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Update on the Continuum of Teacher Education

This policy update discusses the evolving and dynamic context of teacher education, addressing issues such as fragmentation in teacher education, overloaded ITE programs, inconsistent induction practices, and CPD focused on system needs. The policy paper includes principles for initial teacher education, selection procedures, induction programs, and continuing professional development. The update also covers recent developments in ITE, such as revised entry requirements, changes to school placement, and revised medical information forms. It provides an overview of the induction and CPD updates, including proposed arrangements for phased introduction and the development of a CPD framework.

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Update on the Continuum of Teacher Education

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  1. Update on the Continuum of Teacher Education AHEAD conference 15 March 2012

  2. Standards of entry to teacher education Teacher education programmes Advising the Minister Induction** Research The Teaching Council promoting teaching as a profession Probation** Representing the teaching profession Recognition of qualifications Co-operating with GTCNI Register of Teachers Fitness to Teach* Continuing Professional Development* Codes of Professional Conduct

  3. Background to Continuum Policy • Evolving and Dynamic Context for Teaching • Fragmentation in teacher education a significant problem • Some ITE programmes overloaded and based on outdated models of provision • Induction not consistent across primary and post-primary • CPD overly focused on system needs, rather than individual or school needs

  4. Overview of Policy Paper • Published in June 2011 • Based on new “3 I’s”: Innovation, Integration, Improvement • Includes definitions of ITE, induction and CPD • Also includes specific principles under each

  5. Initial Teacher Education • “Should equip NQTs with a set of competences to facilitate quality learning and cater for educational priorities such as literacy and numeracy, ICT and inclusion”. • “Selection procedures should assess…the broad range of factors, which may impact on the applicant’s suitability for entry. In that context there should be a review of entry requirements… [which] would facilitate entry to the profession by underrepresented groups and alternative ways for assessing competence in numeracy, literacy and Gaeilge, as appropriate, prior to entry.”

  6. Induction • “A programme of teacher education which takes place during that critical period at the beginning of an [NQT’s] career… • Purpose = systematic personal and professional support • Support is primarily school-based • Builds on ITE and lays foundations for subsequent personal and professional growth • “Council is considering how such procedures might dovetail with the probationary process.”

  7. Continuing Professional Development • “Comprises the full range of educational experiences designed to enrich teachers’ professional knowledge, understanding and capabilities throughout their careers.” • A right and a responsibility • Should be based on teachers’ identified needs within the school as a learning community • Council intends to work towards a position where engagement in CPD is mandatory for renewal of registration

  8. Initial Teacher Education - Update • Criteria and Guidelines published in June 2011 • Provide for extended and restructured programmes • Apply to all concurrent programmes from 2012 • Apply to all consecutive programmes from 2014 • Regulations currently being revised to reflect new requirements

  9. Key Areas Covered • Programme Duration • Concurrent 4 years • Consecutive 2 years • Programme Design • Prescribes balance of programme components • Programme Content • Enhanced focus on numeracy and literacy • Mandatory areas prescribed, e.g., Inclusion

  10. Other Criteria • Changes to assessment of school placement and literacy/numeracy • School placement • Extended duration • New model including at least one 10 week placement and at least two placement settings • Staffing • Staff profile • Ratio of staff to students

  11. Learning Outcomes • Map onto NFQ • Must be reflected in expected outcomes for individual modules

  12. Recent or planned developments in ITE • Revised Medical Information Form introduced • Colleges interested in membership of DARE programme • Revised Entry Requirements – to include proposal re ISL. Consultation to commence later this year. • Proposal to be submitted to Council for B.Ed. ISL – to be considered under Regulation 3 • NCSE Policy document on deaf education published

  13. Induction Update • CEPP Consultation Document published Jan. 2012 • Includes: • guiding principles • details of school-based and out-of-school strand • standards for full registration • proposed arrangements for phased introduction • Must be of at least (100 days) 300 hours duration and completed within 3 years

  14. CPD - Update • Relevant sections of TC Act not yet commenced • Framework to be developed

  15. Brendan.odea@teachingcouncil.ie www.teachingcouncil.ie

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