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STUDENT HANDBOOK Version 2015.01

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CREDI’s VISION, MISSION & ASPIRATION

The VISION of CREDI is:

“Servant Leaders Transforming the New Millennium – Integrating Mind, Body, Heart and Spirit.”

The MISSION of CREDI is:

“CREDI is a Catholic institution which offers tertiary level education to prepare persons for service to

Church and Society in pursuit of integral human development.”

The ASPIRATION Statement of CREDI is:

“CREDI will be the tertiary level educational institution of choice for the Caribbean, fostering a learning

community of servant leaders using imagination and creativity in the service of promoting integral human

development.”

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Table of Contents CREDI’S VISION, MISSION & ASPIRATION --------------------------------------------------------------------------------2

BACKGROUND ----------------------------------------------------------------------------------------------------------------- 5

CREDI WILL: --------------------------------------------------------------------------------------------------------------------------------- 6

CONTACT INFORMATION --------------------------------------------------------------------------------------------------- 6

CREDI BOARD OF DIRECTORS ---------------------------------------------------------------------------------------------- 8

SENIOR LEADERSHIP TEAM ------------------------------------------------------------------------------------------------- 8

GETTING STARTED------------------------------------------------------------------------------------------------------------9

POLICY STATEMENT --------------------------------------------------------------------------------------------------------------------------- 9 APPLICATION PROCESS ----------------------------------------------------------------------------------------------------------------------- 10 FEE STRUCTURE 2015/2016 ------------------------------------------------------------------------------------------------------------------ 11 METHOD OF PAYMENT ------------------------------------------------------------------------------------------------------------------ 12 ACCESS TO GATE ----------------------------------------------------------------------------------------------------------------------------- 13

Applying For GATE -----------------------------------------------------------------------------------------------------------------------------------------13 B. ED. REGISTRATION CHECKLIST ----------------------------------------------------------------------------------------------------------- 14 TIME LIMIT FOR DEGREE COMPLETION ---------------------------------------------------------------------------------------------------- 14

Regular Full-Time Schedules------------------------------------------------------------------------------------------------------------------------------- 14

Part-Time Scheduling -------------------------------------------------------------------------------------------------------------------------------------- 14

Protracted Completions ------------------------------------------------------------------------------------------------------------------------------------ 15

Important Dates -------------------------------------------------------------------------------------------------------------------------------------------- 15 Diplomas ----------------------------------------------------------------------------------------------------------------------------------- 15 Associate Degrees ------------------------------------------------------------------------------------------------------------------------- 15 Bachelors of Education ------------------------------------------------------------------------------------------------------------------- 15 Bachelors - Music specialisation -------------------------------------------------------------------------------------------------------- 15

STUDENT LIFE & SUPPORT SERVICES ------------------------------------------------------------------------------------ 16

ATTENDANCE POLICY------------------------------------------------------------------------------------------------------------------------- 16 GRADING SYSTEM ----------------------------------------------------------------------------------------------------------------------------- 17 ISSUING OF CERTIFICATES ------------------------------------------------------------------------------------------------------------------- 18 ASSESSMENT OF COURSES ------------------------------------------------------------------------------------------------------------------- 18 ASSIGNMENT FORMAT ----------------------------------------------------------------------------------------------------------------------- 18 SUBMISSION OF ASSIGNMENTS -------------------------------------------------------------------------------------------------------------- 21 LATE SUBMISSION ----------------------------------------------------------------------------------------------------------------------------- 21 EXAMINATIONS POLICY ---------------------------------------------------------------------------------------------------------------------- 21 PLAGIARISM -------------------------------------------------------------------------------------------------------------------------------- 24 ACADEMIC QUERIES -------------------------------------------------------------------------------------------------------------------------- 24 WITHDRAWAL, DEFERRAL AND LEAVE OF ABSENCE -------------------------------------------------------------------------------------- 25

WITHDRAWAL ------------------------------------------------------------------------------------------------------------------------------------------- 25

DEFERRAL ------------------------------------------------------------------------------------------------------------------------------------------------ 26

LEAVE OF ABSENCE ------------------------------------------------------------------------------------------------------------------------------------ 26

APPLICATIONS FOR LEAVE -------------------------------------------------------------------------------------------------------------------------- 26 RESCHEDULING OF CLASSES ----------------------------------------------------------------------------------------------------------------- 27 COURSE MATERIALS -------------------------------------------------------------------------------------------------------------------------- 27 REQUESTS FOR TRANSCRIPTS ---------------------------------------------------------------------------------------------------------------- 27

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LIBRARY---------------------------------------------------------------------------------------------------------------------------------------- 27 CODE OF CONDUCT -------------------------------------------------------------------------------------------------------------------------- 28 COUNSELING & MEDICAL CARE ------------------------------------------------------------------------------------------------------------ 29 EXEMPTIONS POLICY: ------------------------------------------------------------------------------------------------------------------------- 29

Exemptions Applications: ---------------------------------------------------------------------------------------------------------------------------------- 29

PROGRAMMES --------------------------------------------------------------------------------------------------------------- 30

CERTIFICATES ----------------------------------------------------------------------------------------------------------------------------- 30 CERTIFICATE IN RESIDENTIAL CARE (CHILDREN AND YOUTH) ------------------------------------------------------------------- 30

UNDERGRADUATE ----------------------------------------------------------------------------------------------------------------------- 33 DIPLOMA --------------------------------------------------------------------------------------------------------------------------------------- 33

DIPLOMA IN PASTORAL MINISTRY (SPECIALIZATION IN CARIBBEAN LITURGICAL MUSIC STUDIES) ------------------- 33 DIPLOMA IN RESIDENTIAL CARE (CHILDREN AND YOUTH) ------------------------------------------------------------------------- 38

ASSOCIATE DEGREE --------------------------------------------------------------------------------------------------------------------------- 41 ASSOCIATE DEGREE IN PASTORAL MINISTRY [BIBLE STUDY] ----------------------------------------------------------------------- 41

BACHELOR’S DEGREE ------------------------------------------------------------------------------------------------------------------------- 45 Aims of the Bachelor of Education with Honours Programmes ----------------------------------------------------------------------------------------- 46

General Learning Outcomes ------------------------------------------------------------------------------------------------------------------------------- 46

Structure of the Programmes ------------------------------------------------------------------------------------------------------------------------------ 48

Bachelor Of Education With Honours Early Childhood Care And Education ------------------------------------------------------------------------ 48

Bachelor Of Education With Honours: Special Education ---------------------------------------------------------------------------------------------- 51

Bachelor Of Education With Honours: Music Education ----------------------------------------------------------------------------------------------- 53 THE PRACTICUM – B.ED. PROGRAMMES ---------------------------------------------------------------------------------------------------- 55

PHASE 1:---------------------------------------------------------------------------------------------------------------------------------------- 56 PHASE 11 --------------------------------------------------------------------------------------------------------------------------------------- 57 PHASE 111 -------------------------------------------------------------------------------------------------------------------------------------- 58

POSTGRADUATE -------------------------------------------------------------------------------------------------------------------------- 60 M.SC. EDUCATIONAL STUDIES -------------------------------------------------------------------------------------------------------------- 60

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BACKGROUND The Catholic Religious Education Development Institute (CREDI) was established through the vision of

Archbishop Anthony Pantin by an Act of Parliament - Act #41 of 1997. However, it was not

activated until October 2007. In July 2008, CREDI achieved Registration status from the

Accreditation Council of Trinidad and Tobago (ACTT) for two (2) years. The institute’s

Registration status has been renewed every three (3) years and is now due for renewal in July

2016.

CREDI is also now approved by ACTT to offer:

Master of Arts in Theological Studies in conjunction with the University of Dayton, Ohio, USA. Master of Science in Educational Studies in conjunction with Duquesne University, Pittsburgh,

USA. Bachelor of Education with Honours in five (5) specialisations – Early Childhood Care and

Education, Special Education, Educational Leadership, Guidance and Counselling and Music

Education.

Associate Degree in Pastoral Ministry (Bible Study)

Diploma in Pastoral Ministry (Caribbean Liturgical Music Studies)

Diploma in Residential Care (Children and Youth)

Certificate in Residential Care (Children and Youth)

CREDI is currently developing additional programmes using local resources as well as seeking foreign

partnerships with tertiary level education institutions with a view to increasing its offerings in various

disciplines at the Certificate, Diploma, Associate degree, Bachelor’s, Master’s and Ph. D. levels.

Over the past year, CREDI has also become known for its society-building workshops and short courses.

Below are some that were offered in the 2014/2015 period:

Retaining Adolescent Male Interest In Education In Preparation For Life (in conjunction with the

Ministry of Education of the Republic of Trinidad and Tobago)

Road to Resilience (Youth Trauma Workshop)

The Ethical Representative

Understanding Suicide Intervention and Postvention

Health, Safety and Child Protection

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CREDI WILL:

Foster lifelong learning, stability of faith, reverence for creation, character formation and solidarity;

Educate for justice, peace and social stability;

Provide integrated quality education which prepares individuals to provide services to the wider

community and society;

Encourage individuals to contribute to national development, welfare and well-being;

Encourage community and family spirit at the workplace;

Provide leadership training and development, change management support (re-engineering of

management systems), technical and human resource management support for the creation of

standards, structures and programmes which will also be of service to the various units,

departments and committees within the Roman Catholic Archdiocese of Port of Spain, but not

exclusive to the Catholic Church;

Develop capabilities for prudent adaptation to change;

Develop and provide on-going faculty training to ensure a faculty (full-time and adjunct) for the

delivery of quality educational and leadership programmes and activities.

