created is of relatively high cohesion within the description of the experiences.

Selections provide a moderately clear "story" of the experiences. The aspects selected and examples used are somewhat effective in conveying a main idea or theme. The impression created is of just adequate cohesion within the description of the experiences.

Selections provide virtually no "story" of the experiences. The aspects selected and examples used do not convey a main idea or theme. The description of experiences may just be a compilation of episodes with no attempt to weave them together and tell a unified 'story' of the experience of implementing the intervention. The impression created is of inadequate/no cohesion

52

within the description of the experiences.

Exemplary

9-10

Intermediate

7-8

Satisfactory

5-6

Unsatisfactory

0-4

How did you implement in your practice context, what you learnt from experiences doing the course?

A reflection

showing excellent

application

A reflection showing

good application

A reflection showing some

reasonable level of

application

A reflection showing little

to no application

Section 3

20 marks for each criterion for a total

of 40 Marks

How has engagement in this action research project changed you?

Exemplary

18-20

Intermediate

14-17

Satisfactory

10-13

Unsatisfactory

0-9

To what extent has engagement in this

action research project changed you?

Discuss both growth and challenges as

you engaged in the action research

An excellent reflection that covers all the areas in the criteria

A good reflection that covers all or some of the areas in the criteria

A reasonable reflection that covers all or some the areas in the criteria

A weak reflection that does not cover all the areas in the criteria

53

process and how this has changed you

on the following levels:

Personal level Professional level

How do you intend to carry out further work on your action plan or new action research projects?

An excellent articulation of future action research possibilities

A good articulation of future action research possibilities

A reasonable articulation of future action research possibilities

An unclear articulation of future action research possibilities

54

PEDAGOGY AS PROCESS:

The programme caters to the professional development of practitioners of varied subject disciplines.

As offerings at the CSEC level expand, the programme has expanded its training offerings to include VAPA, Physical Education and Food and

Nutrition. All applicants register for 4 courses. However, those not pursuing Educational Administration are grouped according to subject

disciplines for ‘Pedagogy as Process’, ‘The Reflective Practitioner’, and ‘The Practicum’. Educational Administration students are grouped

together for the latter 2 courses. All participants cover the same core content in the same modules, except for subject specific topics/strategies

as indicated in the course calendars.

Course Assessment

The assessment for this course is a portfolio comprised of core areas that are reflective of the student’s learning over the year. The portfolio

includes assignments from all modules including reflections and reports on lessons taught and observed. They comprise selecting teaching

approaches, critiquing lessons, reflecting and reporting on lessons taught and observed, reporting on activities, and reading assignments. Students

are given qualitative feedback by lecturers and or by peers for developmental purposes. The portfolio is worth 100%.

PEDAGOGY AS PROCESS EDLG5100 - TEACHING OF ENGLISH LANGUAGE ARTS

Course Description This course addresses classroom instruction, curriculum and assessment as elements that are critical to classroom practice. Through the

examination of the theoretical issues relevant to curriculum and assessment, teachers will derive an understanding of the theoretical

underpinnings of teaching and learning. This course demands that teachers understand themselves as learners and encourages the exploration

of personal learning styles and approaches as they reflect on their practice. It helps teachers to develop a greater awareness of the nature of

English Language Arts, while providing opportunities for mastering the relevant content. The importance of the linguistic skills as well as Literature

is given special focus. Teachers are also exposed to those methodologies that would provide effective and efficient instruction and assessment

as well as those that promote learning in the teaching of English Language Arts. The course encourages teachers to examine and critique current

practices in the teaching and assessment of English Language Arts and the relevance of such practices to the peculiar circumstances of Trinidad

and Tobago, including the concept of Standard English as a second language and the place of Creole in the local classroom. The course is comprised

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55

of 4 modules: Instructional Planning, Curriculum, Technology Integration and Assessment. Through these modules teachers will respond to

National curricular demands while addressing the diverse needs of twenty-first century learners.

It is delivered in a blended mode and includes lecturer presentations, group work, online tutorials, group discussions, online activities and

exercises, role play and simulations and student presentations. An assessment portfolio worth 100% measures participants’ understanding of

educational theories and principles as they apply to teaching and learning within the discipline area, and well as their ability to apply such

understandings

PEDAGOGY AS PROCESS EDFL5400 - TEACHING OF MODERN FOREIGN LANGUAGES

Course Description Through the examination of the theoretical issues relevant to instruction, curriculum and assessment, teachers will derive an understanding of

the theoretical underpinnings of teaching and learning. This course helps teachers to develop a greater awareness of the nature of Modern

Foreign Languages including what it means to be a foreign language learner and the value of learning a foreign language from the perspective

of the adolescent learner. Teachers are also exposed to those methodologies that would provide effective and efficient instruction and

assessment, as well as those that promote learning in the teaching of Modern Foreign Languages curriculum area. This course is based on an

integrated approach to the teaching of the discrete linguistic skills in conjunction with culture as a key component of language learning. It

engages teachers in developing understandings about Modern Foreign Languages as a discipline and in acquiring insights about the role of

contextualisation in making the Foreign Language relevant and meaningful to the learner in the classroom. It explores the variety of intellectual

abilities which may be of use in becoming proficient in a Modern Foreign Language and which could be regarded as possible sources of

objectives in Modern Foreign Languages lessons. It examines the notion of Modern Foreign Languages as a life skill with an emphasis on making

the discipline relevant and accessible to the learner especially in the context of Trinidad and Tobago.

The course encourages teachers to examine and critique current practices in the teaching and assessment of Modern Foreign Languages

especially within the context of national curricular demands while enabling participants to tailor their practice to suit the peculiar

circumstances of Trinidad and Tobago.

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PEDAGOGY AS PROCESS EDIT5002 - TEACHING OF INFORMATION TECHNOLOGY

Course Description

This course is designed for graduates who have earned a non-education Bachelor of Science degree in Computer Science, Computer Studies, or

Computing and who have been teaching Information Technology at the CSEC level and/or Computer Science at the CAPE level.

Through the examination of the theoretical issues relevant to instruction, curriculum and assessment, teachers will derive an understanding of

the theoretical underpinnings of teaching and learning. Teachers will be invited to become critical of their pedagogical approaches and to

explore dynamic and effective ways of adopting technology in the teaching/learning process.

This course addresses issues related to the teaching of algorithmic thinking, programming and programming languages. It demands that

teachers understand themselves as learners and encourages the exploration of personal learning styles and approaches as they reflect on their

practice. The course also highlights the need for teachers’ expertise in common proficiency tools such as word-processing, spreadsheets and

desktop publishing, and the application of these tools to daily practice. It examines the notion of Information Technology as a life skill with an

emphasis on making it relevant and accessible to the learner especially in the context of Trinidad and Tobago.

Teachers will explore problem-solving and project-based learning approaches to teaching and how to respond to national curricular demands

while addressing the diverse needs of twenty-first century learners. The course encourages teachers to examine current practices in the

teaching and assessment of the Information Technology and the relevance of such practices to the peculiar circumstances of Trinidad and

Tobago.

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PEDAGOGY AS PROCESS EDMA5700 - TEACHING OF MATHEMATICS

Course Description All teaching and learning activities can be crafted around instruction, curriculum and assessment.

Through the examination of the theoretical issues relevant to instruction, curriculum and assessment in Mathematics, teachers will derive an

understanding of the theoretical underpinnings of teaching and learning. This course, therefore, helps teachers to develop a greater awareness

of the nature of Mathematics, while providing opportunities for mastering the relevant content for teaching at the secondary level. Teachers

are also exposed to those methodologies that would provide effective and efficient instruction and assessment, as well as those that promote

learning in the teaching of the Math curriculum area. The study of mathematics is believed to require memorization of facts and proficient use

of algorithms. Many teachers teach Mathematics in this way, which relies heavily on traditional methods of teaching that treat the content of

Mathematics as discrete units. This course exposes teachers to alternative approaches to teaching and assessing mathematics that provide

learners with greater opportunities to appreciate the connected nature of mathematics, and its beauty, and empowers them to apply

mathematical concepts in day-to-day problem solving.

Through the experience of understanding themselves as learners and through in-depth reflection of their practice, participants are encouraged

to critically examine current practices in the teaching and assessment of Mathematics. They will also explore how to respond to the national

curricular demands as they address the needs of secondary school students in a 21st Century setting within the peculiar circumstances of

Trinidad and Tobago.

