Presentation on theme: "National Review of Teacher Education: B Ed/ACE/PGCE April 2006 Institutional Preparation."— Presentation transcript:
National Review of Teacher Education: B Ed/ACE/PGCE April 2006 Institutional Preparation
Self-Evaluation Report Unit reviews Programme Portfolio submitted: PGCE-B ED-ACE 80 pages: Electronic Submission Documentation Map Site Visit
PGCE – ACE – B Ed Criteria and Minimum Standards Unit’s Self Evaluation
Key Objectives Capacity of unit in relation to quality programme offerings Evaluate the academic standards and quality of teaching and learning provision Review teaching and learning arrangements : Modes and sites of delivery Evaluate learning experience of students
Reassess outcomes, purposes and objectives of learning programmes Assess and review the performance of students in relation to progression and throughput Areas of innovation and best practice Analysis of strengths and weaknesses Improvement Plan
Format of the Self-Evaluation Report Introduction Process SWOT Analysis Innovations and Best Practices Improvement Plans
Evaluation Against the Criteria Name of Programme Criteria B Ed CCMM S NI MMS PGCE CCCMM S NI MMS C ACE CNI MM S NI MM S NI
Criteria & Minimum Standards Primary SourcesSecondary Sources Portfolio Preliminary Analysis Customised Site Schedule Management Interviews Academic Interviews Admin & Support Staff Facilities Documents Students Alumni Schools
ACE TEAMPGCE TEAMB ED TEAM CHAIRPERSON OF PANEL + REPORT WRITER REPORT INTERVIEWS WITH MANAGEMENT/STAFF/STUDENTS SCRUTINY OF DOCUMENTS REVIEW OF DOCUMENTATION PROVIDED BY INSTITUTION
ACEPGCEB ED INSTITUTIONAL COMPONENT PROGRAMME SPECIFIC INFORMATION
ACE TEAMPGCE TEAMB ED TEAM CHAIRPERSON OF PANEL + REPORT WRITER REPORT EACH TEAM WILL REVIEW DOCUMENTATION SPECIFIC TO THE PROGRAMME UNDER REVIEW
UNIVERSITY MANAGEMENT FACULTY SCHOOL/COLLEGE DEPARTMENT Programme Offered RESPONSIBLE FOR SOME MODULES IN COURSE WORK MASTER’S OTHER MODULES – ANOTHER DEPT.
Examples of Minimum Standards The programme is part of the institution’s planning, approval, resource allocation and quality assurance process. The number of students selected takes account of the programme’s intended learning outcomes, its capacity to offer sound professional preparation in the selected areas of specialisation, and the needs of schools and other relevant parts of the education system. Seventy-five percent of full-time students who enter the programme complete it successfully within 1 year (part-time students complete within 3 years). Over the past three years, the unit offering the programme has had access to, and has monitored and guided the analysis of information on retention and throughput rates of students.
Critical Accreditation Questions Operational requirements and institutional capacity and infrastructure. Financial Viability of the programme Campus infrastructure and facilities – multi-campus - resources for the programme Equivalence of provision for multi-site programmes Staff development Timetabling issues and contact teaching hours/learning materials? Space requirements for teaching or other purposes – capacity Possible enrolments and growth in student numbers. Overall graduation rates and the graduation rates Past enrolment trends and performance trends Staff/student FTE ratios per academic unit
Accreditation Requirements Enrolment and selection data Equity profiles – staff/students – plans Carrying capacity of a school/department Workload Models Degree requirements Student Progress per module Throughput rates and graduation rates Dropouts Assessment records Link between assessment and certification Certification requirements Learner records