CONTACT INFORMATION

CREDI Head Office

34B Belmont Circular Road

Belmont

Port of Spain

Trinidad, W.I.

Tel: 1-868- 623-2895/625-5765/627-9247

Fax: 1-868-627-3870

Administrative matters: registryadmin@credi.edu.tt

Undergraduate Student information: registryadmin@credi.edu.tt

B.Ed. student assignment Drop Box: finalassignments@credi.edu.tt

Website: http://www.credi.edu.tt

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Facebook: https://www.facebook.com/pages/Credi-Catholic-Religious-

Education-Development-Institute/221521337938301?fref=ts

CREDI’s wikipage: www.crediundergrad.pbworks.com

Related and/or useful URLs:

Duquesne University: http://www.duq.edu

GATE: http://www.moe.gov.tt/G.A.T.E.

ACTT: http://www.actt.org.tt

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CREDI BOARD OF DIRECTORS

, Dr. Terrence Farrell Dr. Joycelyn Rampersad Dr. Arnold Francis

Dr. Terrence Farrell (Chairman)

Ms. Carolyn De La Rosa (Secretary)

Bishop Robert Llanos

Mrs. Leela Ramdeen

Mr. Michael Toney

Ms. Mary Fullerton

Dr. Lennox Bernard

Fr. Martin Sirju

Sr. Phyllis Wharfe

Mr. Gregory Delzin

Sr. Angela Ann Zukowski (University of Dayton)

Dr. Lancelot Brown (Duquesne University)

Dr. Vena Jules

Dr. Joycelyn Rampersad

Fr. Arnold Francis

Senior Leadership Team

Dr. Joycelyn Rampersad (President of CREDI)

Fr. Arnold Francis (Principal of the Theological Institute)

Mr. Alfred Wafe (Deputy Dean of Studies - CREDI)

Mrs. Eve Cadet (Registrar - CREDI)

Mrs. Simone Aguilera-Hay (Operations Director - CREDI)

Ms. Melissa Charles (Accountant - CREDI)

Ms. Shanel Bethel (Quality Assurance Manager - CREDI)

Ms. Wendy Imamshah (Manager, Programmes for Integral Human Development)

Ms. Tanya Bailey (Manager, Academic Programmes)

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GETTING STARTED

Policy Statement

CREDI is looking for:

Academic ability and potential;

Motivation and suitability for the chosen course of study;

Commitment and self-discipline.

CREDI welcomes all who meet the institution’s admission requirements. The principal aims of the

Admissions Policy of CREDI are:

To offer admission to students of intellectual potential, irrespective of social, racial, religious and

financial considerations

To ensure that each applicant is individually assessed, without partiality or bias, in accordance

with the policy on Equal Opportunities

Once students have applied, then the principle of fairness detailed above takes absolute precedence. We

are adamant that applicants be admitted solely on academic merit and potential in order to succeed in

their chosen course.

Every applicant is considered individually in a holistic assessment using all the information available to

us:

Academic criteria - the applicant’s academic record including CXC/CSEC (or equivalent) grades

and marks and A’ level /CAPE (or equivalent) grades;

Leadership potential – References;

Successful completion of interview process, where applicable. (Applicable to Music and mature students

only)

Once students are admitted, we ensure that they are given the academic, personal and financial support

necessary for successful completion of their course(s) at CREDI.

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Application Process

Completed Application Form at www.credi.edu.tt

Submission of required academic certificates - Original and three (3) copies

Academic Transcript

One (1) reference from an Employer, Priest or other reputable community member who has

known you for a minimum of three (3) years

A 500 -750 word essay describing how you perceive the programme to be of value to you

All applications must be submitted via e-mail to registryadmin@credi.edu.tt by the specified

deadline

All supporting documents must be submitted by hand to Student Affairs – Admissions and

Registration.

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Fee Structure 2015/2016

POSTGRADUATE

Masters’ Fees Registration Fee $2,500.00TTD Annual Non-Refundable

Registration Fee

Duquesne University -

Masters in

Educational Studies

Tuition Fee:

(10 credits per

annum)

$594.50USD

$436.17USD per

credit

Fixed sum subsidized by GATE

funding

Unpaid variance costs settled by

student

Postgraduate

Preparation Course

$600.00TTD One Time Non-Refundable

Graduate Studies Preparatory

Programme

UNDERGRADUATE

Registration Fees $200.00TTD

$500.00TTD

$150.00TTD

One Time Refundable Caution Fee

Non-Refundable Annual Registration Fee

Non-Refundable Annual Student Guild Fee

Bachelor Programmes -Early Childhood

Care & Education

-Educational

Leadership

-Guidance &

Counselling

-Special Education

- Music Education

$97,020.00TTD

$58,140.00TTD

Year One Tuition - $33,418.00TTD

Year Two Tuition - $32,340.00TTD

Year Three Tuition - $31,262.00TTD

Annual Tuition (4 years) -

$14,535.00TTD

Higher Level Study

Skills (HLSS)

Programme

$1000.00TTD One Time Non-Refundable HLSS

Tuition Fee

Associate Degree in Pastoral Ministry (Bible Study)

$37,200TTD Year One Tuition - $18,600.00TTD

Year Two Tuition - $18,600.00TTD

Diplomas Diploma in

Pastoral Ministry

$40,200.00TTD Year One Tuition - $20,100.00TTD

Year Two Tuition - $20,100.00TTD

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Virtual Learning

Community of

Faith Formation

(VLCFF)

$50.00USD

(per course)

For seven (7) courses (a full

certificate) a total of $350.00USD

per annum

Fees are subject to change. Where applicable, appropriate notification would be provided to

students with additional details.

METHOD OF PAYMENT

Fees can be paid via cheque, LINX or Direct Deposit. Kindly contact the Finance Department for Bank

Information and Account details. Students processing direct deposits are advised to prepare duplicate

deposit slips and ensure one copy is retained for submission to the Finance Department for processing

and timely updating of records.

GATE FUNDING

Students must complete a GATE application form via the online GATE E-Service. Students not eligible

for GATE funding may contact the Finance department for additional information.

Students must obtain GATE Clearance in order to access GATE funding.

Where GATE Clearance is denied the student will become responsible for the full payment of tuition

fees. Students can contact the Registrar, Student Affairs Department or the Accountant, Finance

Department to discuss alternative payment options.

GATE Clearance may be denied in any of the following cases, though not limited to:

Students failing to achieve a minimum 2.0 GPA

Students being recorded as absent during the first six (6) weeks of the academic term

Students failing to successfully complete a minimum of 80% of the courses studied in the

previous academic year to be eligible for GATE in any current year

Students failing to resolve matters of indebtedness to GATE for current or existing programmes.

Kindly review the following GATE information: (available on the Ministry’s website).

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Access To Gate

All citizens of Trinidad and Tobago pursuing tertiary education can access GATE (Documentary proof of

citizenship must be submitted). GATE is managed by the Funding and Grants Administration Division of

the Ministry of Science, Technology and Tertiary Education and is applicable to programmes of study

that lead to a recognised tertiary level qualification.

GATE is available to all citizens of Trinidad and Tobago pursuing approved programmes, including

Distance Learning programmes, at local and regional public Tertiary Level Institutions (TLIs) as well as

approved local private TLIs.

GATE is applicable for tuition fees only. Students who have been accepted to pursue undergraduate

programmes of study at approved local and regional public TLIs or approved local private TLIs are

eligible to access free tuition.

Students accessing GATE will be required to sign a Student Agreement as part of the application.

Applying For GATE

Undergraduate Level Application

Upon acceptance at an approved TLI to pursue an approved programme, citizens of Trinidad and Tobago

can access GATE application forms via the online GATE E-Service.

Students pursuing approved undergraduate programmes will complete the GATE E-Service application

form to access funding for 100% of their tuition fees.

Postgraduate Level Application

Students pursuing postgraduate programmes at local and regional public TLIs will complete the online

GATE E-Service Application Form to access funding for 50% of their tuition fees.

Postgraduate students are required to pay their portion of tuition fees on or before submission of their

GATE E-Service application form and provide evidence of payment via a copy of the receipt.

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B. ED. Registration Checklist

In order for registration to be complete, students must submit the following documentation and all

applicable fees to the Student Affairs Department, CREDI:

(All Original Documents once verified will be returned to applicants)

Completed CREDI Registration form

Evidence of GATE clearance

Birth Certificate (Original and three (3) copies)

National Identification Card or Passport (Original and three (3) copies of photo page required)

Marriage certificate where applicable (Original and 3 copies required)

Previous GATE-funded programme(s) completion certificate(s) (original and 3 copies) or clearance

receipt from GATE

Letter of Recommendation

Academic Certificates

500-750 word Essay – (Topic of Choice)

Proof of residency – passport or job letter

2 passport size photos

Successful completion of interview process (applicable to Music students only)

Time Limit For Degree Completion

Regular Full-Time Schedules Diploma/Associate Degree Programmes: Two (2) years Bachelor Programmes: Three (3) years, except Bachelor in Education with Honours specialisation

in Music Education, which is four (4) years.