PEDAGOGY AS PROCESS EDSC5800 - TEACHING OF THE SCIENCES

Course Description Teachers’ understandings of instruction, curriculum and assessment are critical to classroom practice. Through the examination of the

theoretical issues relevant to instruction, curriculum and assessment, teachers will explore the fundamental theoretical bases of the teaching

and learning of science. This course addresses the four common places of Science education–the teacher, the learner, the subject matter and

the context (Schwab, 1970). Accordingly, it provides opportunities for teachers to develop knowledge of self (personal and professional), their

students, the science curriculum, and the educational context. The course helps teachers to develop a greater awareness of the nature of

Science, while providing opportunities for mastering the relevant content. Teachers develop understandings about science as a discipline and

58

acquire insights about the distinction between science and other “ways of knowing”, the variety of intellectual abilities which may be of use in

solving scientific problems and which could be regarded as possible sources of objectives in science lessons. Teachers examine the notions of

science as a body of knowledge, science as process and science in its social context with particular reference to Trinidad and Tobago and are

exposed to methods for teaching science and assessing science learning that have been researched and which are reported to provide effective

and efficient instruction, thereby promoting learning in science for 21st Century learners.

An integrated approach to the teaching of the discrete areas of science taught at the secondary level in Trinidad and Tobago is encouraged and

the course invites teachers to examine their current practices in the teaching and assessment of science in relation to educational literature

and the relevance of their practices to the peculiar circumstances of Trinidad and Tobago, thereby enhancing their technological, pedagogical,

and content knowledge (TPACK).

An assessment portfolio worth 100% measures participants’ understanding of educational theories and principles as they apply to teaching

and learning within the discipline area, and well as their ability to apply such understandings.

PEDAGOGY AS PROCESS EDSS5710 - TEACHING OF THE SOCIAL SCIENCES

Course Description

Through the examination of the theoretical issues relevant to curriculum, instruction and assessment, teachers will derive an understanding of

the theoretical underpinnings of teaching and learning. This course helps teachers to develop a greater awareness of the nature of Social

Sciences comprising Geography, History, Social Studies, Caribbean Studies, Sociology, Business Studies and Economics, while providing

opportunities for mastering the relevant content. Teachers also examine and critique methodologies in order to provide effective and efficient

instruction and assessment within the Social Sciences discipline. This course is based on an integrated approach to the teaching of the discrete

areas of Social Sciences taught at the secondary level in Trinidad and Tobago. It engages teachers in developing understandings about Social

Sciences as a discipline and in acquiring insights about the relevance of its study to everyday life. It explores the variety of intellectual abilities

which may be of use in examining social problems and which could be regarded as possible sources of objectives in Social Sciences lessons. It

examines the notion of Social Sciences as a body of knowledge, and of understanding it as a source of problem-solving within the social context

with particular reference to Trinidad and Tobago.

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Through the experience of understanding themselves as learners and through in-depth reflection of their practice, participants are encouraged

to critically examine current practices in the teaching and assessment of the Social Sciences. They will also explore how to respond to the

national curricular demands as they address the needs of secondary school students in a 21st century setting within the peculiar

circumstances of Trinidad and Tobago.

An assessment portfolio worth 100% measures participants’ understanding of educational theories and principles as they apply to teaching and

learning within the discipline area, and well as their ability to apply such understandings.

PEDAGOGY AS PROCESS- EDSS5710, EDMA5700, EDSC5800, EDIT5002, EDFL5400, EDLG5100 ASSIGNMENT TASKS AND RUBRIC

The University of the West Indies (St. Augustine)

Faculty of Humanities and Education

School of Education

Postgraduate Diploma in Education Programme

2017-2018

Pedagogy as Process Portfolio


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60

ASSESSMENT PORTFOLIO Pedagogy as Process supports the practitioner in developing praxis, which is linking theory and practice. The course is examined through a professional portfolio, worth 100% of course marks. The items you include in the portfolio will be in response to the tasks outlined below, which would be guided by your Pedagogy tutor/s. Since the portfolio is the only assessment for this course, it contains a wide array of items, which is intended to capture the breadth of course content. There are traditional portfolio items, such as descriptions and reports, as well as more innovative items, such as digital media files. Your course tutor/s will set the deadlines for submission of responses to specific tasks. Tutors will review and provide feedback as required. SUBMISSION FORMAT The portfolio may be submitted either in printed and bound format, or in electronic format. A printed portfolio may be submitted via an appropriately labelled binder or accordion folder. THE MAXIMUM SIZE PERMISSIBLE WILL BE 40 cm by 30 cm by 10 cm. Digital content (photos, AV material, etc.) may be placed on a flash drive and attached securely to the inner back cover of the binder or folder. A portfolio in electronic format may be submitted via a flash drive, or a secure digital space, such as a website or blog, as approved by your course tutor.

COMPONENTS OF THE PORTFOLIO

The components of the portfolio are detailed below. CAPTIONS Captions serve an important function in the portfolio. Captions trace your journey of growth and development as a teacher/administrator over the course of the programme. They demonstrate your development as a reflective practitioner and lifelong learner in your specific field or discipline and reflect your ability to integrate theory and practice. Each entry within sections B-F of the portfolio, therefore, must be introduced by a caption of 100 words max. A caption is a reflective statement that is attached to each entry in the portfolio. It captures “... the process that informed the entry, infusing it with meaning. It answers questions such as, What is this [entry]? Why is this significant? What does this show about my understanding and abilities [and] what have I learned?” (Cain, Edwards-Henry & Rampersad, 2014).

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A - Introduction This section of the portfolio contains the following items: Table of contents; purpose statement; letter to self and a statement of initial philosophy about teaching.

● The purpose statement informs readers about the teacher’s intentions in putting together the portfolio. [250 words max] ● The “letter to self” says what led you to become a teacher, why you chose this programme of study and what you hope to achieve from

this programme. [500 words max] ● The statement of initial philosophy about teaching communicates the teacher’s beliefs, values, and conceptions about teaching. You

may find it helpful to use a metaphor to describe your distinctive approach to pedagogy. [500 words max]

B - Unit and Lesson Planning Over the course of the year, you are expected to demonstrate growth in the ability to plan units and lessons, related to curriculum based learning outcomes. The following are the assignments designed for you to demonstrate this proficiency.

1. With reference to a MAJOR topic in your subject specialization, design a sample unit of instruction comprising at least five lessons. The unit must reflect attention to key aspects identified and described below. NB. The unit chosen here must not replicate the unit you create for your action research project (EDRS 5450) or one that was marked for your Practicum.

2. Using the unit created in (1) above carry out the following tasks: (a) Sample of instructional objectives for a lesson related to unit goals and objectives. Your tutor will explore what are instructional

objectives and unit goals and objectives, as well as how to set them. You are to: (a) choose a lesson from your unit in (1), (b) identify the instructional objectives, presenting in a numbered list. (c) Classify by levels and domains and (d) match these instructional objectives to associated unit goals and objectives. This assignment does not require you to plan an entire lesson.

(b) Samples of lesson plans. Your group will explore various pedagogical strategies, which you will be encouraged to experiment with. You are to choose lesson plans from the unit in (1), demonstrating the use of one or more strategies learnt.

(c) Written response to readings and/or activities on instructional scaffolding. Your tutor will assign reading/s based on the concept of instructional scaffolding, and/or engage you in activities related to instructional scaffolding. You will be required to: (a) define the term instructional scaffolding, (b) explain the component parts of the process involved in providing instructional scaffolding, (c) construct a flow chart to show how you would use a specific set of instructional scaffolds to teach a major concept and (d) explain the process depicted in the flow chart. [500 words max, excluding flowchart]

(d) Task analysis assigned by course tutor. Based on the session/s in which your tutor demonstrates how task analysis can be done in your discipline, you will be asked to perform a similar analysis on an assigned task. [500 words max]

C - Technology Integration

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The focus of this section is on how you can employ technology for optimizing teaching and learning.

1. Use a suitable media type to capture a discussion between yourself and a colleague who should be a member of your year group or department. (a) Identify a technology mode that you have chosen for teaching a specific concept. Describe to your colleague how this technology mode was used in teaching the specific concept and explain the potential effectiveness of this chosen technology mode. Approximate length of the discussion: 5 minutes.

2. Choose TWO lessons you taught this year which made use of two different types of technology modes. These lessons should come from a different unit from the one used in Section B above. Describe (a) the degree of ease or challenge you experienced in incorporating technology into the lesson, (b) how you propose to sustain use of technology after graduating from the Diploma in Education programme, or overcome challenges that may stand in the way of your using technology, and (c) reflect on the impact that integration of technology has had on the way/s in which you now conceptualize pedagogy. [1000 words max]

D - Growth in Assessment Competence In this section of the portfolio, you will demonstrate the skills you have acquired in designing and using varied assessment approaches. Do not reuse or replicate materials and ideas here which you made use of in previous sections of the portfolio.

