The general aims of the programmes are:
- The holistic development of a body of knowledgeable and committed education leaders/practitioners for whom student school failure is not an option and who will work to help students raise their expectations of themselves as they (students) come to know, recognize and accept their God given worthiness as human beings
- To nurture and augment school personnel’s expectation of the student through a Catholic understanding of the value and worth of the human person
- To help school personnel, especially classroom teachers and school leaders, recognize their role as advocate (the ‘present’ and currently available responsible adult) for ALL their students, particularly the very young and those considered ‘at risk’
- That in time, schools in Trinidad and Tobago and the Caribbean, particularly Roman Catholic schools, will be fully staffed with a nucleus of such personnel who will make possible, for the benefit of all, the holistic potential development of every child.
General Learning Outcomes
Underpinning the programmes are these two (2) concepts: the development of ‘servant leaders’ and the values of ‘servant leadership’. The programmes are intended to create well-trained education professionals. Teaching/educating is a Catholic vocation and an important ministry within the church.
Those who manage/administrate schools and/or teach are expected to model the educator, Jesus Christ through similar serving, giving. For school personnel on the CREDI B.Ed. programmes, this includes, inter alia, the ability to cultivate in self and others:
Imagination and Creativity – Think of the awe creation inspires. Man was blessed with imagination and creativity. Through this programme, participants are encouraged to awaken and use these gifts in themselves and their students;
- Inclusivity - every human being is of equal worth before God and practitioners in the CREDI education environment should reflect acceptance of this value by living it: celebrating all; teaching all; praying for all; embracing all.
- Martyrdom – Participants learn to espouse the dictum: “Love one another as I have loved you” (Jn.15:12). In the teaching and learning sessions, they are given the model of a willingness to serve, to die to self for the other, the grain of wheat which dies to bring forth a rich harvest
- Availability – Also in the learning process at CREDI, staff (academic, administrative and others) are available to participants. In other words, they are ‘present to’ the CREDI student body. Participants therefore experience and learn first-hand, the value of this ‘student-other’, ‘student-teacher’ interaction to person ‘formation’ and in turn, the value of practising similar behaviours within their individual settings with their pupils.
The programmes provide participants with academic and professional knowledge, understandings and skills in areas necessary to inform and give rise to excellence in all areas of their practice.
Through the teaching/learning strategies used to explore the value-based content of courses, participants should exit the programmes with the following as a minimum level of intellectual and practical skills viz. the ability to:
- Develop and implement statements of school philosophy and mission that reflect the unique Catholic character of the school
- Operate successfully as curriculum leader
- Provide moral and ethical guidance to the school population
- Continuously demonstrate teaching excellence
- Accurately and efficiently plan and implement learning experiences to meet student learning needs in a differentiated learning environment
- Counsel and guide staff and students
- Engage hearts and minds in the school and wider community so values and dispositions are constantly shaped
- Monitor, analyse and evaluate personal performance relative to set goals
- Identify ways and means to improve or maintain excellence in all aspects of school functioning
Structure of the Programmes
All programmes are comprised of two (2) major components; with the exception of the music specialization option.
- The Theory of Education - 90 Credits taught in face-to-face sessions over a period of three (3) years
- The Practice of Education (conducted over six (6) school terms with a cooperating teacher and an Evaluator.
The Bachelor of Education - Music Education Specialization is composed of four components they include: Music / Education / Theology / History.
Music Education also has a practicum component of seventy-two hours.
Each of the components must be successfully completed in order to earn the CREDI Bachelor of Education with Honours Degree.
Course details for each specialisation are available in CREDI's Handbook and can be requested at the Head Office.