Part-Time Scheduling Masters: Three (3) to four (4) years

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Protracted Completions The B.Ed. programmes are scheduled for normal completion in three (3) years or four (4) years in the case

of Music Education. In special circumstances however, a student may be allowed a Leave of Absence or

Deferral or Resit. To qualify for the B. Ed. degree however, students must complete all requirements for

the degree within five (5) calendar years from the date of matriculation i.e. acceptance into the degree

programme. After five (5) years, the student must complete and submit the ‘Petition for Exception to

Policy” form – available at CREDI offices.

The time limit for Music Education is six (6) years.

Master’s students will adhere to their institution’s time limit for Degree Completion Policies.

Eligibility for graduation is dependent upon the achievement of the following criteria:

Successful completion of all exams, assignments, portfolios, projects and dissertation Completion of all outstanding payments and clearance for GATE funding Approval granted by CREDI to proceed to graduate

Important Dates

Registration for upcoming years is open until the end of February.

Academic Year: September to August

Diplomas Term 1: September to December

Term 2: January to April

Term 3: May to August

May to July for Diploma music students

Associate Degrees Term 1: September to December

Term 2: January to April (including five weekdays during Easter vacation)

Term 3: April to June

Term 4: July (four weeks – weekdays only)

Bachelors of Education Term 1: September to December

Term 2: January to April (including five weekdays during Easter vacation)

Term 3: April to June

Term 4: July to August (four weeks – weekdays only)

Bachelors - Music specialisation Term 1 - September - December

Term 2 – January - April (no classes during Easter)

Term 3 - April-July

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No term 4

Masters

Term 1: September to December

Term 2: January to April

Term 3: May to August

STUDENT LIFE & SUPPORT SERVICES

Attendance Policy

A minimum of eighty per cent (80%) attendance at classroom sessions for each course is required of

participants for successful completion of the programme and graduation. CREDI will always take

emergency situations such as illness or a death in the family into consideration. This means that such

absence may not count towards total attendance requirements but does not exempt the student from

repeating the specific course. A student failing to attend 80% of course sessions in any module/course will

be required to repeat this module/course before receiving his/her certification. A minimum of 80%

attendance is also a GATE requirement.

Attendance at the Creditable conversation sessions and other symposia is mandatory and will be counted

as dissertation tutorial sessions where relevant.

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Grading System

For the programmes offered directly by CREDI, students will be awarded a First Class, Upper Second Class,

Lower Second Class or Pass, depending on their GPA. Student GPA is calculated through graded assessments

throughout the course. Assessments are graded as follows:

CREDI will adhere to the following grading scheme:

A+ = 86-100

A = 75-85

A- = 70-74

B+ = 65-69

B = 60-64

B- =55-59

C = 50-54

D = 40-49

E = 35-39 (E is considered an Incomplete. Students receiving an E will have the option to resubmit

the course assignment within 6 weeks)

Fail = 34 and below (redo course)

* Students achieving a mark of 35 – 39% on any assignment will be required to redo/re-submit the examination/assignment within two (2) weeks of receiving the grade and achieve at least a pass, before they are credited with a grade for the course.

N. B.

Students failing to achieve a minimum mark of 34% overall for a course, will be required to repeat the

entire course before they can be awarded certification.

A random sample of assignments will be sent to a second marker who will evaluate on the basis of a

previously agreed upon rubric. The second marker will then communicate with the first marker in order

to arrive at a final mark/grade. If there is a significant difference between marks awarded by first and

second markers, a moderator would be appointed to negotiate and arrive at a final mark/grade. If there is

agreement between first and second markers with respect to the final mark and grade for each script,

then that final mark/grade would be forwarded within two (2) weeks to Examinations and Records

Department.

Lecturers should not communicate marks or grades to students. Such marks or grades will only be

communicated by the Student Affairs Department. Should a student desire a further query on their grade,

then he/she should apply for such on the stipulated Query Form obtainable only from the Student Affairs

Department. No student will be allowed to re-do an assignment following the receipt of a grade on the

previously submitted assignment.

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Issuing of Certificates

The CREDI B.Ed. with Honours will issue certificates indicating:

First Class Honours (GPA of 3.7 and above)

Upper Second Class (GPA of 3.5 -3.69)

Lower Second Class (GPA of 3.0-3.49)

Pass

For the PRACTICUM, only students receiving an overall grade of A+ or A, Practicum – PASS With Distinction will be indicated on the certificate.

Assessment Of Courses

Assessments will take the form of written assignments, individual and group work presentations and in-

house tests up to three hours in duration. Where courses require papers to be written, these must be

submitted to the Student Affairs Department by the deadline date for marking.

All students must ensure that they are provided with a receipt indicating the submission of the

assignment.

Music students For music programmes, assignments should be submitted to the Office of Music Administration.

Studentsare also required to sit external music theory exams with the Associated Board of the Royal

School of Music.

Assignment Format

Please ensure that all assignments submitted follow these guidelines:

Use APA format for all assignment;

Use standard 8½ x 11 white papers;

Apply 1” margins at the top, bottom and on both sides;

Use 12 point font;

Double space throughout;

Print only on one side of the paper.

COVER PAGE

Centre all information on your page.

Please title every assignment submitted as follows:

Student ID Number only

Programme e.g. B.Ed. with Honours (specialisation Special Education)

Course Code and Name

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Assignment Number and Question underlined

Registration Year e.g. Year 1

Facilitator’s Name

Date

At the bottom of your page type in brackets and italics the following:

(Submitted in partial fulfilment of CREDI B.Ed. programme)

The footer on each page should include Student ID Number and Course Code

See sample cover page on overleaf.

LAYOUT

APA Guidelines are to be followed for paper writing and citation.

Paragraphing is to be indicated by first line indentation.

All quotations must be properly cited and referenced.

Reference must be made to www.apa.org, http://owl.english.purdue.edu/owl/resource/560/01/ or

visit the CREDI library for further information/details on APA formatting.

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Student ID No.: BEd0101001

Programme: CREDI B.Ed. with Honours (Guidance & Counselling)

Course Code: CEDR 130

Course Name: Researching Schools and Classrooms

Assignment No. 1

Question: Investigate the strategies for decreasing absenteeism among the student population

Year 2

Facilitator: Mr. John Doe

Date: September 10, 2012

(Submitted in partial fulfilment of the CREDI B.Ed. with Honours programme)

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Submission Of Assignments

All assignments must be handed in on the date prescribed. Final assignments must be submitted in

duplicate; this will facilitate the Second Marking Process.

Late Submission

Late submission will be treated as absence from a scheduled examination. Assignments will be

downgraded by one grade point for each additional working day that the assignment is late up to five (5)

working days. This constitutes failure of the examination and the student is required to repeat the course.

In the case of illness or a family emergency, a relevant certificate with the official stamp of the medical

practitioner must reach the CREDI administration by the next official work day.

Granting of any extension will be dealt with on a case by case basis at the discretion of CREDI’s

Administration.

Examinations Policy

The final mark is determined by the proportion allocated to course marks and that of the final

exam/assignment.

The schedule and format of the final examination(s) shall be made known to the student no later than the

end of the second session of the course(s) and if changed subsequently, will be communicated to all

affected students prior to the final examination(s).

Students must successfully complete ALL assessment activities within a course including Portfolios

in order to pass the course.

The submission deadline will be that indicated by the course facilitator/tutor.

There will be no more than two (2) examinations per student scheduled for any one day.

EXAMINATION LOCATION

Students should normally sit examinations at the campus where they attend classes for the unit being

examined. If special arrangements are required to enable a student to sit the examination at an

alternative venue, the student will be required to pay a prescribed fee to defray expenses incurred.

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SUPPLEMENTAL EXAMINATIONS

A candidate who, through illness or other exceptional cause beyond the candidate’s control, is unable to

attend an examination is required to lodge with the Registrar, not later than five (5) working days before

the day of the examination, a written application for special consideration.

Such exceptional causes may include personal emergency, or the student’s required participation in

special events approved as exceptions by CREDI’s Administration.

Any application for a supplemental examination must be supported by original appropriate documentary

evidence. The authenticity of documentary evidence may be confirmed with the named provider.

Where the application is approved, the written notification for the supplemental examination will

include the details of the examination day, date, time and location. In cases where an application is

submitted prior to the examination and the application is refused, every effort will be made to contact the

student prior to the scheduled examination.

Marks from prior coursework will not be carried over where a supplemental examination is required. A

supplemental examination is therefore worth one hundred per cent (100%) of the course marks and may

be taken no more than once (within six (6) weeks after the original scheduled examination). If the

student is again unable to undertake the examination or assessment, further deferral will not be granted

and the facilitator will be required to provide a final result for the course. If the student is able to provide

evidence of continuing exceptional circumstances, the Registrar may recommend that the student's

enrolment in the relevant unit be cancelled. The student will be required to repeat the course the next

time it is scheduled and will be responsible for payment.

EXAMINATION ROOM

The Registrar has responsibility for the conduct of examinations with the assistance of invigilator(s).

The invigilator(s) may require any person present in the examination room to:

Provide an ID card or other evidence to confirm his/her identity and eligibility to be in the

examination room;

Answer any question relating to that person’s behaviour while in the examination room;

Leave an examination room if an invigilator considers that a candidate’s behaviour, dress or

appearance is such as to disturb or distract any other candidate;

Surrender any material, which the invigilator considers to be unauthorised.

Examinations should begin promptly at the scheduled hour and should not continue beyond a

maximum of three hours.

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LATE ARRIVAL

Candidates who arrive within the first 30 minutes after examination start time will be permitted to

undertake the examination but will not be allowed additional time.