1. Choose a major concept, or topic, in your disciplinary specialization. (a) Explain what you would want students to understand about the concept, if you were going to explore it via an instructional unit

[450 words max] (b) Create a sample task that could be used for assessing students’ understanding of the concept or an aspect of the concept described

in (a). State (i) the purpose of the task and (ii) what insights about the concept students will gain from performing the task. [400 words max]

(c) Create a rubric that assesses the task and describe how the rubric is to be used to assess the task. 2. (a) Identify and explain any TWO important principles of classroom assessment or test construction. [500 words max]

(b) Using an assessment which you have already constructed, such as an end of term test, perform a critique of it by: (i) assessing the extent to which it “conforms” to the two principles discussed in (a), and (ii) offering suggestions for its improvement, so that it aligns with the principles discussed. [700 words max]

E - Transformations

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This section of the portfolio assesses the transformations that have occurred /or are occurring within you, as well as those you were able to make/are attempting to make/are experimenting with within your community of practice. There are two tasks in this section

1. Curriculum Integration. Write a report, which provides details on how you collaborated with a colleague(s) in other departments, to develop an integrated approach to curriculum delivery, for a specific class level at your school. Your collaborator(s) must include a teacher in the visual and performing arts. [1000 words max]

2. Agent of Change. Either (a) Analyze how you have been motivated to be a change agent and describe how you have effected change in teaching and learning at your school; OR (b) Analyze what motivates you to be a change agent; and, describe the efforts you are making to influence teaching and learning at your school, using what you have learnt so far in the Postgraduate Diploma in Education programme [400-450 words].

F - Reflective Comprehensive Summary

You should critically evaluate your new learnings in the Pedagogy as Process course, and give some projection of your continued professional development, especially with respect to enhancement of pedagogical skills. You should reflect on how your initial philosophy of education has been affected by your participation in the course. You can use a variety of modalities including song, drama, video, or text to express your changing philosophy and growth. [700 words max].

Portfolio submission date: April 28, 2018 Please note that students may collect their portfolios immediately after graduation. Portfolios will be kept for three years only.

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UNIVERSITY OF THE WEST INDIES

ST AUGUSTINE, TRINIDAD AND TOBAGO, WEST INDIES.

FACULTY OF HUMANITIES AND EDUCATION

SCHOOL OF EDUCATION

POSTGRADUATE DIPLOMA IN EDUCATION PROGRAMME

2017-2018

Pedagogy as Process Portfolio Scoring Rubric


Features/

Marks

Excellent

4

Good

3

Adequate

2

Poor

1

Weighting

A. INTRODUCTORY ITEMS

The introductory items

must include:

● Table of Contents ● Purpose Statement ● Letter to Self

ALL items present, and

meet the following criteria:

-ALL items are well done.

-Purpose statement, Letter

to Self, and beliefs about

teaching.

ALL items present, and

meet the following criteria:

-ALL items are satisfactory

-Purpose statement, Letter

to Self, and beliefs about

teaching.

ALL items present,

but they are generally

unsatisfactory.

OR

ALL items present

X2

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● My initial philosophy of education (such as values, beliefs, and conceptions of education)

-Table of contents is

accurate and facilitates

easy reference to items

included in the portfolio.

-Table of contents is

accurate and facilitates easy

reference to items included

in the portfolio.

OR

ONE item missing and

the others are

generally

unsatisfactory

B. UNIT & LESSON PLANNING

Features/

Marks

Excellent

4

Good

3

Adequate

2

Poor

0-1

Weighting

1.. Sample unit of

instruction

Caption should:

-describe the focus of the

unit

-explain what the teacher

is trying to achieve and

why its achievement is

important

-reflect on what you’ve

learnt from developing this

unit.

Sample unit

-Has extremely high

congruence between unit

components

-Shows the teacher has a

superior grasp of

theme/topic/issue to be

explored

-Has a clear statement of

learner needs in relation

to the unit goal(s)

-Has an accurate

conceptual map

-Has a sequential outline

of lessons, which is

proposed as the content

for the unit.

Sample unit

- Has high congruence

between unit components

-Shows the teacher has

strong grasp of


explored

- Has a clear statement of

learner needs in relation to

the unit goal(s)

-Has an accurate

conceptual map

- Has a sequential outline

of lessons, which is


for the unit.

Sample unit

-Shows some congruence

between unit

components


basic grasp of


explored

- Has a clear statement of

learner needs in relation

to the unit goal(s)

- Has a mostly accurate

conceptual map

- Has a generally

sequential outline of

lessons, which is


for the unit.

Sample unit

- Shows low

congruence/poor

congruence between

unit components


poor grasp of


explored

- The statement of

learner needs is absent

or unrelated to the unit

goals.

-Has an inaccurate

conceptual map; or, has

no map

-Has a poorly sequenced

outline/no outline of

lessons.

X4

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2. Sample of instructional

objectives for a lesson

Caption should:

-define learning objectives

-reflect on the significance

of learning objectives to

your practice.

The sample

demonstrates

-High congruence

between lesson purpose,

unit goals and objectives,

and instructional

objectives

-All objectives are

‘measurable’

-All objectives are

meaningful

-There is a mix of high-

and low-order objectives,

as appropriate to the

purpose of the lesson

-Objectives are taken

from each of the three

domains, as appropriate

to the lesson topic

and/or concept being

explored.

The sample demonstrates

-relatively high congruence


learning outcomes, and

instructional objectives

-Most objectives are

‘measurable’


meaningful

-There is a mix of high and

low order objectives, as

appropriate to the purpose

of the lesson

-Objectives are taken from

each of the three domains,

and most are appropriate

to the lesson topic and/or

concept being explored.

The sample demonstrates

-Fair congruence


learning outcomes, and



‘measurable’


meaningful

-There is a mix of high

and low order objectives,

as appropriate to the

purpose of the lesson

--Objectives are taken

from each of the three

domains, and fairly

appropriate to the lesson

topic and/or concept

being explored.

The sample

demonstrates

-Low or no congruence

between lesson

purpose, learning

outcomes, and


-Little or no congruence

between outcomes and

objectives

-Objectives are not

‘measurable’ OR no


and learning outcomes

presented

-Objectives are taken

from only one domain;

OR the objectives are

from three domains,

but inappropriate to the

lesson topic and/or

concept being explored.

X2

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3. Two lesson plans

demonstrating the use of

strategies from sessions on

instructional strategies.

Caption should:

- identify which strategies

were selected

-justify use of the chosen

strategies and

- explain how the chosen

strategies work within the

specific lessons.

-Two lesson plans

presented

- Each plan uses at least

one strategy learnt.

-Each plan shows high

congruence between

lesson purpose,

instructional objectives,

and strategies chosen.

-All strategies chosen

have been used

appropriately, as

determined by the lesson

focus.

-Two lesson plans

presented

- Each plan uses at least

one strategy learnt. - Each plan shows high

congruence between

lesson purpose,

instructional objectives,

and strategies chosen.

-Most of the strategies

chosen have been used

appropriately.

-Two lesson plans

presented

-Each plan uses at least

one strategy learnt.

However, the targeted

strategy/ strategies need

to be better

incorporated; or, do not

fully inform pedagogy in

the lesson; or, the

strategy/strategies

chosen are somewhat

inappropriate for the

lesson focus.

- Only 1 plan presented,

and it uses at least one

of the strategies learnt

with some congruence

between lesson

purpose, instructional

objectives, and

strategies chosen;

however, strategies are

not used appropriately,

OR

-Plans do not

incorporate any

strategies learnt.

X3

4. Instructional scaffolding

Caption should:

- give a brief overview of

what is instructional

scaffolding

- provide contextual

information about the

learners to whom

instructional scaffolding

will be offered

- describe why this entry is

significant to your practice.

-Accurate explanation of


with relevant citations

-Accurate identification

and explanation of

components of

scaffolding, based on

concept to be explored

-Flowchart shows a

logical sequencing of

scaffolds, based on


- Flowchart reveals

excellent grasp of the

range of scaffolds that

may be employed to

teach the concept.



with relevant citations


and explanation of

components of scaffolding,

based on concept to be

explored

-Flowchart shows a mostly

logical sequencing of

scaffolds, based on


- Flowchart reveals good

grasp of the range of

scaffolds that may be

employed to teach the

concept.


instructional scaffolding,

but lacking in relevant

citations


and explanation of

components of



-Flowchart shows a weak

sequencing of scaffolds,

based on concept to be

explored

- Flowchart reveals

average grasp of the range

of scaffolds that may be


concept.

