1. SAMUEL LOCHAN AND BEULAR MITCHELL
A SEARCH FOR STANDARDS IN THE FIELD OF TEACHER EDUCATION IN TRINIDAD AND TOBAGO-the quest for legitimacy
SAMUEL LOCHAN
AND
BEULAR MITCHELL

2. Increased complexity of the field of teacher education
More offerings at undergraduate and postgraduate levels
Online offerings
Blended offerings
More foreign providers
SOE/UWI
UTT
USC
ROYTEC
SHEFFIELD/BAPOS
CREDI

3. Missing ingredient?
Clearly articulated public standards for teachers and the preparation of teachers and a governing body to manage the field of teacher education.

4. Since 1960 there has been a Joint Board for Teacher Education managed by UWI, Mona

5. Some positive recent developments
Pre-service teacher education compulsory at the primary level
A Teacher Performance and Teacher Development Unit was established at the MOE
Professional Development had been made part of the Seamless Development Project

6. EXAMINING THE LOCAL CONTEXT
The Case of B.Ed Primary

7. B.Ed Primary Programmes by different providers

8. INSIGHTS GAINED/ POINTS OF DIFFERENCE
There is diversity in the programmes
Content/curricula
Duration
Delivery
Assessment
Entry requirements

9. A Look at the International Front

10. History of Quality Assurance in Teacher Education
Time periods
What constitutes standards
Institutions driving standards
Training agenda- school effectiveness studies
Benign state control with a lot of institutional independence
Teacher learning agenda- reflective practitioner, empowerment, social justice, learning communities, highs standards for teacher education
The teaching profession and the institutions of teacher preparation viz. Universities
1990-present
Policy Agenda-High accountability standards emphasis on outcomes such as student grades, de-regulation C
Contestation between states, profession and institutions for control over standards

11. Three Main Approaches to Governance in Teacher Education.
Institutional governance-management by well established university system
Professional Governance- management by strong independent professional organizations
Political Governance- management by ministries or government

12. Comparative models of Quality Assurance in Teacher Education

13. Negotiated Settlements
Standards setting and arrangements for governance are really achieved through negotiated settlements between contending agencies at different points in time. Standards may change and the governance arrangements may change as the as the social and political forces change and as the research agenda develops to shape policy and practice.

14. Negotiated settlement in the USA
The case of the USA is very instructive. There are a lot of professional organizations that have been very vocal and active in education; NCATE is more than 50 years old, there are teachers unions that are strong and active, subject teachers associations in maths, science, social studies; ASCD; ATE.
States all have their high stakes test to determine employment as teachers. The Federal Government exerts influence through funding and can impact on all aspects of education and teacher education e.g. “No child left behind” and “ Nation at Risk” (1983). There also private agencies like Fordham foundation that influence teacher education. Thus in the USA the governance and standards for the teaching profession is shared between Federal Government, Individual states, Universities and professional organizations and private institutions.

15. Developments in the Region

16. Regional Developments
OAS Teacher Education Hemispheric Project(2004)
Draft Harmonized Policy Framework for Teacher Education in the Caribbean

17. The Harmonized Policy Framework
Selection and Recruitment
Initial Formation
In-service Teacher Education
Teacher Evaluation and Certification

18. Regional Developments
Proposal for the Establishment of a Caribbean Community Council for Teaching and Teacher Education (CCCTTE)
Proposal for the National Council for Teaching and Teacher Education(NCTTE)
Development of Regional Standards of Practice for the Teaching Profession

19. Functions of the CCCTTE
Teachers
To develop guidelines for assessing teaching performance standards
To establish criteria for teaching
To develop guidelines for the management of a teacher development system
To coordinate partnerships
To develop guidelines and strategies for attracting and retaining suitably qualified teachers

20. Issues to consider in the way forward in Trinidad and Tobago
Work has been done at the Regional Level
Standards only have legitimacy if they reflect how relevant stakeholders think and feel
Standards have to reflect the culture and context and the needs of the society
The globalization agenda may conflict with the need to address culture and context

21. Issues to consider in the way forward in Trinidad and Tobago
How do you get meaningful participation in a weak professional culture?
What is the relative strength of relevant stakeholders; tertiary providers, State, denominational boards, parents, TTUTA, Administrators, other private agencies and NGO’s
Need to set up mechanism for propelling the discourse