Candidates who arrive more than 30 minutes after the examination start time will not be permitted to

write the examination and would have been deemed absent. The candidate will be allowed to sit the

supplemental examination at a later date but will not benefit from course marks. (see Supplemental Policy).

IDENTIFICATION

Candidates must produce their student identification (ID) card on demand at each examination. It must

be displayed prominently on the desk during the examination. If the student does not have an ID card in

his/her possession, an alternative photographic identification, such as a driver’s license or passport, may

be used. If the student has no photographic identification in his/her possession, he/she will adhere to the

procedures prescribed by the invigilator. Failure to provide suitable identification during an examination

may result in suspension of access to course results and academic transcripts, until identification

requirements are met.

ATTENDANCE

CREDI expects students to account for their attendance at classes. Candidates must sign an attendance

register at every examination upon arrival and departure.

MATERIALS MAY BE ALLOWED INTO EXAMINATION ROOM

Under special circumstances, CREDI allows for the use of materials in exams by the students. Where

materials are allowed into Examination Rooms (e.g. as in the case of Open Book Examinations) it will be

limited to those which are specified or pre-approved by the Facilitator. In such instances the Invigilator

or assigned person shall inspect the materials to ensure compliance with what has been authorized.

MOBILE PHONES

Mobile telephones are not permitted in any examination room.

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BREACH OF POLICY

CREDI recognises that students have rights and responsibilities and students are expected to exercise

them with due diligence.

An invigilator may immediately expel from the examination room any candidate who commits an

infringement of this policy and its supporting procedures.

An invigilator will report any breach of this policy to the Registrar, who will take the necessary action.

Should the student be disqualified he/she will be required to repeat the said course and will be

responsible for the costs incurred. Any such allegation shall be investigated and resolved in accordance

with the Student Policies.

PLAGIARISM Plagiarism is the act of stealing or passing off the ideas or words of another as one's own, or using

another’s work without crediting the source.

If any student or group of students is suspected of plagiarism the circumstances will be reported to the

Campus Registrar. The Campus Registrar will refer the matter to the Internal Examinations Committee.

If the Committee so decides, the student may be invited to the meeting.

If the student is found guilty of plagiarism, the Committee shall disqualify the student from the

examination in the course covered and the student will have been considered to have failed the course and

may also be disqualified from further course sittings for any period of time determined by the Committee.

Students will be given some work as group work. All group work should bear the Student ID#’s of all

groups members and utilise proper referencing of material.

For assignments not considered group work students must produce and submit individual and original

work. Assignments must bear the student ID# and contain appropriate referencing.

Academic Queries

Queries would only be considered once the required information is included on the appropriate form

obtainable from Student Services or authorized Site Coordinator only and within the stipulated

timeframe.

The following procedure should be observed by any undergraduate student who wishes clarification of

his/her academic performance evaluation:

The student may lodge an appeal with the Registrar – Student Affairs Department no earlier than two (2)

weeks and not later than four (4) weeks after receipt of the grade(s). Where a review is deemed

25 | P a g e

necessary, an advance fee of TT$300.00 must be paid by the student and the script will be submitted to a

third marker. If the stipulated fee is not paid within the two (2) weeks’ timeframe, the query will be

considered null and void.

Graduate students will submit their academic queries to the relevant institution according to that

institution’s standard procedures. Additionally, the student will submit his/her query to the Postgraduate

Coordinator.

Withdrawal, Deferral And Leave Of Absence

Students who do not to attend the first six (6) classes of their courses after registration are required to

officially submit in writing a deferral form with supporting verifiable documents (medical etc.) for so

doing. Failure to comply would result in an “I” (Incomplete) being reflected on the student’s transcript.

Should GATE Funding be denied, the student would be required to pay for missing courses before being

allowed to continue with the programme.

WITHDRAWAL

Withdrawal can be classified as (1) Student Withdrawal or (2) Institutional Request for Withdrawal of

the student.

Withdrawal is defined as completely removing oneself or being asked to remove oneself from the

programme. It is therefore classified as Student Withdrawal or Institutional Request for Student to

withdraw from enrolment from all classes at CREDI.

Student withdrawal can occur under the following conditions:

Medical grounds where the student realises that he/she definitely cannot continue for health

reasons

Inability to meet financial obligations for the programme for the year under review should funding

be denied by GATE

Institutional Request for Student to withdraw

GPA (Grade Point Average) is 1.7 or less

Severe indiscipline (verbal and non-verbal abuse; plagiarism among others in the Code of Conduct Policy).

The student should first notify CREDI of his/her intention to withdraw, and subsequently the Funding &

Grants Administration Division of the Ministry of Tertiary Education and Skills Training (MTEST) if the

student is receiving GATE. Students who have changed their names should firstly inform Student Affairs

and GATE administration (with supporting and verifiable documents).

26 | P a g e

DEFERRAL

Deferral is defined as the postponing of the completion of a course until later in the programme.

A student must defer a course at CREDI by the second session of the course. The student should notify

the relevant facilitator of the reason for the deferral and get authorization from CREDI to proceed.

Students who are seeking deferral from a course MUST complete the CREDI Course Deferral Form and

submit it to the Registrar, Student Affairs at the same time.

Deferrals later than the given deadline will result in the maintenance of a ‘Deferred” against that

particular course on the student’s records until he/she has completed the course later in the programme.

Non submission of a deferral form within the specified timeframe will result in an automatic “F” grade

reflected on the student’s transcript.

Deferrals must not exceed more than three (3) months. A second deferral in any academic year will

require an application for a Leave of Absence.

LEAVE OF ABSENCE

A student may be granted a Leave of Absence from a programme by the CREDI administration for a

period of no more than one (1) year.

APPLICATIONS FOR LEAVE

The following procedure applies to the authorizing of all applications for leave:

Students must, within the specified timeframe:

Collect the relevant form at the Registrar’s Office or download it at www.credi.edu.tt

Return the completed form with the relevant supporting evidential documents to the

Registrar’s Office and clear any outstanding charges or holds that may prevent their return at a

later date or prevent the release of their academic records.

The student’s records will be maintained.

The Registrar’s Office will sign the request for the Leave of Absence Form for the stipulated

period of not more than one (1) year clearly stating that he/she has been granted a leave of

absence from the programme.

In order to complete the relevant course(s) and pre-requisites, students will be expected to

make their own re-registration and timetabling arrangements based on CREDI’s existing

schedules.

Exceptions will be considered by the Academic Committee.

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Rescheduling Of Classes

Students, who are unsuccessful in obtaining a passing grade in the respective courses, will incur the cost

for rescheduling the relevant courses. This will be at a cost per CREDIT of One thousand and seventy

eight Trinidad & Tobago Dollars (TT$1078.00). Failure to successfully complete a re-scheduled course

means that the student(s) will be required to meet the cost for further repeat.

CREDI regards a minimum of ten (10) students as the basis for re-scheduling of courses. Re-scheduling of

make - up courses can only be done on weekdays in the afternoon and CREDI is the sole authority to re-

schedule courses.

Costs for re-scheduling are subject to change. Where applicable, appropriate notification will be

provided. The Student may contact the Registrar - Student Affairs for further details.

Course Materials

CREDI will make every effort to ensure availability of all recommended textbooks and course material.

Where possible, softcopies will be supplied to avoid delays in students getting course materials on time.

Students however, will be required to provide their individual hard copies. Prints will only be provided at

the request of instructing facilitators.

Requests for Transcripts Students must submit a written request using the designated Request for Transcript Form obtainable only from the Student Affairs department. Official transcripts will bear the stamp of the Institute and the signature of an official of the Institute. The cost is as follows:

TT$45 (to an Institution within Trinidad & Tobago) TT$100.00 (to an International Institution)

Transcripts will be issued within ten (10) business days and forwarded directly to the institution requiring the records. CREDI reserves the right to withhold Transcripts and Certificates from both former and current students for reasons inclusive of, but not limited to failing to resolve matters of indebtedness to CREDI. Students should contact the Registrar, Student Affairs for details on accessing an unofficial transcript.

Library

Students interested in accessing library services available at CREDI’s Belmont and Mount St. Benedict’s

Campuses, can contact CREDI administration for details.

28 | P a g e

Code Of Conduct

CREDI recognises that students have rights and responsibilities but students are expected to adhere to

CREDI’s stated policies under all circumstances.

Code of Conduct – Student Rights and Responsibilities

Students will abide by the following rules:

Dress: Students are expected to maintain an appropriate appearance for attendance at classes; neatly groomed; clean and appropriately attired.

Meals and Eating: No eating is allowed in the classroom unless permission is given by the

lecturer/facilitator – Students can drink water throughout classes. Acts of theft or damage to property or materials: Students will maintain respect for the property and its

materials. Any act of vandalism, defacing or theft will be considered as a serious offence and will result in appropriate fines and disciplinary action.

Disorderly conduct or disruptive acts: Such acts within and outside classes will not be tolerated as it

will disturb or endanger the peace and comfort of other students or teachers.

Violence, Sexual Harassment, Obscene dress, Language and Behaviour: Such acts will not be tolerated. Abusive and Destructive behaviour toward staff, facilitators, other students, and visitors: Such behaviour will

not be tolerated. Alcohol, Cigarettes, Drugs, Illegal and Narcotic Substances: Being under the influence and using on the

premises of alcohol, cigarettes, drugs, illegal and narcotic substances are prohibited. Plagiarism and Cheating in Exams: These acts are prohibited. The penalty is debarment for at least five

(5) years. Acts of fraud, misrepresentation or dishonesty: Any student found knowingly furnishing false

information to the institute for records or identification purposes will be disciplined and penalised.

