Faculty Update October 12 th 2010

1. Faculty Update October 12th 2010

2. High quality teacher education “Certain common elements can be identified from high quality teacher education programmes in the advanced knowledge-based economies (such as Sweden, Finland and the other Nordic States, the Netherlands, Canada and most of the established EU countries, and Japan).” Regulatory partnerships Recruitment and Programs Faculty Student Academic and Extended Services Learning and Information Management Continuous Professional Development • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

3. Conceptual and contextual Philosophical outlook • Arab world citizenship through global education • Strategic Drivers • Student-centric • Techno-centric • High Quality • Innovative • Education System focused • Core competencies • Empowerment Grounded • Engagement in Arabic • Information values & • Self responsibility tradition • Ethical “Teacher education of high quality has three distinct tasks. These are to uphold the values and principles of being a scientific education, to be a professionally relevant education with a highly developed regional mode of professional knowledge in its knowledge base and a means for the State to regulate and develop the national education (school) system according to a scientific language and practices (concepts and grammar).” • Bagley, C., Beach, D. & Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

4. BTCModel In advanced knowledge based societies.... “Teacher education is State regulated in respect of the aims of teacher education in order to guarantee the preconditions for a nationally equivalent high quality State education..... This implies a strong but not over-powering State bureaucracy of professionally educated administrators, researchers, policy analysts and policy developers .” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

5. Recruitment and Programs “Access at all levels is competitive in the best institutions and is based not only on the successful completion of prior-level studies. Students will have to go through a rigorous selection process in order to obtain access. The clarity of the student’s expressed understanding of learning and research are attributed most importance in selection procedures not just their previous knowledge performances on tests and evaluations .” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

6. Faculty “All high quality teacher education institutions have well established procedures for the development of (local) staff skills, knowledge and competence within the professional knowledge base of general education or (subject) didactics and their pedagogical communication. These are highly regulated and monitored according to explicitly formulated and registered local policies. They will include the development of qualifications for teaching staff at Masters, Research Degree and post-Doc levels. “ • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

7. Faculty Scholarship “Teacher education institutions of high quality invariably have an extremely strong research culture that is highly relevant for the development of professional teaching competence and the professional knowledge base. The majority of staff are research active, attend research conferences and publish research papers in high quality peer reviewed journals ” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

8. Student Satisfaction Surveys “Teacher education institutions of high quality have an emphatic level of student involvement in the planning and evaluation of courses and programmes, which is also monitored and evaluated. Students are highly organised in this respect.” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

9. Student academic and Extended Services “High quality teacher education institutions .... must cooperate emphatically with the surrounding community (mainly its schools and education authorities but also other learning organisations in civic society and trade and industry).” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7)

10. Learning and information Management • Library Services • Curriculum Resource Centre • Distance Learning • Faculty and staff professional development “Teacher education institutions of high quality will have a policy in place, established and tested over many years, for the use of and inclusion of advanced informational technology. This policy will normally be modified several times in line with developments in the field of informational technology and paradigms for its use value in educational processes. At most sites there will be active research in ascertaining the existing (and developing and testing) new use values for educational informational technology in relation to improving student learning.” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p8=12)

11. Continuous Professional Development Context • Roughly 12500 teachers, 200 headmasters and 400 deputy headmasters all with 90hrs of CPD per year • 41 NIE developed CPD available modules • A new performance management system Proposal • MOE/BTC identify 100 fully bilingual teachers and administrators across all subjects and all levels of the career cadre • BTC to create a 45hr module on CPD Leadership (first course of a 36ch MAT in CPD at BTC). Taught in English. • Include two supervised CPD modules for 20 teachers and administrators in each class in the year. Taught in Arabic. “Teacher education institutions of high quality must have prepared students at basic level for advanced studies and at advanced level for research studies such that a continuous progression towards and access to researcher training/education in professional knowledge base knowledge areas is guaranteed . Nested programs of career long study are built into the plan.” • Bagley, C., Beach, D. &Harris, T. (2008) Review of • ECAE-Abu Dhabi. Durham University Report (p7-12)

