In the UAE in 1999 it was well known that there are:

1. Quality Standards in Teacher Education Professor Ian R. Haslam, Dean,Bahrain Teachers College, University of Bahrain,Kingdom of Bahrain

2. A decade of education reform In the UAE in 1999 it was well known that there are: And in 2010 little appears to have changed Insufficient capabilities among principals and teachers Underdeveloped curricula and pedagogy Unreliable assessment & performance management Diverse learning environment Difficulties in renewing the school model Undefined governance • Unclear and conflicting mission and goals inappropriate methods of teaching and learning • Inflexible curricula and programs • high drop out rates • Inadequate resources for research • Problems in school management • Gap between quality graduates and the labor market Mograby, A. (1999) Human Development in the Emirates: Indicators and Challenges. In Education and the Arab World: Challenges of the Next Millenium. ECSSR: Abu Dhabi, UAE ADEC 2010 New School Model ppt: Abu Dhabi, UAE

3. …quality has become the Achilles heel of education Student achievement And “teachers are increasingly viewed as the key issue” “..rates continue to disappoint and there is widespread concern in the region that educational investments have not yielded the intended – and expected – learning outcomes. Indeed poor quality has become the Achilles’ heel of education in the Arab world, a flaw that undermines its quantitative achievements.” “Teachers mediate student access to content and control classroom activities most directly related to learning. As such, they have the greatest influence on student achievement.” (p313) Chapman and Miric (2009). Education Quality in the Middle East.International Review of Education.55:311-314)

4. …the paradox is that Student achievement and “teachers are increasingly viewed as the key issue” “.. the MENA region is facing what many view as an educational crisis.” (p313) “..rates continue to disappoint and there is widespread concern in the region that educational investments have not yielded the intended – and expected – learning outcomes” (p314). The dilemma is that “across MENA many of the teacher related interventions aimed at approving student learning (e.g. adequate staffing, well trained teachers and relatively good working conditions) have already taken place, yet student achievement continues to lag behind other regions” (319) Chapman and Miric (2009). Education Quality in the Middle East. International Review of Education.55:311-314)

5. are plentiful and qualified… According to national standards This might suggest: “Lack of formal training (at least of the length and type now mandated by governments in the region) does not appear to be the main reason why students are performing poorly” (p323) “ ineffective teacher education programs….imparting the wrong information…(and if they are imparting the right information), that they are not being allowed to use it in the classroom .” (p323). Or a combination of these. Chapman and Miric (2009). Education Quality in the Middle East.International Review of Education.55:311-314)

6. But in-service teachers Feel there is a disconnect And that raising content and performance standards • “ between rhetoric and reality is one of the reasons for failure of prior (standards based education) reforms” (P1) “would require fundamental changes in instructional practices, capacity building and teachers professional development were seen as key ingredients in support of reforms.” (6) “clear and challenging content standards and a coherent structure of state leadership that would provide long term support to enable more fundamental changes in instruction.” (p1) Shepard, L., Hannaway, J., and Baker E. (2009). Standards, Assessment and Accountability Education Policy White Paper National Academy of Education.

7. NOT pre-service education MUST be the main focus of Standards based reform But so too the regulatory body should be • “Teachers and school administrators must be held accountable for their part in improving student learning ” (P7) • “the regulatory body should also be held accountable for the professional development and support they provide teachers and schools to reach higher standards.” (p7) Shepard, L., Hannaway, J., and Baker E. (2009). Standards, Assessment and Accountability Education Policy White Paper National Academy of Education. 6

8. Capacity building effective (CPD) can neither be brief nor superficial. and initial teacher training must ensure • “ Effective programs…those that changed teaching practices and improved student outcomes-focused on both content knowledge and particular aspects of content mastery related to student learning; they were coherently linked to curricular expectations, involved sustained participation over long periods of time and allowed teachers the opportunity to try new methods in the content of their own practice (p6) “curriculum familiarity and supervised opportunities to gain experience with specific classroom practices account for significant differences in effectiveness of first year teachers.” (p6) Shepard, L., Hannaway, J., and Baker E. (2009). Standards, Assessment and Accountability Education Policy White Paper National Academy of Education. 7

9. Senior education specialist (9) District Head (9) Consultant teacher (8) Education specialist (8) Senior Headmaster (8) Senior assistant headmaster (7) Senior professional specialist (7) Senior teacher (7) Headmaster (7) Professional teacher (6) Professional specialist (6) Assistant headmaster (6) Certified teacher (5) Specialist in training (5) Certified teacher (4) Teacher in training (3) Assistant teacher (2) Teaching assistant (1) Starts with a cadre BEd QTS PGDE QTS MAT CPDL MAT Science MAT Math MAT English MAT Arabic MEd ICT MEd Spec Ed MEd Early Child MEd Leadership EdD PhD

10. Consultant teacher (8) Senior teacher (7) Professional teacher (6) Certified teacher (5) Certified teacher (4) Establishes entry level standards 14 13 12 11 10 9 8 7 6 5 4 3 2 1 EdD (66ch) CPD 270 hrs 6ch MAT (36ch) CPD 270-1350 hrs CPD 270 hrs 6ch Start Masters MAT Teaching and Learning Start Doctorate EdD complete • 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 • 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 • PMS x CPD • The Profession • The Curriculum • The Classroom • The Community • Professional Attributes • Professional skills • Subject matter knowledge • Bachelors Degree from a recognized University; • Recognized Teaching Qualification • Minimum IELTS (Academic) Band 6.5 • Minimum Band 7 on the Arabic Proficiency test (APT) f Years 9

11. Curriculum Modules 45 hrs 45 hrs 30 hrs Ethics Evaluation 21 hrs 9 hrs Pedagogy Professional Skills Then moves to implementation 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