CREDI’s Code of Conduct is to be observed at all CREDI’s events, activities, offices and campus sites. All

staff, students and Faculty members are required to read and familiarize themselves with these rules. If at

any time a rule is violated, a report must be submitted by the offended party to the Registrar, Student

Affairs. A Disciplinary Committee has been established to determine the appropriate response for any

29 | P a g e

infringement of the rules listed herein. CREDI’s disciplinary measures will vary depending on the

circumstances surrounding the event(s) and may require further investigation before finalizing the

approved course of action. Disciplinary action may include any combination of the following: written

warning, withholding of grades and/or transcripts, suspension, expulsion from CREDI, debarment from

all CREDI’s events, activities, offices and campus sites. Criminal charges may be filed, where applicable.

In all possible scenarios, the student will be advised in writing of the outcome of the investigation.

Students have the right to appeal to any perceived injustice. Such appeal must be made to CREDI’s

President in writing via the Office of the Registrar within two (2) weeks of being informed of the final

decision by the Disciplinary Committee.

Counseling & Medical Care

CREDI employs experienced professionals for the provision of student counselling and medical care.

In-house Individual Counselling – Nicolette Fifi: 363-6759

Listing of Medical Practitioners - Available Upon Request

Exemptions Policy:

The final decision with respect to all applications for exemptions shall be made by an Exemptions

Committee appointed by the Dean of Studies. In that regard, the following shall be considered:

Whether or not the applicant’s qualification was obtained from an accredited institution or training facility;

The age of the applicant’s qualification which should not be more than seven years for CREDI graduates and five years for non-CREDI graduates;

The deadline for applications for any semester which would coincide with the last day of registration in Semester 1. If the student’s entry into the programme is late, an application for exemption would still be considered providing that a valid reason is given as determined by the Exemptions Committee;

A minimum of a Grade C for all Certificate, diploma and degree courses is required: A maximum of thirty credits as transferable from an accredited institution and such credits would

not be used to compute any student’s grade- point average.

Exemptions Applications:

Applications for exemptions must be submitted to the Registrar on forms available only from the

Registry. Such applications must be made on or before the deadline stipulated on the application form.

All such forms must be passed to the Dean of Studies within one week of the stated deadline. The Dean

will call a meeting of the Exemptions Committee within one week of receipt of such applications.

Consideration will not be given to applications that do not follow the stipulated procedures.

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Prior relevant working experiences (a minimum of two (2) years) will qualify prospective mature

students (25 years and over) for exemptions. Such work experiences would be assessed by the

Exemptions Committee before final decisions are made. It will not be assumed neither is it automatic that

exemptions will be granted.

All applications for exemptions would be considered and determined within the first month of the first

semester. CREDI reserves the right to update its exemption policies consistent with developments in

higher education. The Committee decision, in all matters of exemption, is final.

PROGRAMMES

CREDI offers programmes at the following levels:

CERTIFICATES

CERTIFICATE IN RESIDENTIAL CARE (CHILDREN AND YOUTH) (Not GATE Approved)

Programme Goals

The goals of the programme are to develop caregivers who will:

Demonstrate necessary attitudes, skills and knowledge to support their professional practice

Demonstrate understanding of the meaning and dynamics of relational practice

Foster the holistic development of children in their care

Respond effectively to challenges associated with managing children with varying problems, both in the short term and long term

Use available data and knowledge of good child care practice as well as current regulations to make decisions and solve problems in the residential institutions

Commit themselves to continuous professional development in the area of caregiving

Act as change agents at the levels at which they operate in institutions or in the wider society.

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Programme Structure

This part-time programme will be delivered over the course of two semesters and consists of 6

compulsory courses, 3 foundational, 3 specialisations and 1 practicum, altogether totalling 18 credits.

Upon mutual agreement between an institution and CREDI, the programme may be customised to meet

the institution’s needs. In this regard, CEDF 120 may be replaced with one of four specialisation courses.

Programme Sequence Table

YEAR 1

SE

ME

ST

ER

1

CRCF100 Residential Care: The Concept (2 credits)

CRCF 105 History and Philosophy of Childhood (3 credits)

CRCS 115 Legal Issues in Residential Care (2 credits)

CRCP 101 Practicum (2 credits)* (spread over two semesters)

(9 credits)

SE

ME

ST

ER

2

CEDF 120 Foundations of Education: What it Means to be Human (4 credits)

CRCS 125 Ethical Issues in Residential Care (2 credits)

CRCS 130 Communication and Interpersonal Skills in Residential Care (3 credits)

(9 credits)

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*Runs over two semesters

Programme Implementation

Courses will be taught face-to-face at one of CREDI’s campus sites.

The Practicum provides an opportunity for participants to be observed in their daily routines with clients,

and benefit from one-on-one sessions with their observers. Emphasis is placed on implementation and

reflective practice.

Supervision of Practicum

The Practicum phase will be monitored by the Practicum Coordinator and the Practicum Assistant.

Observers are appointed to visit and observe participants, evaluate performance and provide feedback to

caregivers while they are engaged in their normal daily routines. Observers will submit reports to the

Practicum Coordinator with respect to observations made and discussions held with participants that

they had observed. A developmental approach will be utilised in the Practicum.

Assessment Methods

Taught Courses

The Residential Care Certificate Programme is structured so that participants experience a variety of

assessment modes that are totally dependent on the aims and objectives of the particular course.

First and second marking are compulsory for each course and, where deemed necessary, a third marker

AL

TE

RN

AT

IVE

CO

UR

SE

S F

OR

INS

TIT

UT

ION

S

Upon mutual agreement between an institution and CREDI, the programme may be

customised to meet the institution’s needs.

CRCS 140 - Health, Safety and Child Protection (4 credits)

CRCS 205 - Behavioural Crisis Management (4 credits)

CRCS 150 - Understanding and Responding to Trauma (4 credits)

CRCS 220 Addressing Special Needs in Residential Care Settings (4 credits)

33 | P a g e

may be assigned.

Assessment is dependent on the course outcome requirements. Some courses, therefore, are 100%

coursework, while others are a mix of coursework and examination.

Practicum

There is a practicum phase for participants in which they are assessed by observers in the residential care

setting.

UNDERGRADUATE

Diploma

DIPLOMA IN PASTORAL MINISTRY (SPECIALIZATION IN CARIBBEAN LITURGICAL MUSIC STUDIES)

Aims

CREDI’s Music Diploma focuses on the formation and development of parish musicians, vocalists and

music ministry coordinators in order to produce a cadre of laity skilled in music ministry. The aim of the

programme is to:

Expose candidates to the critical balance between the acquisition of musical skills and the understanding

of the liturgical context of music and worship.

Explore the concepts associated with Catholic Caribbean culture and identity in order to appropriately

develop a cadre of writers, arrangers and producers of Church music.

Produce music ministry leaders, vocalists and musicians who are equipped to develop parish ensembles

and raise the standard of Church music throughout the Archdiocese.

Learning Outcomes

The ministry of Jesus serves as the counter-point to all types of ministry in the Church and those who

practice music ministry are no exception. This programme provides participants with academic

knowledge, understanding and skills in the areas necessary to inform and give rise to excellence in all

areas of their practice.

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Upon successful completion of this two year course each graduate of the CREDI Diploma in Pastoral

Ministry (music specialization) should clearly exhibit the following academic and intellectual skills:

Be able to articulate the role and types of music in the liturgy.

Be able to articulate the distinction between Liturgical music and Church music.

Have a grasp of the anthropological notions of time, cycle and season applied first to Jewish Liturgies and then to Christian Liturgy in the Liturgical Year.

Understand the varied liturgical considerations e.g. the Sacraments, Rites of Christian Initiation,

Christian Worship etc. and their relevance to Church music.

Develop the proficiency either to compose texts or to set given texts to music.

Understand all of the considerations associated with planning liturgies and other Church celebrations.

Understand the theological relevance and importance of Jesus’ teachings as it relates to ministry.

Understand the varied gifts and ministries within the Body of Christ.

Identify the interior disposition necessary for ministry, authority and service.

Be knowledgeable regarding the history of the early Catholic Church and recognize characteristics

of the various periods in early music history.

Possess an in‐depth knowledge of the musical practices of varied musical traditions and be able to recognize, upon hearing, musical examples of the various musical traditions studied. Be able to state how these traditions have impacted musical change.

Possess general knowledge about the history of peoples & their musical traditions and develop an

appreciation for specific practices in the lives of the performers and their communities.

Identify the scholars who have studied the music of Trinidad and Tobago, including local scholars, and their work.

Be cognizant of major issues involved in the study and performance of music, particularly

Caribbean-inspired Church music.

Demonstrate the fundamentals of music theory in-keeping with the standards and equivalent to that of a Grade 5 level of the Associated Boards of the Royal School of Music and the London College of Music.

Be able to identify a mission statement, ideology, vision and values which will communicate a

sense of the intended direction and core purpose of the music ministry and establish standards consistent with these expressed statements.

Be able to distinguish between Leadership and Management and define the concept of Performance.

35 | P a g e

Be able to identify the fundamentals of team building and its importance in ministry.

Define Servant Leadership, and demonstrate the concept within the parish community and the

wider society. Through teaching/learning strategies used to explore the content of the courses students should

exit the programme with the following as a minimum level of practical skills. The ability to:

Compose and score original works of music for the Catholic Church (with emphasis on Caribbean-inspired music) for liturgical and other Church celebrations.

