Master of Teaching

1
Master of Teaching

• Secondary Stream
• Primary Stream
• Early Childhood Stream

2
Overall rationale

• Consistent with Melbourne Model
• fewer broader undergraduate degrees
• 2 year professional qualifications
• Opportunity to revitalise our programs
• strengthen partnerships with schools
• extend theory-practice links within course
• promote evidence-based practice for teachers
• benchmark with overseas leaders

3
Work to date

• Conceptualisation and course structures done
• Timetabling done
• Taskforce established for detailed planning
• Visits to and from Stanford, Toronto (OISE) and
  many other links

4
Secondary pathways

• Includes ready to teach qualification (PGD in
  T) after 150 points
• accelerated program in 12 months
• reduced program in 24 months
• choices for final MTeach semester
• induction
• internship
• research, specialisation

5
Early childhood pathways

• Includes ready to work qualification for
  childcare /pre-school (PGD in T (EC)) after 150
  points
• accelerated program in 12 months
• reduced program in 24 months
• choices in final MTeach semester
• induction or internship for early childhood
• early years program for first years of primary
  school
• research, specialisation

6
Primary pathways

• Two year M Teach program encouraged
• Normal load, not accelerated
• All normal ready to teach components within 3
  semesters (eg all curriculum areas)
• Final semester provides specialised study of
  literacy and numeracy teaching, focussed on
  meeting individual needs, with strong practical
  components

7
Cohorts Partnerships

• Feature of Stanford Toronto teacher ed
• Substantially extended school experience, built
  explicitly around meeting VIT Standards
• Requested substantial support from education
  systems, including teaching fellows in schools to
  work with clinical tutors from university
• Aiming for cohort placements in a smaller number
  of schools
• Partnerships with selected schools to be very
  extensive

8
Next steps will involve whole faculty

• Writing teams, linked via taskforce for strong
  co-ordination between subjects, designing
  subjects genuinely at masters level
• Clear statements of the course pedagogy and a
  vision of the MTeach graduate, built about
  standards for teaching
• Identify attention to underlying values across
  subjects e.g. equity, democracy, sustainable
  world
• Negotiation and carriage of school partnerships