-Inaccurate or poor

explanation of

instructional

scaffolding

-Inaccurate or poor

identification and

explanation of

components of



-Flowchart shows a

illogical sequencing of

scaffolds, based on


-Flowchart reveals an

unclear or poor grasp

of the range of

scaffolds that may be

X2

68


concept.

2. Task analysis

Caption should:

- briefly identify the task,

identifying the lesson

within which it is located

- state the importance of

the task and the

significance of task analysis

to your practice.

Analysis of the task, as

illustrated in an

appropriate chart/table,

indicates:

-Strong command of

content knowledge

related to the task

-Excellent anticipation of

the prior knowledge

learners will require to

complete the task

-Keen recognition of the

sub skills required for

performing the task.


illustrated in an


indicates:

-Good working command

of content knowledge

related to the task

-Good anticipation of the

prior knowledge learners

will require to complete

the task

-Good recognition of the

sub skills required for



illustrated in an


indicates:

-Moderate command of

content knowledge related

to the task,

-Fair anticipation of the

prior knowledge learners

will require to complete

the task

-Fair recognition of the sub

skills required for



illustrated in an

appropriate

chart/table, indicates:

-Poor command of

content knowledge

related to the task

-Low anticipation of

the prior knowledge

learners will require to

complete the task

-Non-recognition of

the sub skills required

for performing the

task.

X2

C. TECHNOLOGY INTEGRATION

Features/

Marks

Excellent

4

Good

3

Adequate

2

Poor

1

Weighting

69

1. Discussion with peer

Caption should:

- identify the technology

mode and the chosen

concept, situating concept

within the

discipline/subject

- describe the significance

and importance of the

technology mode to your

practice.

- The discussion reveals

that the student has an

excellent understanding

of the mediating role of

technology tools in

helping teachers and

students co-construct

understanding of a

specific concept within

their learning context.


that the student has a

good understanding of the

mediating role of

technology tools in helping

teachers and students co-

construct understanding of

a specific concept within



that the student has

some understanding of

the mediating role of

technology tools in



understanding of a




that the student does

not understand the

mediating role of

technology tools in



understanding of a



OR,

-Entry not

present/incomplete.

X2

2. Lessons making use of

technology

Caption should:

- identify what is contained

in the entry


and importance of the

technology modes to your

practice.

- Each lesson makes use

of a different type of

technology

- Detailed descriptions

are supported by

examples

- Probing reflection

makes meaning of the

role of technology in the

teacher’s pedagogy.

- Each lesson makes use of

a different type of

technology

- Descriptions, though

supported by examples,

lack some details

- Reflection is at times

probing, but tends towards

description and/or

explanation, rather than

meaning making.

- Each lesson makes use


technology

- Somewhat sketchy

descriptions supported

by examples

- Reflection tends

towards description

and/or explanation rather

than meaning making.

-Each lesson makes use


technology

-Descriptions lack

details

-’Reflection’ is wholly

narration or description.

X2

D. GROWTH IN ASSESSMENT COMPETENCE

1. Concept explanation and

concept assessed through

Sample task and rubric

Caption should:

- identify what is contained

in the entry

- Quality of explanations

about the concept, its

importance within the

discipline, and the

nature of the task

indicate superior




discipline, and the nature

of the task indicate high

understanding of what is

to be taught.




discipline, and the nature

of the task indicate

moderate understanding

of what is to be taught.




discipline, and the

nature of the task

indicate poor

X3

70

- state why they were

selected/created in relation

to students’ characteristics

and their importance in the

discipline.


of task and rubric creation

to teaching.

understanding of what is

to be taught.

- Quality of task and

rubric designs and

descriptions indicates

excellent understanding

of how these

assessment tools work.

- Quality of task and rubric

designs and descriptions

indicates high

understanding of how

these assessment tools

work.


rubric designs and


moderate understanding

of how these assessment

tools work.

understanding of what

is to be taught.


rubric designs and


poor understanding of

how these assessment

tools work.

2. Principles of classroom

assessment

Caption should:

- identify the two principles

of classroom assessment,

which will be discussed in

the section,

- state why they were

selected,

- describe their significance

to the teacher’s assessment

practice.

-Accurate and detailed

identification and

explanation of two

principles, with

examples

-Critique of the

assessments emphasizes

analysis and reflection,

rather than just

description.

-Suggestions offered

for improvement of the

assessment are highly

congruent with the

principles discussed.


identification and

explanation of two

principles, with examples

- Critique of the


analysis with some

attempt at reflection.

-Suggestions offered for

improvement of the

assessment are mostly

congruent with the

principles discussed


identification and

explanation of two

principles, with examples

- Critique of the


description of the task,

with minor analysis and

reflection.

- Suggestions offered for

improvement of the

assessment are

moderately congruent

with the principles

discussed.


and explanation of only

one principle

-Inaccurate explanation

of two principles

-“Critique” of the

assessments merely

describes obvious

features of the

assessment, and does

not show analysis and

reflection.

- Suggestions offered for

improvement of the

assessment are

incongruent/have low

congruence with the

principles discussed.

X3

E. TRANSFORMATIONS

Features/

Marks

Excellent

4

Good

3

Adequate

2

Poor

1

Weighting

1.Curriculum Integration

Caption should:

- The report accurately

and thoroughly

describes the type of

integrated approach to

- The report accurately and

sufficiently describes the

type of integrated

approach to curriculum

- The report accurately

but somewhat

insufficiently describes

the type of integrated

- The report

inaccurately and



X2

71

- provide a brief description

of the entry,

- state what is significant

about integrating the

selected aspects of the

curriculum to the specific

class level selected,

- reflect on what you have

learnt.

curriculum delivery that

was agreed upon and

sufficiently, with clarity,

describes the process

through which

collaboration occurred,

facilitating the reader’s

understanding.

delivery that was agreed

upon and sufficiently, with

some clarity, describes the

process through which



understanding.



upon and insufficiently

describes the process

through which


hindering the reader’s

understanding


delivery that was

agreed upon and


the process through

which collaboration

occurred. The report is

confusing.

2. Agent of change

Caption should:

- provide a brief description

of the entry,

- state the significance of

being a change agent in

your school’s context,

- reflect on what you have

learnt.

- Report communicates

clearly the teacher’s

attempts to influence

teaching and learning.

- Report clearly identifies

and articulates the key

factors the teacher

believes are motivating

or have motivated

him/her to be an agent

of change.

- Report is written from

an analytical and

reflective stance, which

makes meaning of the

efforts to bring about

change and shows a

clear link to what the

teacher has learnt in the

Dip. Ed.

- Report communicates

clearly the teacher’s



- Report clearly identifies


factors the teacher

believes are motivating or

have motivated him/her to

be an agent of change.

- Report has significant

elements of analysis and

reflection, but descriptive

reporting on events that

occurred; there is some

evidence of attempts at

meaning making and

linking to learnings from

the Dip Ed.

- Report is basically a

clear description or

narration of what the

writer did, and it does

explain what

motivates/motivated the

writer.

- The reflective and

analytical element is

under-developed,

showing a weak link to

learnings from the Dip

Ed.

- Report is a confusing,

or badly chronicled

presentation of events,

which make it difficult

for readers to follow

what efforts were made

to influence or effect

change.

- There is little or no

sense of what

motivates/motivated

the writer

- There is no evidence of

reflection on and

analysis of what the

writer experienced.

X2

F. REFLECTIVE SUMMARY

Features/ Excellent Good Adequate Poor Weighting

72

Marks 4 3 2 1

Reflective Summary

Caption should declare the

purpose of the reflective

summary.

-Comprehensive

summary of the process

engaged in during

development of the

portfolio.

-Deeply reflective

assessment of learnings

in the Pedagogy as

Process course.

-Insightful reflection on

how philosophy of

education may have

evolved over the year’s

work

-Clearly worded

projection for the

future.

- Detailed summary of the

process engaged in during

development of the

portfolio.

-Mostly reflective

assessment of learnings in

the Pedagogy as Process

course.

-Perceptive, but not quite

insightful, reflection on

how philosophy of

education may have


work

- Clearly worded projection

for the future.

-Cursory summary of the

process engaged in

during development of

the portfolio.

-Somewhat reflective

assessment of learnings

in the Pedagogy as

Process course.

-Moderate reflection on

how philosophy of

education may have


work

- Clearly worded

projection for the future.

- Summary of the

process engaged in


the portfolio.

-Superficial assessment

of learnings in the

Pedagogy as Process

course.

-Unreflective treatment

of how philosophy of

education may have


work

- Badly worded, or

cursory projection for

the future.