Exhibit levels of vocal and/or musical competence sufficient to effectively lead choir assemblies

and the worshipping community in celebrating the liturgy.

Be able to sing the Responsorial Psalm and to compose original music for the Response, for the various Sundays of the Liturgical Year.

Coordinate effective rehearsal plans.

Assess the culture of the Parish and work towards developing enhanced music ministries

appropriate to that culture.

Assess the spiritual, technical and administrative needs of the ministry, and in collaboration with others; seek to address these with appropriate plans and strategies.

Lead the collaborative exercise to develop a vision, mission and concrete objectives related to the

music ministry.

Develop and implement an appropriate plan of action for the music ministry with the model of “Servant Leadership” as inspiration.

Understand the importance of the various roles associated with music ministry and articulate them to team members.

Establish policies and guidelines for member selection, appointments, commendations, discipline,

dismissal etc.

Develop annual member assessments appropriate to the criteria established in the ministry’s policies and guidelines. Lead or assist with the annual assessment of members.

Utilize the knowledge of the history of music in general and Church music in particular in

planning repertoires that reflect varied but appropriate traditional, contemporary or Caribbean-inspired hymns and other works of music for all Church-related events.

Collaborate with the parish priest in developing effective workshops and retreats designed to

address the spiritual growth of the members.

Plan and execute technical workshop sessions for members.

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Structure

The Diploma in Pastoral Ministry (specialization in Caribbean Liturgical Music Studies) will be awarded

to a student who accumulates sixty (60) Credits.

The programme consists of:

Foundation courses 3 Credits

Liturgical Understandings and Skills 7 Credits

History 6 Credits

Music Theory and Practice 18 Credits

Psalms and Psalmody 4 Credits

Examining the Repertoire 9 Credits

Pastoral Understandings and Skills 3 Credits

Choir Administration 10 Credits

Total number of Credits 60 Credits

Year I 30 credits

CEDF120 Foundations of Education I: What it means to be Human 3 credits

CEDS191 Music Theory I 3 credits

CDPM501 Introduction to Christian Worship 1 credit

CDPM502 Introduction to the Eucharist 1 credit

SUMMARY ALLOCATION

Foundation Courses

Liturgical Understanding andSkills

History

Music Theory and Practice

Psalm and Psalmody

Examining the Repertoire

23%

6%

14% 32%

7%

4%

14%

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CDPM515 Sacraments and Other Rites 1 credit

CEDS 291 Music Theory II 3 credits

CEDS 194 Aural Training I 1 credit

CDPM503 Music & the Liturgy 1 credit

CDPM504 Liturgical Texts: the Bible, Liturgy and Prayer 1 credit

CDPM506 The book of Psalms: Families of Psalms, Poetry, Spirituality 1 credit

CDPM507 Musical Treatment of Psalm Texts 1 credit

CDPM508 The Psalms in the Liturgy of the Hours 1 credit

CEDS 192 Primary Applied Instrument I 3 credits

CEDS193 Major Performing Ensemble I 3 credits

CEDS 294 Aural Training II 1 credit

CDPM509 The Responsorial Psalm 1 credit

CEDS392 Caribbean Issues in Church Music: An Ethno musicological

Perspective 2 credits

CDPM514 Liturgy and Time 1 credit

CDPM516 Reflections on Liturgical and Para-liturgical practices

in Caribbean Worship Patterns 1 credit

YEAR II – 30 credits

CDPM511 Liturgical Music Composers and compositions from the

territories of the Antilles Episcopal Conference (post

Vatican Council II). 2 credits

CDPM512 Examination of Christian Liturgical Music in the

territories of the Antilles Episcopal Conference (post

Vatican Council II). 2 credits

CDPM517 Theology and Spirituality for Ministry 2 credits

CEDS295 Western Music History I (Medieval to Baroque) 3 credits

CDPM522 Leadership in Ministry 2 credits

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CDPM521 Building Team 1 credit

CEDS299 Ethnomusicology 3 credits

CDPM518 Composition of Liturgical Music 3 credits

CEDS292 Primary Applied Instrument II 4 credits

CDPM519 The Art of Accompaniment in the Liturgy 3 credits

CDPM520 Developing Mission, Structure, Standards, Policies and Guidelines

Ministry 2 credits

CDPM523 Planning Liturgies 3 credits

DIPLOMA IN RESIDENTIAL CARE (CHILDREN AND YOUTH)

(Not Gate Approved)

Aim

The aim of this Diploma is to produce a cadre of caregivers and related professionals who can contribute

to the transformation of the caregiving environment in residential homes throughout Trinidad and

Tobago through modelling and cultivating desirable attributes, skills and competencies related to the

care of children and youth.

Goals The goals of the programme are to develop caregivers and related professionals who will:

Demonstrate necessary attitudes, skills and knowledge to support their professional practice

Demonstrate understanding of the meaning and dynamics of relational practice

Foster the holistic development of children in their care

Respond effectively to the challenges of managing children with varying problems and challenges,

both in the short term and long term

Use available data and knowledge of good child care practice as well as current regulations to

make decisions and solve problems in the residential institutions

Commit themselves to continuous professional development in the area of caregiving

Act as change agents at the levels at which they operate in institutions or in the wider society.

39 | P a g e

General Objectives Participants who have successfully completed this programme will be able to:

Demonstrate their knowledge and skills competence in their interactions with their clients

Manage their clients in ways that are culture, gender, age, and context specific

Apply knowledge of child rights and laws pertaining to children to inform ethical decision making

Use a range of communication strategies to improve interpersonal relationships with their clients

Set realistic goals for individual clients

Demonstrate an ethic of care and concern in relation to their clients

Model the attributes and dispositions they wish to develop in their clients

Transform their practice through continuous introspection and self-monitoring

Collaborate with stakeholders to improve the conditions of, and treatment of residents in homes.

Programme Sequence Table

YEAR 1

SE

ME

ST

ER

1

CRCF 100 - Residential Care: The Concept (2 credits)

CRCF 105- History and Philosophy of Childhood (3 credits)

CRCS 115 - Legal Issues in Residential Care (2 credits)

CRCP 101 - Practicum (2 credits)* or

CRCP 103- Practicum- Field Experience** (2 credits) S

EM

ES

TE

R 2

CEDF 120–Foundations of Education: What it Means to be Human (5 credits)***

CRCS 125 - Ethical Issues in Residential Care (2 credits)

CRCS 130 - Communication and Interpersonal Skills in Residential Care (3 credits)

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YEAR 1

SE

ME

ST

ER

3

CEDS 361 - Child Development 1 (3 credits)***

CRCS140 – Health, Safety and Child Protection (4 credits)

CRCS 150 – Understanding and Responding to Trauma (4 credits)

Assessment Methods Taught Courses

Each taught course is separately assessed and a generalised form of this assessment is stated within each

of the course outlines attached. However, the Residential Care Diploma Programme is structured so that

participants experience a variety of assessment modes that are totally dependent on the aims and

objectives of the particular course.

Stipulation for the break-down and allocation of marks is clearly stated within each course, based on the

course outcome requirements. First and second marking are compulsory for each course and, where

deemed necessary, a third marker may be assigned.

Assessment is dependent on the course outcome requirements. Some courses, therefore, are 100%

coursework, while others are a mix of coursework and examination.

Practicum

There is a practicum phase for persons who are caregivers in which they are assessed by observers in the

residential care setting. There is also an alternative to the practicum for those persons who are not

situated in a residential home, but who interact with residents from time to time.

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Associate Degree

ASSOCIATE DEGREE IN PASTORAL MINISTRY [BIBLE STUDY]

60 Credit Hours

Aims

The Associate Degree in Pastoral Ministry (Bible Study) aims to prepare people for service in various

environments. This programme is designed to equip participants with skills that will enhance their

ability to serve those in need with great care and compassion.

These pastoral skills will be facilitated through the mentoring component of the programme as

participants will be guided in ministry to the displaced, persons in schools; prisons; hospitals; shut-in

individuals, and persons in need of pastoral care.

Learning Outcomes

On completing this programme participants must be able to see themselves as confident agents of change

and transformation in the home, the church and the world.

Providing assistance in:-

Developing lesson plans to meet the needs of a variety of groups according to age, gender, and/or

educational level in a parish environment.

The development and presentation of retreats for students from kindergarten to tertiary levels, and for

adults

The development and presentation of catechetical programmes specific to the chronological ages, and/or

spiritual maturity of parishioners, and they will exercise the skills required for open dialogue on

theological and ecclesial matter.

