The mission of teacher training programmes is to ensure that instructors have the knowledge, disposition and repertoire of skills to prepare widely diverse students for lifelong learning. Field experience is an important, highly valued experience in this process and an essential component of learning to teach. Within this process supervision plays a critical role in the guiding the teacher-candidate to develop essential pedagogical skills and ultimately becoming effective educators.
This course was developed for professionals involved in teacher education and training, particularly individuals involved in training of teachers, preparation and field experiences (cooperating-teachers, university supervisors, administrators, pre-service teachers and other stakeholders). It focuses on the supervision of pre-teaching professionals during field experiences.
The course seeks to examine the goals, value and process of field experience in teacher training; identify understandings and definitions of clinical supervision and its purposes; review models of supervision, effective supervisory practices and skills and qualities of effective supervisors. The course is delivered online and covers the following four units:
Unit I: The Role of Supervision in Teacher Development
Unit II: Techniques and Strategies for Supervising Student Teachers
Unit III: EMCVPA Guidelines for Student Teacher Supervision
Unit IV: The Practicum- Supervising Student Teachers
Throughout the course students will compare and contrast current supervisory models, techniques, strategies and practices in an effort to determine best practices. The course encourages and enhances self-analysis, evaluation of various methods and strategies and allows for debate and discussion, through lectures, group projects, research and reflection.
The goal of this course is to introduce students to research practices in the field of art education. As part of that introduction, students will be exposed to research terminology and definitions, a variety of research methodologies, data collection methods, examples of research studies, and the power of teachers as researchers in their own classrooms (and work environments). Students will develop a research proposal for implementation in their classrooms (and work environments) based on their own goals for exploring teaching practices.
This course is designed to consider online education for adult students (graduate and undergraduate). The underlying emphasis of the course is in considering the question: How do you create a community of online learners? To immerse ourselves in this inquiry, students will discuss a series of readings as well as create an online course that is usable, accessible, and engaging for their graduate and/or undergraduate students. This course is designed for arts educators who are teaching adult students and wish to convert some of their teachings to an online environment. More specifically, the course emphasizes the opportunity for the online learning environment to contribute to building a community of adult learners who are active participants in their own learning
process.
The course is completed over five (5) weeks - 45 hours and consists of the following three units:
Part I: The Learning Community in Online Learning
Part II: Teaching and Learning in the Virtual Learning Community
Part Ill: Final Assignment
EMCVPA teaching internship is a 12-week experience in the preparation of perspective art teachers as knowledgeable, reflective practitioners and emerging leaders who conduct themselves ethically and professionally. The internship provides teaching and other appropriate activities in local classrooms and other learning environments with guidance by a university supervisor and a cooperating teacher. Over a 12 week period students engage in active classroom projects by designing, implementing and evaluating units of instructions. Placement will require that the intern be currently employed to a school district or has formal permission to access a classroom throughout the period of internship.
This course introduces participants to the field of assessment and the shifts and tension points to existing within the field. Specifically, it provides them with opportunities to explore the idea of learner-centred assessment and to examine their roles within it. Participants will question their assumptions about how students learn, the best way to teach and how to know if teaching has been successful. Throughout the course, the participants will reflect, investigate and apply diverse approaches to varying assessment situations that may arise within the classroom. The course is centred in the philosophy of constructivism and the vision is for participants to become conversant with the principles and key concepts of learner-centred assessment and become empowered to apply these to classroom contexts.
Many issues and problems confront the education systems of the Caribbean. By issues we mean question sfor which we need answers and for which different people have proposed different answers. There are strong and there are weak points in the different answers. In this course we will examine these so that you can see both sides of the coin, so to speak. In the end you have to make your own decision as to which answer you consider the most plausible or convincing or, you may come up with your own answer, but you will need to be able to justify it. You should have no difficulty in doing this if you participate in the course activities and engage in the necessary readings.
In this course we will explore different theories and philosophies that undergird curriculum development generally and consider their import for arts education. We will also examine key contemporary issues and the bearing they have on the ways that curriculum is interpreted at the classroom level. By the end of the course, it is anticipated that the knowledge, skills and experiences garnered would have equipped you with the capacity to view curriculum development through a more informed lens and by extension, assist with the improvement of the quality and culture of the teaching/learning experience in your classrooms.
In exploring the various units, you may encounter things that you already know and practice as a teacher/lecturer; notwithstanding, emphasis will be placed on how those connections may be further extended and/or challenged to crystalize your thinking and to engender a more comprehensive and holistic understanding and approach to arts curriculum development.
In this five-week course we will begin the contemplation of a few approaches to arts education through literature and short videos. You will be asked to create a presentation and an accompanying statement that explores your developing philosophy of teaching, practicing and performing in your specific area of art interest. We will focus on making the required interactions and assignments and manageable, useful and accomplishable.