Dean, Division of Teacher Education
Welcome to the Division of Teacher Education!
I am pleased that you have chosen to be a part of the DTE family. Your decision to be a part of the teaching profession indicates your awareness of the importance of well trained teachers to our communities, nation and Caribbean region. Over the next two years you will be exposed to pedagogical theories and perspectives which have guided teachers and educators for decades. In addition, you will participate in current and research-based activities and strategies which will aid you as you prepare for your own classrooms. Further, you will build collaborative bonds and ties with likeminded individuals who will remain your colleagues and friends for a lifetime.
The staff of the DTE is comprised of highly trained individuals whose years of expertise and skills were gained in Universities around the world and honed through years of experience. They are here to guide you on your journey to teacher professionalism. Our full-time staff covers the following disciplines:
- Science – Mr. Ian Williams
- Mathematics – Mrs. Samantha Porter and Mrs. KhadineBlack
- Social Sciences – Dr. Roderick McKree, Mrs. Kendra King-Snagg and Mrs. Debra Laborde
- Early Childhood – Mrs Ann Dopwell (Vice Dean)
- English, Literacy and Literature – Mrs. Bernisa Roberts and Dr. S. Marise Butler
Further, our competent adjunct staff offer instruction in other disciplines including: TVET, Foreign Language, Business, Special Needs Education, Art, Music, PE and HFLE.
Given your awareness of the importance of trained teachers to our educational system, I am certain that the hard work and levels of excellence associated with our institution will also become natural and intrinsic aspects of your own philosophy, professional development, and growth.
We are honored to be a part of this experience with you as you prepare to make a positive and lasting impact on all the learners whose lives you will influence.
DTE Programmes
The duration of all full time programmes at the Division of Teacher Education is two (2) years with a reward of an Associate Degree in Education.
| Requirements | Credits | Total |
| A. General Education | 6 | |
| – English for Communication I | 3 | |
| – English for Communication II | 3 | |
| B. Education Foundations (9 credits) | 51 | |
| – Educational Psychology (2 courses) | 6 | |
| – Introduction to Social & Cultural Foundations of Education | 3 | |
| Curriculum & Instruction (42 credits) | ||
| – Language & Literacy (4 courses) | 12 | |
| – Mathematics (2 courses) | 6 | |
| – Science (2 courses) | 6 | |
| – Social Studies (2 courses) | 6 | |
| – Classroom Investigation | 3 | |
| – Teaching Practicum | 9 | |
| C. Electives | 9 | |
| Three (3) electives selected from, for example: | ||
| – Physical Education | 3 | |
| – Health and Family Life Education | 3 | |
| – Facilitating Democracy in the Classrooms | 3 | |
| – Drama and Theatre Education | 3 | |
| – Guidance and Counselling | 3 | |
| – Early Childhood Education | 3 | |
| – Catering to Students with Special Educational Needs | 3 | |
| – Matriculation Spanish | 3 | |
| – Matriculation French | 3 | |
| TOTAL NUMBER OF CREDITS | 66 |
| Requirements | Credits | Total |
| A. General Education | 6 | |
| – English for Communication I | 3 | |
| – English for Communication II | 3 | |
| B. Education Foundations (9 credits) | 51 | |
| – Educational Psychology (2 courses) | 6 | |
| – Introduction to Social & Cultural Foundations of Education | 3 | |