12. Consultant teacher (8) Senior teacher (7) Professional teacher (6) Certified teacher (5) Certified teacher (4) BTC x CPD Teacher Track Standards Proposal EdD (60ch) CPD 270 hrs BTC 6ch MAT (36ch) CPD 270-1350 hrs CPD 270 hrs BTC 6ch 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Years • Doctoral Degree in Teaching and Learning from a recognized University. • Recognized Teaching Qualification • Minimum of 8 years continual teaching experience. • 920 hrs PMS guided MOE CPD (5yrs x 90 hrs) • Minimum IELTS 7.0 • Minimum APT Band 9 • PMS x CPD • The Profession • The Curriculum • The Classroom • The Community • Professional Attributes • Professional skills • Subject matter knowledge • Masters Degree in Teaching & Learning from a recognized University. • Recognized Teaching Qualification • Minimum of 5 years continual teaching experience. • 450 hrs PMS guided MOE CPD (5yrs x 90 hrs) • Minimum IELTS 6.5 • Minimum APT Band 8 Start Masters MED Specialist MAT Teaching and Learning MEd Leadership Start Doctorate EdD complete • Bachelors Degree from a recognized University; • Recognized Teaching Qualification • Minimum IELTS (Academic) Band 6.5 for English curriculum instruction, (Academic) Band 5.5 for all other subjects required to be taught in English • Minimum Band 7 on the Arabic Proficiency test (APT) for Arabic Language curriculum instruction, • Band 6 for Islamic Studies, Band 6 for Majal 1 (Arabic and Islamic studies) and Band 5 for all other subjects to be taught in Arabic Years 12

13. Consultant teacher (8) Senior teacher (7) Professional teacher (6) Certified teacher (5) Certified teacher (4) Teacher track career path EdD CPD 270hr MAT CPD 270hr PGDE BEd 14 13 12 11 10 9 8 7 6 5 4 3 2 1 EdD complete Start Doctorate MAT Teaching and Learning Start Masters Bachelors BTC MAT (CPD) Core Modules Master Training Course BTC Professors Mentor Teaching Fellows BTC’s CPD Teaching Fellows Years

14. Curriculum Modules 45 hrs 45 hrs 30 hrs Ethics Evaluation 21 hrs 9 hrs Pedagogy Professional Skills BTC Teaching Fellows Scheme Training Domains BTC CPD Coordinator Training Hours BTC MAT (CPD) Core Module MOE T and D Master Training Course BTC Professors Mentor Teaching Fellows Coordination BTC’s CPD Teaching Fellows 100 teachers with 20 teachers in a class with English at an IELTS 6.5 or equivalent Specialist Track Primary Teacher Track Secondary Teacher Track School Leader Track

15. Head B.Ed. BTC organizational structure Sept 2010 MOE BTC Council UoB Council MOE/BTC Strategy MOE/BTC Coordination Dean Coordinator AdministrativeServices Associate Dean Pre Service Programs Student Information Services Head CPD Leadership Program Section Head Human Resources Coordinator BEd Cycle 1-2. Arabic & Islamic Group Student Extended Services Coordinator. CPD Leadership Program Section Head Marketing and Public Relations Coordinator BEdTech Ed Coordinator PGDE Coordinator. CPD CadreProgram Learning & Information Management • Section Head • Technology Head Teaching Practice Section Head Finance Section Head Purchasing Section Head Assets • Math and Science & ICT Education Foundation Group Education Psychology Group English Language Group

16. Faculty Matters • Workload is 40 hrs a week • 40% teaching x 16hrs (15) • 40% research x 16hrs (15) • 20% service x 8hrs (15) • Conference leave • 4 x per year absence from campus with cover • BD1000 budget • Clearance through Research Committee and Deans office • Faculty feedback on teaching • Student evaluations • Peer evaluations • Academic group head evaluations • Schedules • x program x year • Teaching Practicum • BTC methods and CS subjects • Course development 2008-2010 Promises Workload and over load Conference leave Faculty feedback on teaching Schedules Teaching Practicum Course development