Additionally:

Minister to the sick and to those in prison Attend to those who need preliminary counselling and prayer

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PROGRESSION OF COURSES

Year 1 Courses 32 Credits

Bible Study

BS111 Bible Interpretation 2 Credits

BS112 Old Testament Survey 1 Credits

BS113 Formation and History of the

New Testament 1 Credit

BS114 Genesis 3 Credits

BS115 Exodus/Numbers 3 Credits

Academic Enhancement

CEDA110 Language and Other Communication Skills 2 Credits

Teaching and Learning Skills

CEDTL180 Identify and Assess Learner’s Needs 1 Credit

CEDTL181 Planning Learning Programmes and Sessions 1 Credit

CEDTL182 Teaching and Facilitating Learning 1 Credit

CEDTL183 Select and Develop Resources 1 Credit

CEDTL185 Providing Learners with Support 1 Credit

CEDTL184 Assessing Learning and Achievement 1 Credit

Ministry Studies

BSPM120 Introduction to Ministry 4 Credits

BSMS121 Life-on-Life Discipleship:

A study of the Gospel of Mark 2 Credits

BSMS122 Spiritual Life and Community:

A study of Luke-Acts 3 Credits

BSEV131 Introduction to Evangelization 2 Credits

BSCC141 Catechism of the Catholic Church –

Part 1: The Profession of Faith 3 Credits

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Year 2 Courses 28 Credits

Bible Study

BS211 Deuteronomy 2 Credits

BS212 Deuteronomic History I: Joshua/Judges 3 Credits

BS213 Deuteronomic History II: Samuel/Kings 3 Credits

BS214 Introduction to Wisdom Literature 1 Credits

BS215 The Book of Job 2 Credits

BS216 The Book of Psalms 2 Credits

Academic Enhancement

PMRM250 Introduction to Research Methods 3 Credits

Teaching and Learning Skills

CEDTL280 Principles of Learning and Teaching 1 Credit

CEDTL281 Access to Learning 1 Credit

CEDTL282 Issues in Education in Trinidad and Tobago 1 Credit

CEDTL283 Maintaining Quality in Teaching 1 Credit

CEDTL284 Self Evaluation and Personal Development 1 Credit

Ministry Studies

BSCC241 Catechism of the Catholic Church –

Part 2: Celebration of the Christian Mystery 3 Credits

BSMS223 Signs and Symbols:

A study of the Gospel of John 3 Credits

BSMS200 Ministry Internship 1 Credit

Guidelines For Ministry Studies

The ministry studies component of the Associate Degree will help students develop links between

Biblical-Theological foundations and practical skills for ministry. This will be facilitated by the

requirement for practicum which is an integral part of the assessment of performance in the relevant

modules.

Courses requiring the practical engagement of students are:

BSPM120 Introduction to Ministry

BSMS121 Life-on-Life Discipleship: A Study of the Gospel of Mark

BSMS122 Spiritual Life and Community: A Study of Luke-Acts

BSEV131 Introduction to Evangelization

BSMS223 Signs and Symbols: A Study of the Gospel of John

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General Procedure for Practical Engagements

Students will choose one area of engagement from a list provided by the facilitator.

Engagements will be under the guidance of a practitioner in the field.

The practitioner will submit to the facilitator, a report at the completion of the student’s engagement

period. Reports will be made on engagement forms which will be provided by the facilitator.

This engagement will be for at least 10 contact hours over a minimum of a 3 week period.

Students will present individual and/or group reports (as determined by the facilitator) of their practical

engagements related to each course.

Ministry Internship Proposal Guidelines

The Ministry Internship will form students into competent servants of Jesus Christ. The student will

learn to integrate his/her classroom work into practical ministry with emphases on caring, leading,

relating, proclaiming, and growing.

Requirements of an Internship

Unique to the Student:

The internship needs to be something new and unique to the student, something that he/she is not

currently involved in. Alternatively, if the student is already involved in a ministry, he/she may choose to

develop an aspect of that ministry that he/she would not have otherwise developed.

Church Organization

The internship must be within the Church – this includes the lay Communities and other recognized

independent Church organizations or movements.

On-Site Supervisor

Students will need to have an on-site supervisor to oversee their internship progress.

This can be a parish priest / parish administrator or director / practitioner of the ministry.

The on-site supervisor must be someone who is well experienced in the field of study and who would

easily be a part of or oversee your activities.

The on-site supervisor will need to meet twice a month with the student for evaluation.

Required number of Credit hours

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Students of the Associate Degree Programme:

Need the 1 Credit hour Ministry Internship (Please Note: if you continue your education at the Catholic

Bible Institute to earn the Bachelor’s degree, you will have to re-take the Ministry Internship as the 3

Credit hour version)

The internship needs to have at least 20 contact hours spread out over 10 to 20 weeks. (Minimum of 6

weeks, maximum of 20 weeks)

The following provides examples of areas of service which can be used as an Internship:

Audio/Visual Teaching Prison Tutoring

Music/Worship

Evangelization Urban Children

Handicapped

Puppet Youth College

Hospital Visits/ Sick

Drama Discipleship Counselling

Missions

Primary Schools Secondary Schools Hospitality

Bachelor’s Degree Bachelor Of Education With Honours Programmes

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Five (5) separate programmes are currently approved by the Accreditation Council of Trinidad

and Tobago (ACTT) for offer (06/2011). Students therefore have the following options from which

to choose. These are:

Bachelor of Education with Honours: Educational Leadership*

Bachelor of Education with Honours: Early Childhood Care & Education

Bachelor of Education with Honours: Special Education

Bachelor of Education with Honours: Guidance & Counselling*

Bachelor of Education with Honours: Music

*Not currently offered

Aims of the Bachelor of Education with Honours Programmes

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:

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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.

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Structure of the Programmes All programmes are comprised of two (2) major components; with the exception of the music

specialisation 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 four (4) 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.

Bachelor Of Education With Honours Early Childhood Care And Education

YEAR 1- 372 Contact Hours of Taught Courses (Principles Of Education) + 24 Hours (Clinically

Supervised Practicum)

Academic Enhancement Courses

CEDA 110 Language and Other Communication Skills 2 Credits

CEDA 111 Understanding Primary Mathematics 2 Credits

CEDA 112 Our Environment, Our People, their histories, their diversity 3 Credits

Foundation Courses

CEDF 120 Foundations of Education 1 – What it means to be human 3 Credits

CEDF 121 Foundations of Education 2 – Philosophy, Psychology and

Sociology of Schooling 3 Credits

CEDR130 Researching Schools and Classrooms 3 Credits

Professional Specialisation (Early Childhood Care and Education)

CEDS 160 Values and Principles in ECCE 3 Credits

CEDS 161 Managing the Curriculum in the ECCE sector 3 Credits

CEDS 162 Reflective Practice in the ECCE sector 3 Credits

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Teaching and Learning Skills

CEDTL 186 Mastering the Differentiated Learning Process

Understanding the Learner & the Learner’s Environment 3 Credits

CEDTL 187 Mastering the Differentiated Learning Process

Teaching & Learning Strategies 3 Credits

YEAR 11 COURSES - 360 Contact Hours (Principles of Education) + 36 Hours (Clinically

Supervised Practicum)

Academic Enhancement Courses

CEDA 210 Science Content for the Primary School 2 Credits

CEDA 211 The Teaching of Language Arts 3 Credits

CEDA 312 Teaching Social Studies 3 Credits

Foundation Courses

CEDF 220 Foundations of Education 3 – Learning: Theories, Applications

and Implications 3 Credits

CEDF 221 Foundations of Education 4 – History and Purpose of

Catholic Education 3 Credits

CEDF 222 Classroom Assessment and Evaluation (Basic) 3 Credits

Professional Specialisation

CEDS 260 Safeguarding the Health and Safety of children 2 Credits

CEDS 261 Working with families in the ECCE sector 2 Credits

ANY TWO OF:

*CEDS 262 Leading a team in an ECCE setting 2 Credits

*CEDS 263 Communication and Interpersonal skills in ECCE settings 2 Credits

*CEDS 264 Research, development and Evaluation in ECCE sector 2 Credits

CEDS 265 Funding and Resources in the ECCE sector 2 Credits

CEDS 266 Understanding Finance for the ECCE centres 2 Credits

CEDS 267 Recruitment and selection in the ECCE sector 2 Credits

Teaching and Learning Skills

CEDTL 286 Planning for Learning in the Differentiated Classroom 3 credits

CEDTL 287 Creating a Positive Classroom Environment 1 credit

CEDTL 288 Continuing Professional Development 1 credit

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YEAR 111 COURSES - 348 Contact Hours (Principles of Education) + 24 Hours (Clinically

Supervised Practicum)

29 Credits

Academic Enhancement Course

CEDA 310 Teaching Reading 3 Credits

Foundation Course

CEDF 321 Foundations of Education 5

Values and Ethics: Towards Professional Practice 3 Credits

Specialisation

CEDS 360 Managing and Leading an integrated setting in the ECCE sector 3 Credits

CEDS 365 Disability in the early years 3 Credits

CEDS 3611 Managing play provision in the early years 2 Credits

ANY THREE OF:

Courses Currently Available

*CEDS 361 Child Development 2 Credits

CEDS 362 Managing Children’s Health 2 Credits

*CEDS 363 Managing Behaviour 2 Credits

CEDS 364 The Philosophy of Childhood 2 Credits

*CEDS 366 Supporting Children’s Development and Learning 2 Credits

CEDS 367 Equality and Diversity in the early years sector 2 Credits

CEDS 368 Partnership working in the early years sector 2 Credits

CEDS 369 The Role of Informal Learning in the early year’s sector 2 Credits

CEDS 3612 Assistive Technology & Information & Communication

Technologies in the early years 2 Credits

Teaching and Learning Skills

CEDTL 380 Using Media in the Primary School 3 Credits

CEDTL 382 Using the Arts to enhance learning in the Classroom 2 Credits

CEDD 390 DISSERTATION 4 Credits

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Bachelor Of Education With Honours: Special Education