| Curriculum & Instruction (42 credits) | ||
| – Major Area (5 courses) | 15 | |
| – Minor Area (3 courses) | 9 | |
| – Assessment | 3 | |
| – Classroom Investigation | 3 | |
| – Literacy Instruction | 3 | |
| – Teaching Practicum | 9 | |
| C. Electives | 9 | |
| Three (3) electives selected from, for example: | ||
| – Physical Education | 3 | |
| – Health and Family Life Education | 3 | |
| – Facilitating Democracy in the Classrooms | 3 | |
| – Drama and Theatre Education | 3 | |
| – Guidance and Counselling | 3 | |
| – Early Childhood Education | 3 | |
| – Catering to Students with Special Educational Needs | 3 | |
| – Matriculation Spanish | 3 | |
| – Matriculation French | 3 | |
| TOTAL NUMBER OF CREDITS | 66 |
| Requirements | Credits | Total |
| A. General Education | 6 | |
| – English for Communication I | 3 | |
| – English for Communication II | 3 | |
| B. Education Foundations (9 credits) | 51 | |
| – Educational Psychology (2 courses) | 6 | |
| – Introduction to Social & Cultural Foundations of Education | 3 | |
| Curriculum & Instruction (42 credits) | ||
| – Major Area (8 courses) | 24 | |
| – Assessment | 3 | |
| – Classroom Investigation | 3 | |
| – Literacy Instruction | 3 | |
| – Teaching Practicum | 9 | |
| C. Electives | 9 | |
| Three (3) electives selected from, for example: | ||
| – Physical Education | 3 | |
| – Health and Family Life Education | 3 | |
| – Facilitating Democracy in the Classrooms | 3 | |
| – Drama and Theatre Education | 3 | |
| – Guidance and Counselling | 3 | |
| – Early Childhood Education | 3 | |
| – Catering to Students with Special Educational Needs | 3 | |
| – Matriculation Spanish | 3 | |
| – Matriculation French | 3 | |
| – TVET course options | 3 | |
| TOTAL NUMBER OF CREDITS | 66 |
| Course Codes | Course Names | Credits | |
| COM 100 | English for Communication I | 3 | |
| EDSC101 | Introduction to Social & Cultural Foundations of Education | 3 | |
| ECPF 101 | Philosophical Foundations of Early Childhood | 3 | |
| ECLA 101 | Early Language Acquisition and Literacy Development | 3 | |
| ECCD 101 | Child Development: Birth through Eight-years-old | 3 | |
| EDET 101 | Seminar Series in Technology in Education | 0 | |
| Provisions should be made for students to engage in observation in an ECE classroom for at least THREE (3) hours a week. | 0 | ||
| 15 | |||
| COM 101 | English for Communication II | 3 | |
| ECMT 101 | Teaching Math to Young Children | 3 | |
| ECSH 101 | Early Childhood Science and Health | 3 | |
| ECRD 101 | Early Childhood Language Arts and Reading and Decoding | 3 | |
| ECCP 101 | Classroom Processes and Instruction in the Early Childhood Classroom | 3 | |
| EAEC 101 | Methods of Educational Assessment in the Early Childhood Classroom | 3 | |
| 18 | |||
| EDCL 101 | Reading and Writing Across the Curriculum | 3 | |
| 1 Elective | 3 | ||
| 6 | |||
| EDCI 101 | Techniques in Classroom Investigation | 3 | |
| ECCL 101 | Children’s Literature in the Early Childhood Classroom | 3 | |
| ECSS 101 | Social Studies Methods in the Early Childhood Classroom | 3 | |
| ECSN 101 | Inclusion of Children with Special Needs in the Early Childhood Classroom | 3 | |
| ECCA 101 | Creative Arts for the Young Child | 3 | |
| Elective | 1 Elective | 3 | |
| 18 | |||
| RCP 101 | Seminars for Reflection on Classroom Practice | 0 | |
| Extended Classroom Practicum | 9 | ||
| 9 | |||
| TOTAL NUMBER OF CREDITS | 66 | ||
ENTRY REQUIREMENTS
The following represents the minimum entry requirements for admission to the Associate Degree in Education Programme.
