INITIATIVES IN TEACHER EDUCATION

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Presentation transcript:

INITIATIVES IN TEACHER EDUCATION IRELAND INITIATIVES IN TEACHER EDUCATION Ian Murphy Department of Education & Science

INTRODUCTION Part 1: Teacher Induction – Pilot Project Part 2: Curriculum/Syllabus Renewal as Continuous Professional Development (CPD)

Teacher Induction - Pilot Project PART 1 Teacher Induction - Pilot Project

TEACHER INDUCTION WHY? The plight of the Newly Qualified Teacher (NQT) The response of some schools Pilot Project

AIMS OF PILOT PROJECT To identify models for induction Issues impacting on NQTs School policies Role of initial teacher education institutions Recommendations on national induction

ACTORS Two pillars Newly Qualified Teacher (NQT) and Mentor School Community Initial Teacher Education Institutes Steering Committee Collaborative

ROLES Mentor Counselling Skill Development Coaching Idea Generation Supervision Modelling

ROLES (Cont.) School Community Initial Teacher Education Institutes Principal Teaching colleagues Initial Teacher Education Institutes Research Support

ROLES (Cont.) Steering Committee Representatives from Department of Education & Science, Institutes and Trade Unions Management

PROCESSES Action Research Mentor – NQT Lesson Plans Scheme of Work Reflective Diary

PROCESSES (Cont.) Teacher Education Institute Research Templates Seminars for NQTs and mentors Evaluation

IMPACT & NEXT STEPS Very positive feedback Report on Pilot Project Recommendations Decision

Curriculum/Syllabus Renewal as Continuous Professional Development PART 2 Curriculum/Syllabus Renewal as Continuous Professional Development

Curriculum/Syllabus Renewal – an Opportunity or a Threat? THE ISSUE Curriculum/Syllabus Renewal – an Opportunity or a Threat?

TURNING THREAT INTO OPPORTUNITY The Curriculum The Support Service

THE CURRICULUM/SYLLABUS The Syllabus Committee – partnership model The syllabus documents Syllabus Outline Teacher Guidelines School Guidelines Parental Guidelines

Dual focus Content Process

Structure of the Curriculum Cognitive Affective Creative / Aesthetic Physical

THE SUPPORT SERVICE Selecting the Trainers Training the Trainers Delivering the Training Phased introduction 1999-2006 Emphasis on active methodologies Cluster – based in Education Centres School based

EVALUATING IMPLEMENTATION Fifty School Reports Evaluating Impact of Support Service Evaluating Implementation of Aspects of the Curriculum