X2

PRESENTATION

Features/

Marks

Excellent

3

Good

2

Poor

1-0

Weighting

Creativity, Presentation and

Visual Impact

- Creative and well

organized; neatly

presented and clearly

marked sections; very

effective use of visuals

- Fairly well organized;

neatly presented and

clearly marked sections

but moderately effective

use of visuals

- Carelessly presented,

showing scant regard

for the importance of

layout of contents or

layout is unappealing to

the reader

X2

PENALTY

Features/

Marks

Excellent

-(1)

Satisfactory

-(5)

Unsatisfactory

-(10)

Weighting

Word Limit Word limit exceeded by

more than 10%

Word limit exceeded by

more than 10% on two to

five assignment tasks


more than 10% on six or

more assignment tasks

X1

73

on maximum of one

assignment task

Total: 128 marks (Assignment tasks) + 36 marks (Captions) = 164 marks

To calculate out of 100%, multiply the mark achieved out of 164 by 0.6098

PEDAGOGY AS PROCESS EDED5200 – EDUCATIONAL ADMINISTRATION FOR SECONDARY SCHOOLS

Course Description The course focuses on core educational administration issues and processes as they impact the quality of teaching, learning and assessment.

The course also attempts to develop participants’ understandings of the nature, purpose and impact of school administration in relation to

improving schools and educational institutions from theoretical, research and practical perspectives. This requires an approach to leadership

training that is practice-based and research oriented. This course facilitates the development of leadership and management capacity, building

knowledge and skills using a context-based approach that enables participants to develop plans to improve the teaching and learning and

organizational conditions in their schools. The course also seeks to assist participants in developing their leadership and management skills and

practices and applying their learning to the specific contexts in schools and the educational system in Trinidad and Tobago.

This course will be delivered using a combination of face to face and online lectures and tutorials, discussions/workshops sessions, school visits,

theme directed readings and mini case studies, panel discussion and student presentations.

The course is assessed based on coursework in the form of a portfolio comprising specific tasks assigned based on the course content, 3 written

group assignments and 1 oral group presentation.

74

PEDAGOGY AS PROCESS EDED5200 -EDUCATIONAL ADMINISTRATION FOR SECONDARY SCHOOLS ASSIGNMENT TASKS AND RUBRIC

75

The University of the West Indies (St. Augustine)

Faculty of Humanities and Education

School of Education

Postgraduate Diploma in Education Programme

2017-2018

Pedagogy as Process Portfolio

(Educational Administration for Secondary Schools - EDED 5200)

ASSESSMENT PORTFOLIO

Pedagogy as Process supports the practitioner in developing praxis, which is linking theory and practice. The course is examined through a professional portfolio, worth 100% of course marks. The items you include in the portfolio will be in response to the tasks outlined below, which would be guided by your Pedagogy tutor/s. Since the portfolio is the only assessment for this course, it contains a wide array of items, which is intended to capture the breadth of course content. There are traditional portfolio items, such as descriptions and reports, as well as more innovative items, such as digital media files. Your course tutor/s will set the deadlines for submission of responses to specific tasks. Tutors will review and provide feedback as required. SUBMISSION FORMAT The portfolio may be submitted either in printed and bound format, or in electronic format. A printed portfolio may be submitted via an appropriately labelled binder or accordion folder. THE MAXIMUM SIZE PERMISSIBLE WILL BE 40 cm by 30 cm by 10 cm. Digital content (photos, AV material, etc.) may be placed on a flash drive and attached securely to the inner back cover of the binder or folder. A portfolio in electronic format may be submitted via a flash drive, or a secure digital space, such as a website or blog, as approved by your course tutor.

76

COMPONENTS OF THE PORTFOLIO

The components of the portfolio are detailed below. CAPTIONS Captions serve an important function in the portfolio. Captions trace your journey of growth and development as a teacher/administrator over the course of the programme. They demonstrate your development as a reflective practitioner and lifelong learner in your specific field or discipline and reflect your ability to integrate theory and practice. Each section/component of the portfolio, therefore, must be introduced by a caption of 300 words maximum. A caption is a reflective statement that is attached to each entry in the portfolio. It captures “... the process that informed the entry, infusing it with meaning. It answers questions such as, What is this [entry]?; Why is this significant?; What does this show about my understanding and abilities? [And] What have I learned?” (Cain, Edwards-Henry & Rampersad, 2014).

A - Introduction This section of the portfolio contains the following items: Table of contents; purpose statement; letter to self and a statement of initial philosophy or beliefs about school leadership.

● The purpose statement informs readers about your intentions in putting together the portfolio. [250 words max] ● The “letter to self” says what led you to become an administrator, why you chose this programme of study and what you hope to

achieve from this programme. [500 words max] ● The statement of initial philosophy about educational administration and leadership communicates your beliefs, values, and conceptions

about school leadership. You may find it helpful to use a metaphor to describe your distinctive approach to educational administration [500 words max]

B - Educational Leadership Evaluation and Summary

1. Lesson Plan Evaluation. From the two lesson plans given, select one and critically evaluate each of the following lesson plan elements:

pre-knowledge, objectives, resources, set induction, teacher strategies, student strategies, sectional review, closure and final evaluation.

77

Determine their appropriateness to the lesson topic and the class level to which it would have been taught. Provide an overall judgment

of the lesson plan as well. [1000 words max]

2. Clinical Supervision Evaluation. From the two clinical supervision session plans given, select one and critically evaluate each of the

following session plan elements: the objectives, resources, description of the observation instrument and methodology (pre-conference,

observation and post conference). Determine their appropriateness to the session topic and given rationale. Be sure to include an

overall judgment of the session plan. [1200 words max]

3. Group Summary. Write a summary of Module 3 - Educational Leadership. Your summary should: define educational leadership; provide

a synopsis of the leadership-management debate; identify the various leadership theories and approaches; and present the attributes

and values of a successful leader. [1500 words max].

C - Technology Integration

The focus of this section is on how you employ technology for optimizing teaching and learning. 1. Provide a video of ONE 35-40 minutes lesson that you supervised and observed this year, which demonstrates how you and your

supervisee appropriately integrated technology using TWO different types of technology. 2. Describe (a) the degree of ease or challenge that your supervisee experienced in incorporating technology into the lesson, (b) how you

propose to promote the sustained use of technology after graduating from the Diploma in Education programme, or overcome challenges that may stand in the way of such sustained use of technology at your school, and (c) reflect on the impact that integration of technology has had on the way/s in which you now conceptualize pedagogy. [1000 words max]

D - Growth in Assessment Competence In this section of the portfolio, you will demonstrate the skills you have acquired in designing and using varied assessment approaches.

1. Create a classroom assessment for a named class level and identify its type. A table of specifications (TOS) must accompany the assessment, which shows a match between test items and instructional objectives and identifies the level of thinking required for each item on the assessment. Using information provided on the TOS, provide a statement on the appropriateness of the assessment to the class level. [500 words max.]

E - Transformations This section of the portfolio assesses the transformations that have occurred /or are occurring within you, as well as those you were able to make/are attempting to make/are experimenting with within your community of practice. There are two tasks in this section:

78

1. Curriculum Integration. Write a report, which provides details on the collaboration that took place between you, your supervisee and a colleague(s) in other departments, to develop an integrated approach to curriculum delivery, for a specific class level at your school. [1000 words max]

2. Agent of Change. Either (a) Analyze how you have been motivated to be a change agent; and, describe how you have effected change in teaching and learning at your school; OR (b) Analyze what motivates you to be a change agent; and, describe the efforts you are making to influence teaching and learning at your school, using what you have learnt so far in the Postgraduate Diploma in Education programme [400-450 words max].

F - Reflective Comprehensive Summary

You should critically evaluate your new learnings in the Pedagogy as Process course, and give some projection of your continued professional development, especially with respect to enhancement of pedagogical skills and capacity in curriculum leadership. You should reflect on how your initial philosophy of school leadership has been affected by your participation in the course. You can use a variety of modalities including song, drama, video, or text to express your changing philosophy and growth. [700 words max].

Portfolio submission date: April 28th, 2018, MyeLearning and email to tutor by 11:55pm

Please note that students may collect their portfolios immediately after graduation. Portfolios will be kept for three years only.

79

UNIVERSITY OF THE WEST INDIES

ST AUGUSTINE, TRINIDAD AND TOBAGO, WEST INDIES.

FACULTY OF HUMANITIES AND EDUCATION

SCHOOL OF EDUCATION


2017-2018

Pedagogy as Process Portfolio Scoring Rubric

(Educational Administration for Secondary Schools - EDED 5200)

80

A – INTRODUCTION

Features/Marks Excellent

4

Good

3

Adequate

2

Poor

1-0

Weighting

The introductory items must include: ● Table of

Contents ● Purpose

Statement ● Letter to Self ● My initial

philosophy of school leadership (such as values, beliefs, and conceptions)

ALL items present, and meet the following criteria: -ALL items are well done. -Purpose statement, Letter to Self, and beliefs about administration. -Table of contents is accurate and facilitates easy reference to items included in the portfolio.

