….by its very nature the [teaching] profession’s knowledge and skills will continue to escalate …Put simply, what the practitioner needs to know and be able to do will be developing constantly throughout his or her professional career … going on for as long as the person is in the profession. Beare, 1998 in Queensland College of Teachers, 2008. p.1
One of the recognised hallmarks of a profession is the distinctive body of knowledge and skills shared by its members and their acknowledgement of the importance of engagement in professional renewal and ongoing development across their career. Queensland College of Teachers, 2008. p.1
Since the School of Education introduced a programme of teacher education in 1973, the School has been a leader in teacher development through the delivery of teacher education programmes at the pre-school, primary and secondary levels. Recently, research findings have drawn attention worldwide to the impact of teacher quality on student achievement and school effectiveness. This has resulted in a clamour for continuing professional development as a structured and programmed ongoing activity. The Outreach Unit has been established to respond to that call, so that educators can maintain currency of practice by updating and upgrading their knowledge and skills on a regular basis. The Unit’s activities conform to the definitions of quality and excellence as outlined in standards for teaching and teachers. In the absence of formal documented standards in Trinidad and Tobago, the Unit draws from the field, research and the literature, as well as from the School of Education’s position as a leader in the provision of teacher education. Within this framework, courses, workshops, seminars and all activities and experiences are rationalized and developed, and teacher participation recognized. Furthermore, as an integral part of the UWI, the Unit acknowledges its role in facilitating interaction with the wider community by promoting opportunities for making the work of the School of Education known to the public, and for engaging the public at large in matters of educational importance.
The Unit is established to support, enhance and extend the work of the School of Education as it strives to be the national leader in the field of education. It seeks to foster high levels of effective education through programmes of continuing professional development and public engagement.
The Unit offers university-approved programmes and courses, other continuing development courses, modules, seminars and workshops. We utilize different delivery formats, such as face-to-face, online, and blended modes. The delivery format and schedule are determined by the goal of the programme or course, as well as by the characteristics of the target clients.
The programme of offerings is structured within a continuing professional development framework that analyses the expectations for educators as they carry out their professional duties. The framework encompasses
The Unit will grant professional credit points to persons who have participated in its professional development programmes. A Professional Development Point (PDP) will be the basic unit of credit for continuing professional development (CPD) activities to be offered by the Unit. One PDP will be earned for participation in five (5) hours of approved and designated CPD activities. Any full-day CPD activity will be counted as five hours.
Courses or programmes, which carry university credits will have the value designated by the University.
Workshops / Programmes Our Unit now offers the following workshops/programmes:
|Programme||Workshop 1||Workshop 2||Workshop 3||Workshop 4||Workshop 5||Workshop 6||Workshop 7|
|Assessment||Facing Assessment Head On||Alternative Assessment||Constructing Classroom Tests||The Portfolio|
|School Leadership||Linking Success: Partnerships for Student Learning||Developing the Instructional Team from Within||Prefect Leadership||The Beginning Teacher||The Master Teacher||Teacher Professionalism||Curriculum Leadership for HODs|
|Instructional Practice||Towards Effective Classroom Management||Lesson Planning||Teach Them to Reach Them: Channelling Behaviours of Young "Troublemakers" and Typical Children||Teaching for Student Engagement||Developing the Responsible Learner||Inclusive Classrooms: Students With Special Needs||School Leadership Series|
|Curriculum||Maximizing the Learning Potential: The Role of HFLE||Relating with Self: The Role of HFLE||Understanding Sexuality and Sexual Health: The Role of HFLE||Building Competence in Curriculum and Curriculum Leadership||ICT Curriculum Integration|
|Technology||Using the Internet in the Classroom: WebQuests||Engage Your Learners: Avoid Power Pointlessness|