Northern Ireland Professor Ken Houston University of Ulster

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

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

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

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

Providing Institutions - 2 n University of Ulster n n 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

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

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

Two routes for mathematics n BSc (3 or 4 years) + PGCE [usually Secondary focus] n n n 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] n n Stranmillis University College St Mary’s University College

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

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

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

Five Assessments n n n 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

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

Ensuring Sufficient Knowledge n How does the NI Teacher Training Programme ensure sufficient knowledge? n n n 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

PGCE Subject Assessments n 11 -16 year old topics n n n n n 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 n 16 -18 year old topics (Pure) n n Law of logarithms Remainder Theorem Trigonometric Equations Calculus – n n n n Basic differentiation plus Basic integration plus APs and GPs Modular Inequalities Partial Fractions Tangents & Normals Maxima & Minima 1 st Order Differential Equations

PGCE Subject Assessments n However – what is not assessed from 16 -18 year old syllabus? n n n 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!

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

Induction Year n n “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. ” n Only 2 competences relate to subject knowledge

Next Two Years n Early Professional Development (EPD) years n n n 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

Problems with the Programme n Takes too long? (3 years degree, 1 year PGCE, 3 years Beginning Teacher = 7 years) n n n 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

Possible Ways Forward n Subject n n n 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 Ho. Ds to plug remaining gaps as necessary More communication between schools & Higher Education Institutions – mathematics to be taught is a changing body of knowledge General n n Reduce bureaucracy Replace the 92 competences by …….

The Way Forward n Teachers in induction to satisfy Ho. D & Principal that they are performing sufficiently well in – n n n 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

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

Thank you Any questions?