Training is a process by which a person grows in ability and becomes better able to perform his or her desired role. Teacher training in St Helena comprises of four strands:

 

 

INITIAL TEACHER TRAINING

Entry into the profession is possible through four routes:
ROUTE 1 ROUTE 2 ROUTE 3 ROUTE 4

School Leavers

Mature Persons

School-Centred

UK Qualified
Teacher trainees are recruited into the profession with 4 GCSEs with Grade C and above. Trainees are eligible to enter mid-way or at the top of the Level Salary scale. Mature trainees are recruited with some experience with working with children. They are encouraged to achieve at least 2 GCSEs whilst in training. One of these GCSEs should be English. The School-Centred Initial Teacher Training (SCITT) programme is followed. Recruits should have classroom experience at the level of GSSA or supply teaching and should be recommended by the appropriate Education Officer. These UK qualified students are trained to teach through being given opportunities to develop strategies to enable them to put their advanced subject knowledge into practice in the classroom. Recruits in possession of a degree enter at Salary scale level 5.
The flexible arrangements enable trainees to receive high quality, individualised training that matches their needs and circumstances. They also take account of prior learning and experience. In addition, trainees are responsible for their own pace and achievement through target setting, self-monitoring and evaluation of their performance.

 

STRUCTURE OF THE INITIAL TEACHER TRAINING PROGRAMME

The programme is broken up into flexible modules allowing trainees to build on each aspect in manageable stages, spread across a maximum of two years, but is ‘tailored’ to suit the individual needs and achievements of all recruits. The 3 main components are:

 

COMPONENT

MODULES

1

PROFESSIONAL STUDIES
These involve the study of modules relating to theory of education including topics such as developmental psychology, sociology, managing behaviour, motivation and reinforcement, how children learn etc. Additionally, classroom management strategies involve teaching strategies and approaches to aid class management and organisation; lesson planning and evaluation. Subject methodology involves developing subject knowledge with strategies for teaching these subjects to pupils of certain age ranges.

2

SCHOOL ATTACHMENTS
These are periods in which trainees are based within schools. At first these are short visits and placements to enable trainees to familiarise themselves with what is happening across all school sectors. These are later developed into TEACHING PRACTICES (TPs) during which trainees prepare and deliver lessons with the guidance and support of training sector and school staff.
  • SERIAL PRACTICE is a 4-week attachment where trainees teach a minimum of 6 lessons per week spread over 2 consecutive days.
  • 4-WEEK BLOCK PRACTICE involves teaching 10 lessons per week spread over 3 days.
  • 8-WEEK BLOCK PRACTICE involves teaching in the place of the classroom teacher every day of the week. This practice aims to show trainees the realities (including the hardships) of a ‘normal’ teacher and the reality of life in schools.

Teaching practices may be repeated as necessary. If the trainee completes all 3 TPs at a high standard, and achieves a high pass mark in the end of programme examination, consideration for early completion is given.

 

School-centred training is significant. Throughout ITT, trainees are given the opportunity to work across the sectors. In this way, they can make an informed decision on the specialist age range they want to teach.

 

3

ACADEMIC ENHANCEMENT
Trainees are encouraged to develop subject knowledge, particularly within the subjects they intend to teach. This is to boost their confidence and prevent them from being just "one step ahead" of their pupils. Therefore, those who do not hold high grades in key subjects are urged to register for Further Education courses, or to work toward improving their qualifications through the subject methodology sessions. Day release can sometimes be arranged for subjects not offered in Further Education, only if times do not clash with other important aspects of the ITT programme.
 

 

NOMINATIONS FOR OVERSEAS TRAINING

If in the first year of ITT, a trainee demonstrates a high standard of achievement, has the required qualifications and shows good potential for practical teaching, one trainee per year is considered for overseas training to complete a teaching degree such as a Bachelor’s degree in Education.

 

TERMS AND CONDITIONS
Trainee teachers are placed on Grade Level 2 (£2580 - £3036). Individuals’ entry points depend on the number of recognised qualifications that they possess.
Hours of work are from 9:00 am to 3:00 pm during school terms, with a lunch break which is normally from 12:30 – 1-30 pm.
Like all government employees, Trainee Teachers are subject to Public Services Orders.
Free home to duty transport is not provided, but subsidised transport can be offered as and when there is space on the buses. When trainees are undertaking school attachments special arrangements are currently made.

 

DISTANCE EDUCATION
Teacher qualifications are significant in improving standards within our schools. It is, therefore, of prime importance that teacher qualifications are upgraded and that more and better opportunities are offered to teachers as a means by which they can become more professionally confident and competent.

RATIONALE

In attempting to try and overcome present inadequacies in the upgrading of teacher education at all levels, access to the availability of Distance Learning Packages (DLPs) is a means which such could facilitate a process. DLPs are considered a priority target for the Department.

In striving towards achieving the Department’s mission of ‘providing a high quality education service ..... particularly laying a sound educational base for young people’ and contributing to the National Strategy for St Helena through sustainable development, training and staff development activities through DLPs would have the following benefits:

  • Cater for the majority female staff with family commitments who are unable to take up long term overseas training;
  • Prove economically and financially viable with regard to the limited allocation for overseas training awards and the expenses incurred therein;
  • Increase the number of persons undertaking courses at any one time;
  • Allow personnel to continue their roles within the department and at the same time meet their study needs at home or in a variety of professional contexts
  • The award of internationally recognised qualifications

 

COURSES AVAILABLE

 

  • Rusland College, Bath

    • Diploma in Psychology
    • Diploma in Child Development and Psychology
    • Certificate in Careers Counselling
    • Diploma in Play Therapy
    • Diploma in Counselling
    • Diploma in Stress Management
    • Diploma in Sport Psychology
    • Diploma in Counselling Psychology and Psychotherapy

 

  • Birmingham University: Advanced Certificate, Bachelor of Philosophy, Postgraduate Certificate, Postgraduate Diploma

    • Autism
    • Challenging Behaviour & Learning Difficulties
    • Emotional and Behaviour Difficulties
    • Learning Difficulties (severe & moderate)
    • Speech & Language Difficulties

 

 

OVERSEAS TRAINING

RATIONALE
The Department recognises the importance of enabling personnel to go abroad for training that is appropriate their role that is being carried out on island. Such opportunities justify themselves in the following ways for:
  • Personal and professional development
  • Leadership roles and succession planning
  • Curriculum development
  • The development and enhancement of Initial and In-service training
  • The development of staff training
  • The dissemination of information
  • The development of new ideas and innovations

 

Given the valuable experience and professional development that such training offers, it is desirable that the Department has a fixed number of training awards per annum so as to allow for forward planning in all aspects of training over a five-year period, for instance, to take place.

 

The selection of personnel for Overseas Training (OVSET) is based on a needs analysis process across the Department and coincides with current or new developments in, for example, curriculum planning and implementation as well as with succession planning and/or any of the above justifications