ALL items present, and meet the following criteria: -ALL items are satisfactory -Purpose statement, Letter to Self, and beliefs about teaching. -Table of contents is accurate and facilitates easy reference to items included in the portfolio.

ALL items present, but they are generally unsatisfactory.

OR ALL items present

OR ONE item missing and the others are generally unsatisfactory

X2

B – EDUCATIONAL LEADERSHIP EVALUATION AND SUMMARY


4

Good

3

Adequate

2

Poor

1-0

Weighting

1. Lesson Plan

Evaluation

Caption should:

- identify what which

lesson plan was

selected for evaluation

and why

- state the importance

of lesson plan

evaluation to the

curriculum leader and

supervisee

Accurate identification of

points of evaluation with

supporting explanations

for the various elements of

the lesson plan. A logical

sequence of the

explanations shows high

congruence between all

the lesson plan elements

and sound understanding

of lesson planning.

Accurate identification of

points of evaluation with

supporting explanations for

the various elements of the

lesson plan. A mostly logical

sequence of the

explanations shows

relatively high congruence

between all the lesson plan

elements and a good

understanding of lesson

planning.

Fairly accurate identification

of points of evaluation with

some supporting

explanations for the various

elements of the lesson plan.

A fairly logical sequence of

the explanations shows some

congruence between all the

lesson plan elements and a

fair understanding of lesson

planning.

Inaccurate or poor

identification of points

of evaluation and

explanations for the

various elements of the

lesson plan.

Illogical sequencing of

the explanation, which

shows low or no

congruence between

the elements of the

lesson plan and many

X3

81

- state what you have

learnt from doing

lesson plan evaluation

misunderstanding of

lesson planning.

2. Clinical Supervision

Session Plan Evaluation

Caption should:

- identify which CS

session plan was

selected for evaluation

and why,

- state the importance

of CS session plan

evaluation to the

curriculum leader and

supervisee,

- state what you have

learnt from doing CS

session plan

evaluation.

The quality of the

evaluation shows a

superior understanding of

clinical supervision session

planning and the clinical

supervision process. It is

highly congruent and

supported by relevant

explanations and/or

citations.

The quality of the evaluation

shows a good

understanding of clinical

supervision planning and

the clinical supervision

process. It is mostly

congruent and supported by

relevant explanations

and/or citations.

The quality of the evaluation

shows a moderate


supervision planning and the

clinical supervision process.

It is moderately congruent

but mostly unsupported by

relevant explanations and/or

citations.

The quality of the

evaluation shows a poor


supervision planning

and the clinical

supervision process. It

is mostly incongruent

and unsupported by

relevant explanations

and/or citations.

X4

3. Group Summary

Caption should:

- briefly describe what

your entry is about,

- state how and why a

personal knowledge of

educational leadership

as outlined in the task

description is

important to your

practice.

Clearly identifies main

points with relevant and

important supporting

detail for all of the sub-

topics named and provides

a well thought-out, non-

repetitive concluding

statement.

Clearly identifies main

points with relevant and

important supporting detail

for most of the sub-topics

named and provides a good,

non-repetitive concluding

statement.

Clearly identifies a few main

points with some relevant

and important supporting

detail for some of the sub-

topics named and provides a

satisfactory concluding

statement, which may be

repetitive.

Identifies a few main

points with a few

relevant but not always

important supporting

detail for a few of the

sub-topics named and

provides a poor

concluding statement or

none at all.

X5

C – TECHNOLOGY INTEGRATION


4

Good

3

Adequate

2

Poor

1-0

Weighting

82

1. Video of technology

integration session

Caption should:

- identify the

technology tools and

their appropriateness

to teach the chosen

concept, situating

concept within the

discipline/subject

- describe the

significance and

importance of the

technology tools to

both yours and your

supervisee’s practice.

-The lesson supervised

and observed makes use of

two different types of

technology

-The video reveals that the

student has an excellent

understanding of

integrating technology in a

lesson to improve teaching

and learning, by using

appropriate technology

tools.

The lesson supervised and

observed makes use of two

different types of

technology

-The video reveals that the

student has a good

understanding of integrating

technology in a lesson to

improve teaching and

learning, by using


tools.

-The lesson supervised and

observed makes use of two

different types of technology

--The video reveals that the

student has some

understanding of integrating

technology in a lesson to

improve teaching and

learning, by using


tools.

-The lesson supervised

and observed makes use

of either one type of

technology or none

-The video reveals that

the student has does

not have an

understanding of

integrating technology

in a lesson to improve

teaching and learning,

by using appropriate

technology tools

OR,

-Entry not

present/incomplete.

X2

2. Reflection on the use

of technology

integration

Caption should:

- identify what is

contained in the entry

- describe the

significance and

importance of the

technology tools to

both yours and your

supervisee’s practice.

- Detailed descriptions of

the supervisee’s

experience with

technology are supported

by examples

- Insightful proposal for

sustaining technology use -

- Probing reflection makes

meaning of the role of

technology in the

supervisee’s pedagogy.

- Descriptions of the

supervisee’s experience

with technology, though

supported by examples, lack

some details

- Good proposal for

sustaining technology use

- Reflection is at times

probing, but tends towards

description and/or

explanation, rather than

meaning making.

- Somewhat sketchy

descriptions of the

supervisee’s experience with

technology are supported by

examples

- Satisfactory proposal for

sustaining technology use

- Reflection tends towards

description and/or

explanation rather than

meaning making.

-Descriptions of the

supervisee’s experience

with technology lack

details

- Proposal for sustaining

technology use is

impractical or absent

-’Reflection’ is wholly

narration or description.

X2

D. GROWTH IN ASSESSMENT COMPETENCE


4

Good

3

Adequate

2

Poor

1-0

Weighting

83

Assessment & TOS

creation

Caption should:

- provide a brief

description of the class

level for whom the

assessment is designed

- state why this

assessment was

selected as an entry for

your portfolio,

- describe the

significance of TOS to

your assessment

practice.

- Both the assessment and

the TOS are well designed

- A clear and accurate

justification is provided for

the appropriateness of the

assessment to the named

class level.

- The type of assessment is

accurately identified.

- Both the assessment and

the TOS are well designed

- A somewhat clear and

accurate justification is

provided for the

appropriateness of the


class level.

- The type of assessment is

accurately identified.

- The assessment and the

TOS are satisfactorily

designed

- A somewhat clear but

slightly accurate justification

is provided for the



class level.

- The identification of the

type of assessment is not

entirely accurate.

- The assessment and

the TOS are both

unsatisfactorily

designed

- A poor and clearly

inaccurate justification

is provided for the


assessment to the

named class level.

- The identification of

the type of assessment

is not entirely accurate

or is incorrect.

X3

E. TRANSFORMATIONS


4

Good

3

Adequate

2

Poor

1-0

Weighting

1.Curriculum

Integration

Caption should:

- provide a brief

description of the

entry,

- state what is

significant about

integrating the selected

aspects of the

curriculum to the

specific class level

selected,


thoroughly describes the

type of integrated



upon and sufficiently, with

clarity, describes the




understanding.


sufficiently describes the

type of integrated approach

to curriculum delivery that

was agreed upon and

sufficiently, with some

clarity, describes the




understanding.

- The report accurately but

somewhat insufficiently

describes the type of

integrated approach to

curriculum delivery that was

agreed upon and

insufficiently describes the



hindering the reader’s

understanding

- The report

inaccurately and




delivery that was

agreed upon and


the process through

which collaboration

occurred. The report is

confusing.

X2

84

- reflect on what you

have learnt.

2. Agent of change

Caption should:

- provide a brief

description of the

entry,

- state the significance

of being a change

agent in your school’s

context,

- reflect on what you

have learnt.

-Report communicates

clearly the supervisee’s



-Report clearly identifies


factors the clinical

supervisor believes are

motivating or have

motivated him/her to be

an agent of change.

-Report is written from an

analytical and reflective

stance, which makes

meaning of the efforts to

bring about change and

shows a clear link to what

you have learnt in the Dip.

Ed.

-Report communicates

clearly the supervisee’s



-Report clearly identifies


factors the clinical

supervisor believes are

motivating or have

motivated him/her to be an

agent of change.

-Report has significant

elements of analysis and

reflection, but descriptive

reporting on events that

occurred; there is some

evidence of attempts at

meaning making and linking

to learnings from the Dip

Ed.

