1. Northern Ireland Professor Ken Houston University of Ulster and Dr David Carruthers Royal Belfast Academical Institution

3. Outline of Presentation Pre-service teacher education [KH] School based teacher education [DC] induction (year 1) early professional development (years 2 & 3)

4. Pre-service Teacher Education in Northern Ireland Professor Ken Houston University of Ulster

5. Providing Institutions - 1 Queen’s University of Belfast (QUB) an “old” university offers degrees in Mathematics with many pathways only provider of the Postgraduate Certificate in Education (PGCE)

7. Providing Institutions - 2 University of Ulster a “new” university offers one pathway to a degree in mathematics, statistics and computing this course includes a “sandwich” year does not offer the PGCE for mathematics teachers

9. Providing Institutions - 3 Stranmillis University College, Belfast a college of QUB offers BEd in mathematics students take some mathematics courses at QUB offers BA and BSc for non teachers predominantly Protestant

11. Providing Institutions - 4 St Mary’s University College also a college of QUB similar course provision as Stranmillis students also take some mathematics courses at QUB predominantly Catholic

12. Two routes for mathematics BSc (3 or 4 years) + PGCE [usually Secondary focus] BSc from QUB or UU or some other university outside NI PGCE from QUB or some other university outside NI BEd (4 years) [usually Primary focus] Stranmillis University College St Mary’s University College

13. School Based Teacher Education in Northern Ireland Dr David Carruthers Royal Belfast Academical Institution

16. Introduction “Beginning Teachers” Assessments Ensuring sufficient knowledge Good practice Teacher Progression Induction year Early professional development Further professional development Problems with programme Possible way forward

17. “Beginning Teachers” Each given a Career Entry Profile Career Entry Profile includes – Qualifications Subject Specialisms Assessment of Professional Competences

18. Five Assessments Understanding of the Curriculum and Professional Knowledge Subject Knowledge & Subject Application Teaching Strategies & Techniques and Classroom Management Assessment and Recording of Pupils’ Progress Foundation for Further Professional Development

19. Example - Assessment 2 “Subject knowledge & Subject Application” Example of good practice Addresses the two core questions, ie – How do they come to learn that mathematics? What is it that mathematics teachers must know to teach well?

20. Ensuring Sufficient Knowledge How does the NI Teacher Training Programme ensure sufficient knowledge? Completion of Post Graduate Certificate in Education (PGCE) PGCE includes assessments to test Subject Knowledge & Subject Application (however, only mathematics) All entrants must be graduates in mathematics

21. PGCE Subject Assessments 11-16 year old topics Variation Indices Probability Completing the square Trigonometry Circles Similarity Quadratics Inequalities Sequences Trial & Improvement Ratio Pythagoras’ Theorem Dimensions Polygons Simultaneous Equaltions Change of Subject Enlargement Equation of a Straight Line 16-18 year old topics (Pure) Law of logarithms Remainder Theorem Trigonometric Equations Calculus – Basic differentiation plus Basic integration plus APs and GPs Modular Inequalities Partial Fractions Tangents & Normals Maxima & Minima 1 st Order Differential Equations

22. PGCE Subject Assessments However – what is not assessed from 16-18 year old syllabus? Exponential function Chain, product, quotient rules Functions Co-ordinate geometry Graphs & transformations Vectors including scalar product Newton-Raphson & Trapezium Rule Integration by substitution and parts All Mechanics & Statistics But – in theory, Programme policy means all BTs have good subject knowledge (graduate requirement) ….and it has been tested!

23. Post PGCE – “Beginning Teacher” Now “eligible to teach” 1 st year teaching = “Induction Year” Specific, identified roles for – Board of Governors Principal Teacher Tutor Head of Department The Beginning Teacher Education & Library Board Higher Education Institutions

24. Induction Year “The aim of induction is to continue to address the B competences in section 2.2”(of the teacher education handbook) Beginning of the problem of policy into practice! 92 (!) worthy but wordy competences – induction attempts to address 37 Example of a competence – “Demonstrates understanding of social, psychological, developmental and cultural influences on children’s attainment.” Only 2 competences relate to subject knowledge

25. Next Two Years Early Professional Development (EPD) years Continues to address competences Must undertake 2 Professional Development Activities (PDAs) Must produce portfolio of evidence to demonstrate how they bridge policy & practice After 3 years – “fully qualified” Move into further professional development

26. Problems with the Programme Takes too long? (3 years degree, 1 year PGCE, 3 years Beginning Teacher = 7 years) No fast track Not nearly enough subject emphasis Far too bureaucratic PGCE tests identify subject knowledge problems – should not be happening! Not enough scope to fix problems

27. Possible Ways Forward Subject Spend more time on mathematics taught at PGCE, offering opportunity to improve Make PGCE harder to pass OR grade outcome (re: ability in mathematics to be taught) Be open with assessment on Career Entry Profile HoDs to plug remaining gaps as necessary More communication between schools & Higher Education Institutions – mathematics to be taught is a changing body of knowledge General Reduce bureaucracy Replace the 92 competences by …….

28. The Way Forward Teachers in induction to satisfy HoD & Principal that they are performing sufficiently well in – Knowledge of subject & developments Relationships & rapport with pupils Relationships with staff Good classroom management & range of classroom techniques Assessment & recording of pupils’ progress Professional development

29. Conclusion Some examples of good practice Lots of scope for improvement, especially Subject knowledge Bureaucracy Communication Acronyms! Is teacher training cyclical? Have we been here before?

30. Thank you Any questions?