- ADE Early Childhood Education
- ADE Primary Education
- ADE Secondary Education
- ADE Technical and Vocational Education
- Certificate Early Childhood Care and Development *NEW*
Entry Requirements for Teachers Pursing the Primary and Early Childhood Education Programme EITHER A minimum of five (5) CSEC subjects at General Proficiency Grades I, II or III; or five (5) “O” levels. These subjects should include:
- English A
- Mathematics
- Social Studies or History or Geography
- Science – Integrated Science or Agriculture Science or Pure Science
- One (1) additional subject
OR Courses which have been developed in consultation with the U.W.I School of Education, and which have been mutually agreed to be of a standard equivalent to CSEC level in terms of the knowledge and skills required. Entry Requirements for Teachers Pursuing the Secondary Programme The minimum entry qualifications shall be five (5) CSEC subjects at General Proficiency Grades I, II, or III, or the equivalent “O” level passes, including English Language. In addition, specific entry requirements for specialization in the various subject areas will be:
- “A” level, or CAPE – 2 Units or an Associate Degree in the specialist subject (Major)
- At least CSEC grade 1 or equivalent in the Minor
Social Studies is not done at “A” level and as such the following passes will be accepted as its requirement: “A” level Geography or History, OR CAPE – 2 units in either Geography or History or Sociology. In instances where the applicant has no qualifications at CAPE or GCE “A” Level, but has some other qualification, an assessment will be made to determine eligibility for entry to the programme. Entry Requirements for Teachers Pursing the TVET Programme The industrial Arts and Home Economics components of the TVET programmes may be pursued by teachers from both primary and secondary levels. The minimum entry qualifications for these programmes shall be five (5) CSEC subjects at General Proficiency Grades I, II, or III, or the equivalent “O” level passes, including English Language, Mathematics and at least one subject related to the programme to be pursued. Entry requirement for Early Childhood practitioners pursuing the certificate course ‘The Training and Professional Development for Early Childhood Care and Development (ECCD) Practitioners‘
- Possess some CSEC/ GCSE subjects (A passing grade in English and/or Mathematics at CSEC/ GCSE is NOT required)
- Working in an ECCD centre
Candidates for Mature Entry
Candidates over the age of 30 years seeking admission into a programme and who do not have the academic qualifications set out in the requirements above but who have completed at least 5 years of teaching in one or more recognized schools must establish clear evidence of their competence in the field. As a result applicants will undergo an assessment from a selection of the following processes:
- Observation/assessment on the job by a team constituted of the JBTE which will conduct the exercise using an approved observation/assessment schedule.
- Submission of a portfolio which documents competence/accomplishments in the following ways:
- Representative sample of work (where applicable) over the three-year period immediately preceding application.
- Written 500 word account of life history and a vision of their role in education.
- Documentation to substantiate certificates/awards obtained in the informal setting, e.g., on-the-job courses.
- Recommendations from professional educator(s) and person(s) who have supervised him/her in his/her area of competence.
- Examinations to assess learning potential which should include the assessment of candidates’ proficiency in Numeracy and English, unless candidates have approved qualifications in these subjects and/or at least 2 subjects attained through a formal examination system.
The assessment of students for mature entry should take place during the regular college recruitment period.
Students admitted under this clause cannot normally be given advance placement or any exemptions. However, in the case of applications in practical areas, where there is clear evidence of qualifications which merit exemptions from content area courses, application can be made for consideration to be given.
Re-sit of Examination
If a candidate has failed the subject at the first attempt and later in two trials in five years, he/she should re-do the entire programme. However, exemption with credit may be granted for all courses for which the student previously earned a grade of B or higher.
The “forgiveness” system will be replaced so that having to repeat courses will be reflected in the students’ GPA.
- Students who fail a course or any component of a course and must re-sit the course or a component of a course will, on the first re-sit (constituting their second attempt to pass), be awarded a grade on level below what was actually awarded. An exception will be made if the actual grade awarded is a minimum passing grade (C).
- Students who are re-sitting a course or a component of the course for a second time (constituting their third attempt to pass) and pass, can only be awarded the minimum passing grade of C. A grade of “C” will not be lowered.
- This revision to the grading system will take effect from September 2019.