- Report is basically a clear

description or narration of

what the writer did, and it

does explain what

motivates/motivated the

writer.

- The reflective and analytical

element is under-developed,

showing a weak link to

learnings from the Dip Ed.

- Report is a confusing,

or badly chronicled

presentation of events,

which make it difficult

for readers to follow

what efforts were made

to influence or effect

change.

- There is little or no

sense of what

motivates/motivated

the writer

- There is no evidence of

reflection on and

analysis of what the

writer experienced.

X2

E - REFLECTION


4

Good

3

Adequate

2

Poor

1-0

Weighting

Reflective Summary

Caption should declare

the purpose of the

reflective summary.

-Comprehensive summary

of the process engaged in

during development of the

portfolio.

-Deeply reflective



course.

- Detailed summary of the


development of the

portfolio.

-Mostly reflective



course.

-Cursory summary of the


development of the

portfolio.

-Somewhat reflective



course.

- Summary of the

process engaged in


the portfolio.

-Superficial assessment

of learnings in the

Pedagogy as Process

course.

X2

85

-Insightful reflection on

how philosophy of

educational administration

and school leadership may

have evolved over the

year’s work

-Clearly worded projection

for the future.

-Perceptive, but not quite

insightful, reflection on how

philosophy of educational

administration and school

leadership may have


work


for the future.

-Moderate reflection on how

philosophy of educational

administration and school

leadership may have evolved

over the year’s work


for the future.

-Unreflective treatment

of how philosophy of

educational

administration and

school leadership may

have evolved over the

year’s work

- Badly worded, or

cursory projection for

the future.

PRESENTATION Features/

Marks

Excellent

3

Good

2

Poor

1-0

Weighting

Creativity, Presentation

and Visual Impact

Creative and well organized;

neatly presented and clearly

marked sections; very

effective use of visuals

Fairly well organised; neatly

presented and clearly

marked sections but

moderately effective use of

visuals

Carelessly presented,

showing scant regard

for the importance of

layout of contents or

layout is unappealing to

the reader

X2

PENALTY Features/

Marks

Excellent

-(1)

Satisfactory

-(5)

Unsatisfactory

-(10)

Weighting


more than 10%

on maximum of one

assignment task


more than 10% on two to

five assignment tasks


more than 10% on six or

more assignment tasks

X1

Total: 112 marks (Assignment tasks) + 27 marks (Captions) = 139 marks

To calculate out of 100%, multiply the mark achieved out of 139 by 0.7194

86

EDTP5002 - THE PRACTICUM

Course Description This course focuses on school practice under the guidance and supervision of course tutors who will visit teachers in their schools throughout

the year. During this time, course tutors will advise and provide opportunities for guided experimentation with various methods. The period of

School Practice runs from September to the end of May.

Apart from enacting the lesson plan in the teacher’s classrooms and in schools other than the teacher’s, teachers will engage in preparing

units and lesson plans, writing reflections on lessons taught, critiquing lessons and demonstrating effective and efficient use of educational

technology. Teachers will also engage in a Community of Practice (e.g. Peer leadership, Peer sharing; Peer critique) in and out of their schools.

The observation, critique and discussion of student performance will be done throughout the year by the student’s course tutor and a critical

peer. Evaluation of lessons taught is developmental with assessment done during the semester and at the end. Both the evaluation and

assessment would include examination of lesson notes and plans, course outlines, units of work, and other relevant items.

Assessment for EDTP5002 (Subject areas)

Teaching Practice – 100%

Assessments for EDTP5002 – (Ed. Admin)

Assignments Word limit Weighting

1 Clinical supervision proposal 2500 10 %

2 Session documents None 10 %

4 Report on all school visits 2500 20 %

5 Assessment of three clinical supervision sessions None 60 %

(10 + 20 + 30)

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87

Submission Guidelines for All Written Assignments

The following are the requirements for ALL assignments submitted for grading.

COVER PAGE

1. A cover page must be attached to the assignment, formatted as follows:

The University of the West Indies, St. Augustine

School of Education

Postgraduate Diploma in Education, 2017-2018

Course Code and Name of course

Title of Assignment

Student’s Name and UWI ID #

2. Formatting:

Use a 12 point very legible font, such as Times New Roman or Calibri. Do not Use stylized fonts.

Use normal margin setting (2.54cm all around)

Spacing: double space

Citation style: use only APA 6th edition

All documents must be created using MS Office programmes, or their equivalent. If another

programme is used, the file must be saved in MS compatible format (such as WORD and Power

Point). It is the student’s responsibility to ensure that the file containing the assignment so

created can open on computers other than the one on which the assignment was created.

Number all pages, starting with the 1st page of the actual assignment, not the cover page. Place

numbering at the top right hand corner.

Save the assignment using this format: firstname_surname assignment title. For example,

krishna_seunarinesingh foundations and issues assignment1

3. Declaration forms

Students are required to attach to each assignment a declaration about plagiarism, as well as a Turnitin report.

With respect to the latter, if it proves difficult to generate a report and submit it on time with the assignment,

88

students are allowed to submit the assignment BUT must email to their tutor the Turnitin report as soon as it is

available.

4. Electronic Submission of Assignments. All written assignments are to be submitted via MyeLearning

Unless otherwise stipulated, assignments must be uploaded to MyeLearning by 11.55 p.m. (23:55 hours) on the

deadline date.

This is what the dropbox on MyeLearning looks like.

LATE PENALTIES

Assignment deadlines apply to all students, and may be varied only where extenuating circumstances exist. See

page 14 for regulations relating to late penalties.

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89

Appendix A: Timetable

THE UNIVERSITY OF THE WEST INDIES

ST. AUGUSTINE

SCHOOL OF EDUCATION


STUDENT TIMETABLE

2017-2018

JULY/AUGUST SESSION: WEEK 1

TIME MON Aug.7 TUES. Aug.8 WED. Aug. 9 THUR.Aug. 10 FRI. Aug. 11

9:00 – 10:00

(Plenary)

Brief Orientation to Foundations & Issues

Philosophy

Ed. Found. & Issues

(Plenary)

Sociology

Pedagogy

Ed. Found. & Issues

(Plenary)

Ed. Found. & Issues

Reflective writing (Plenary)

10:05 – 11:05

Ed. Found & Issues (Plenary)

Ed. Found. & Issues


Ed. Found. & Issues

(Plenary)

HFLE

Pedagogy

90

11:15 – 12:15

Ed. Found. & Issues

(Plenary)

Language

Ed. Found. & Issues

Academic Writing (Plenary)

Ed. Found & Issues

(Plenary)

Psychology

12

1:00 – 2:00 Pedagogy Pedagogy

(Curriculum Plenary)

Ed. Found. & Issues


Pedagogy


Ed. Found. & Issues

(Plenary)

HFLE

2:05 – 3:05 Ed. Found & Issues (Plenary) Case Study Analysis

Lennox McLeod

Pedagogy Ed. Found & Issues (Tutorial)

Case Study Analysis

Pedagogy

Ed. Foundations & Issues Student Panel 3:05 – 4:00 Ed. Found & Issues (Tutorial) Found & Issues (Tutorial)

Case Study Analysis

Assignment 1: Response to a case in the context of becoming a teacher (1000

words) 20%

Deadline: Sunday 13


TIME MON. Aug.14 TUES. Aug. 15 WED. Aug. 16 THUR. Aug. 17 FRI. Aug. 18

9:00 – 10:00 Ed. Found. & Issues

Academic writing

(Plenary)

Research (Plenary)

Ed. Foundations & Issues (Plenary)

(TBA)

Pedagogy Ed. Foundations & Issues (Plenary)

91

10:05 – 11:05 Ed. Foundations & Issues (Plenary)


Pedagogy (Plenary)

(Assessment Hour 3)



Pedagogy (Plenary)



Sociology


HFLE

Pedagogy 21


Psychology



Philosophy

Research (Plenary)

Research (Plenary)

2:05 – 3:05

Pedagogy (Plenary)

(Assessment Hours 1& 2)


Sociology

Pedagogy


Student Group meetings re

Ed. Found. & Issues

Oral presentations

(without tutor)

3:05 – 4:00 Ed. Foundations &

Issues (Plenary)

Language

Pedagogy Ed. Found & Issues

(Tutorial)

Case Study Analysis

The tutorials on Aug. 15 are intended as flipped classroom space. Lecturers post/email materials to students centered around a specific issue/question/theme. Students spend the tutorial session discussing the issue/question/theme in

the light of what they read. The tutor’s job is to act as moderator and to clarify misconceptions.

92


TIME MON. Aug. 21 TUES. Aug. 22 WED. Aug. 23 THUR. Aug. 24 FRI.Aug. 25

9:00 – 10:00

Technology Integration

(Plenary)

FACULTY

ORIENTATION

FOR DIPLOMA

IN EDUCATION

STUDENTS.

VENUE:

Learning Resource Centre (Main Campus)

Ed. Found. & Issues

Academic writing (Plenary)

Pedagogy

(Assessment in curriculum groups. NOTE: An assignment will be provided.)

Pedagogy

TI

Group C 10:05 – 11:05

Ed. Found. & Issues (Plenary)

Pedagogy 27

TI

Group B

11:15 –

12:15 Ed. Foundations & Issues

(Plenary) Ed. Found. & Issues case studies (Tutorial)

Re Assignment 3: Written critical analysis of

an issue in education-

Deadline: Sunday 25 Sept, 11:55 p.m.

Group meetings re Ed. Found. & Issues oral presentations

1:00 – 2:00


Language


Jigsaw Activity

Pedagogy

TI

Group A

N.B. The TI session ends at 3 p.m.

Research (Plenary)

Ed. Found. & Issues: Oral Presentation –

assignment 2: 40%

2:05 – 3:05

Ed. Foundations & Issues

(Plenary)

Philosophy

Research (tutorial in pedagogy groups)

3:05 – 4:00


Psychology

Ed. Found. & Issues (Plenary)

Case Study Analysis Pedagogy Group A


4.05 - 6.00 Student and Staff Social

93

TI Groups

A – Science; Ed, Admin B – English; IT; Math

C – Social Sciences; Modern Foreign Language

ped=27/72 res=9/60

94

Term 1: Sept. 4-Dec.15

SEPTEMBER/NOVEMBER 2017

TIME Friday Sept. 8 Monday Sept.

11

Friday Sept.

15

Friday Sept.

22

Friday Sept. 29 Monday Oct.2 Friday Oct. 6 Monday Oct. 9

9:00 – 10:00 Research (Plenary)

Research

6(tutorial)

FIELD DAY 1

FIELD DAY

2

TTUTA Day

Holiday

10:05 – 11:05 Research

(tutorial)3

11:15 – 12:15 TI (plenary)

1:00 – 2:00 Pedagogy TI Group A/

Pedagogy

2:05 – 3:05 Pedagogy (Plenary)

(Assessment)3 3.05-3.55

ONLINE

SESSIONS

Ed. Found. & Issues (Tutorial)

Case Studies

Feedback on drafts for

Assignment 3

5 p.m.-7 p.m.

Synchronous

Online

Technology

Integration

session for ALL

students

5 p.m.-7.p.m.

4Research

(asynchronous lecture)

7 p.m.-8 p.m.

Synchronous Online

Technology Integration

session for ALL

students

5 p.m.-7 p.m.

4Pedagogy (Assessment )

online 6pm-8pm

95

TIME Friday Oct. 13 Monday 16 Oct. Friday Oct. 20

Friday Oct. 27 Monday Oct.30 Friday Nov.3

9:00 – 10:00

Public Holiday (1st

People’s Day)

FIELD DAY 3

TI Group B/Pedagogy

FIELD DAY 4

10:05 – 11:05

11:15 – 12:15

1:00 – 2:00 TI Group C/Pedagogy

2:05 – 3:05

3.05-3.55

ONLINE SESSIONS 13 Synchronous Online Technology Integration session

for ALL students

5 p.m.-7 p.m.

5Research

(a/synchronous tutorial)

7 p.m.-8 p.m.

15 Synchronous Online Technology Integration session

for ALL students

5pm-7pm

96

TIME Monday Nov.6 Friday Nov.10 Monday

Nov. 13

Friday Nov.17 Monday

Nov. 20

Friday Nov.24

9:00 – 10:00

FIELD DAY 5

Research (Plenary)

TI Group B/Pedagogy

10:05 – 11:05 Research

(Tutorial)10

11:15 – 12:15 TI (Plenary)

1:00 – 2:00 TI (Group A)/Pedagogy

28 TI Group C/Pedagogy 2:05 – 3:05

3.05-3.55

ONLINE SESSIONS Online Technology

Integration

session for ALL

students

5 p.m.-7 p.m.

19Pedagogy (Assessment )

online 6 p.m.-7 p.m.

6Research

(asynchronous LECTURE)

7 p.m.-8.p.m.

PRACTICUM=FD=30+10 TI; PED=28; RES=13

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NOVEMBER-DECEMBER

TIME Monday

Nov. 27

Friday Dec. 1 Monday Dec.11 FRIDAY Dec. 22

9:00 – 10:00 Pedagogy

Pedagogy as Process

Portfolio Assignment 1 due?

10:05 – 11:05 Research

(Tutorial) 12 11:15 – 12:15

1:00 –3:00 Student and Staff Social

ONLINE SESSIONS Online Technology Integration session for ALL

students

5 p.m.-7 p.m.

Online Technology Integration session for ALL

students

5 p.m.-7 p.m.

PR=40/108; PED= 56/72; RES= 21/60

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TERM 2: JANUARY 8-MARCH 29

JANUARY– MARCH

TIME FRIDAY 12 JAN MONDAY 15 JAN FRIDAY 19 JAN

MONDAY 22 JAN FRIDAY 26 JAN

9:00 – 10:00 Research (Plenary)

FIELD DAY 6

6 Pedagogy (plenary) Assessment

10:05 – 11:05 Research

(Tutorial)2

11:15 – 12:15 Pedagogy (plenary) Assessment Research (Plenary)

1:00 – 2:00 Pedagogy

(Assessment in curriculum groups. NOTE: An assignment will be provided)

Research

(Small groups) 6

2:05 – 3:05 Pedagogy 4

3.05-3.55

ONLINE SESSIONS Online Technology Integration session for

ALL students

5 p.m.-7 p.m.

Online Technology Integration session for

ALL students

5 p.m.-7 p.m.

99

JANUARY– MARCH

TIME MONDAY 29 JAN FRIDAY 2 FEB MONDAY 5 FEB FRIDAY 9 FEB FRIDAY 16 FEB

9:00 – 10:00

FIELD DAY 7

CARNIVAL FRIDAY

Research (Plenary) 8

10:05 – 11:05

11:15 – 12:15 Pedagogy

1:00 – 2:00

TI (Group A)/Pedagogy 9 2:05 – 3:05

3.05-3.55

ONLINE SESSIONS Online Technology Integration session for ALL students

5 p.m.-7 p.m.

Online Technology Integration session for ALL students

6 p.m.-7 p.m.

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JANUARY– MARCH

TIME FRIDAY 23 FEB MONDAY 26 FEB FRIDAY 2 MARCH FRIDAY 9 MARCH FRIDAY 16 MARCH FRIDAY 23 MARCH

9:00 – 10:00

FIELD DAY 8

10 Synchronous Research Tutorial

6-8 p.m.

your tutor will specify the means of communication

FIELD DAY 9

FIELD DAY 10

Research (Tutorial) Research (Tutorial)

10:05 – 11:05 Research

(Independent work) 13

Research

(Independent work)

11:15 – 12:15 Pedagogy 16 Research (Tutorial)

1:00 – 2:00

13 TI (Group B)/Pedagogy

TI (Group C)/Pedagogy

2:05 – 3:05

3.05-3.55

101

TERM 3: APRIL 16-JULY 6

TIME FRIDAY 6 APRIL MONDAY 30 APRIL JUNE 8

9:00 – 10:00

15 Pedagogy

Friday 23rd March is the last scheduled class.

Even if an assignment is due on a Friday after this date, you are to treat the day as a ‘school day’ and not as a ‘Dip.Ed. day’, unless your school administrator allows it.

FINAL TEACHING PRACTICE BEGINS

Symposium showcasing your work

10:05 – 11:05

11:15 – 12:15 Programme Coordinator’s Plenary

12.15-

3.55

Student & Staff Social

pract= 30 hrs+ 7 TI; RES=16; PED=15

TOTAL: PR=77/108 (-31); PED= 70/72 (-2); RES= 38/60(-22)

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102

Appendix B: Pedagogy Sessions Room Allocation

Pedagogy Sessions Room Allocation

Science FHE SOE 323, 324, 221, Old Science Lab

English FHE SOE 325

Information Technology FHE SOE 130

Mathematics FHE SOE 202

Foreign Languages FHE SOE 218

Social Studies FHE SOE 203

Social Studies FHE SOE 204

Business FHE SOE South Block Old Library

Geography FHE SOE Arcon 1 (EF)

History FHE SOE 11

Educational Administration FHE SOE 131

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Appendix C: COMPOUND LAYOUT OF SCHOOL OF EDUCATION

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