Year 1 Courses - 372 contact hours

31 Credits

Academic Enhancement Courses

CEDA 110 Language and Other Communication Skills 2 Credits

CEDA 111 Understanding Primary Mathematics 2 Credits

CEDA 112 Our Environment, Our People, their histories, their diversity 3 Credits

Foundation Courses

CEDF 120 Foundations of Education 1 – What it means to be human 3 Credits

CEDF 121 Foundations of Education 2 – Philosophy, Psychology and

Sociology of Schooling 3 Credits

CEDR130 Researching Schools and Classrooms 3 Credits

Specialisations

**Practicum (school practice) is spread throughout the 3 years for all groups.

Special Education

CEDS 170 Introduction to Special Education 3 Credits

CEDS 171 Student Support 3 Credits

CEDS 172 Planning programmes for Special Education to improve classroom

behaviour and develop social skills 3 Credits

Teaching and Learning Skills

CEDTL 186 Mastering the Differentiated Learning Process

Understanding the Learner & the Learner’s Environment 3 Credits

CEDTL 187 Mastering the Differentiated Learning Process Teaching &

Learning Strategies 3 Credits

Year 2 Courses - 36 contact hours + Practicum

30 Credits

Academic Enhancement and Pedagogy Courses

CEDA 210 Science Content for the Primary School 2 Credits

CEDA 211 The Teaching of Language Arts 3 Credits

CEDA 212 Teaching Mathematics in the Primary school 3 Credits

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Foundation Courses

CEDF 220 Foundation 3 – Learning: Theories, Applications

and Implications 3 Credits

CEDF 221 Foundations 4 – History and Purpose of Catholic Education 3 Credits

CEDF 222 Classroom Assessment and Evaluation (Basic) 3 Credits

Specialisations - Special Education

CEDS 270 Communication and Collaboration Procedures 2 Credits

CEDS 271 Family and Inter-professional collaboration in Special Education 1 Credit

CEDS 272 Inclusive Classrooms 2 Credits

CEDS 273 Identification and Assessment procedures in Special Education 3 Credits

Teaching and Learning Skills

CEDTL 286 Planning for Learning in the Differentiated Classroom 3 Credits

CEDTL 287 Creating a Positive Classroom Environment 1 Credit

CEDTL 288 Continuing Professional Development 1 Credit

Year 3 Courses - 348 contact hours + Practicum

29 Credits

Academic Enhancement Courses

CEDA 310 Teaching Reading 3 Credits

CEDA 312 Teaching Social Studies 3 Credits

CEDA 313 Teaching Science 3 Credits

Foundation Course

CEDF 321 Foundation 5 – Values and Ethics: Towards Professional Practice 3 Credits

Specialisation- Special Education

CEDS 370 Developing Visual Writing and Story Telling Skills within a

Special Education context 2 Credits

CEDS 371 Focus Workshop: Current issues in Special Education

(Dyslexia, Autism, and Physical Handicaps) 6 Credits

Teaching and Learning Skills

CEDTL 380 Using Media in the Primary School 3 Credits

CEDTL 382 Using the Arts to enhance learning in the Classroom 2 Credits

CEDD 390 DISSERTATION 4 Credits

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Bachelor Of Education With Honours: Music Education The Bachelor of Education - Music Education Specialisation is composed of four components they

include: Music / Education / Theology / History.

Year 1 Courses 243 contact hours 27 Credits

Academic Enhancement Course CEDA 110 Language and Other Communication Skills 2 Credits

Foundation Courses CEDF 120 Foundations of Education 1: What it means to be Human 3 Credits CEDR 130 Reseaching Schools and Classrooms 3 Credits

Professional Specialization Courses

Practicals CEDS 191 Primary Applied Instrument l 3 Credits CEDS 194 Aural Training I 1 Credit CEDS 294 Aural Training II 1 Credit

Theory CEDS 190 Western Music History I (Medieval to Baroque) 3 Credits CEDS 192 Music Theory I 3 Credits CEDS 193 Music Theory II 3 Credits

Teaching & Learning Skills CEDTL 180 Learners: Identifying and assessing their needs 1 Credit CEDTL 181 Planning Learning Programmes 1 Credit CEDTL 182 Teaching and Facilitating Learning/Classroom Management 1 Credit CEDTL 183 Selecting and Developing Resources 1 Credit CEDTL 184 Assessing Learning and Achievement in Music 1 Credit

Year 2 Courses - 216 contact hours 24 Credits Foundation Courses CEDF 121 Foundations of Education 2 : Philosophy, Psychology and

Sociology- An Overview 3 Credits

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Professional Specialisation Courses

Practicals CEDS 291 Primary Applied Instrument II 3 Credits CEDS 296 Piano 3 Credits Theory CEDS 290 Western Music History ll (Classical era to 20th Century) 3 Credits CEDS 292 Music Theory III 3 Credits CEDS 293 Music Theory IV 3 Credits Teaching & Learning Skills CEDTL 185 Providing Learners with Support 1 Credit CEDTL 280 Principles of Teaching and Learning 1 Credit CEDTL 281 Access to Learning 1 Credit CEDTL 282 Issues in Education in Trinidad & Tobago 1 Credit CEDTL 283 Maintaining Quality in Teaching 1 Credit CEDTL 284 Self Evaluation and Personal Development 1 Credit Year 3 Courses 207 contact hours + Practicum 23 Credits

Professional Specialisation Courses

Practicals CEDS 391 Primary Applied Instrument III 3 Credits CEDS 397 Major Performing Ensemble I ( Steelpan and Voice) 3 Credits CEDS 395 Conducting I 1 Credit CEDS 396 Conducting II 1 Credit

Theory CEDS 290 Western Music History ll (Classical era to 20th Century) 3 Credits CEDS 392 Ethnomusicology 3 Credits CEDS 398 Jazz Theory 3 Credits

Teaching & Learning Skills CEDTL 382 Music Pedagogy I 3 Credits CEDTL 383 Music Pedagogy II 3 Credits CEDTL 384 Music Pedagogy III 3 Credits CEDP 300 Teaching Practicum

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Year 4 Courses 144 contact hours + Practicum 16 Credits

Professional Specialisation Courses

Practicals CEDS 491 Primary Applied Instrument IV 3 Credits CEDS 497 Major Performing Ensemble II ( Steelpan and Voice) 3 Credits CEDS 499 Arranging 3 Credits

Theory CEDS 493 Music Therapy I 3 Credits

Teaching & Learning Skills CEDP 300 Teaching Practicum CEDTL485 Use of software in Music 1 Credit CEDD 390 DISSERTATION 3 Credits

The Practicum – B.Ed. Programmes

Portfolio

CREDI programmes are structured around two important learning strands, each of which must be

successfully completed before the degree is awarded. These strands are: (A) Education: Theoretical

concepts and understandings, and (B) the Practice of Education also called ‘The Practicum’. Successful

completion requires the attainment of at least a final grade “D” in the Portfolio and the teaching

experience, both of which constitute the Practicum. A minimum of eighty (80%) attendance at

Practicum sessions and timely submission of all portfolios are required of participants for successful

completion of the Practicum. All students are required to complete all portfolios.

A practicum is defined by the American Heritage dictionary as “a school or college course, especially one

in a specialized field of study that is designed to give students supervised practical application of

previously studied theory.”(Notes from Wendy Jeremie: 2011)

With respect to Education major, a large number of CREDI’s students are currently practising in the

education system in Trinidad and Tobago…. some as classroom teachers; others as acting principals,

principals or assistant or aspiring teachers. Many in the latter group may not have had the opportunity

for professional training. Most are young and all have the Ministry of Education’s minimum academic

requirement of five (5) ‘O’ levels or five (5) CSEC or CXC subjects and more.

The B.Ed. provides an opportunity for all such students to obtain appropriate professional teaching

experiences (via the Practicum) in order to become more effective teachers.

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Practicum is a vital part of CREDI’s programmes generally streamlined to inform the participants’

experiences in schools and other related settings.

THE AIM OF THE CREDI PRACTICUM

Develop a cadre of reflexive practitioners whose focus is on helping their charges realise their

development potential. The Practicum also provides structured opportunities for understanding the

importance of such processes as teaching and learning, managing, counselling and guiding, and problem-

solving well enough to make this happen in whatever sphere they operate.

EXPECTED OUTCOMES (GENERAL)

Practitioners will be able to:

Diagnose classroom management situations and generate solutions to resolve management and

learning problems

Demonstrate an acute awareness of the importance of reflecting on the ways and means to

learning for students of wide-ranging abilities by identifying instances of how this knowledge

helped them to achieve successful teaching

Use the knowledge gained in this reflecting to ponder and develop relevant and rational ‘planning

for learning and teaching’ questions

Demonstrate the skill of linking appropriate teaching/learning strategy(ies) with discerned

learning needs

Effectively and efficiently put into practice what they have planned for student learning;

Monitor student learning in relevant steps towards the final process

Use students’ responses to analyse strengths and weaknesses in learning (error analysis)

Identify their strengths and weaknesses with respect to bringing about learning viz. change in

behaviour

Work continuously to help the student achieve potential development

Work continuously for personal and professional improvement

COURSE CONTENT

On site (In-classroom, in-school) processing

PHASE 1: YEAR 11, TERM 1 (15 Sessions)

1. Reflecting on learning

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2. Understanding the developmental role of clinical supervision in a trainee teacher’s reflexive praxis

and therefore in reflecting on student learning;

3. Case studies of student learning situations

4. Learning styles

5. Reflective processing on ways and means of student learning (where, when, how, why?)

6. The gifted child

7. The seemingly slow learner

8. Believing and knowing that all children can learn

ASSESSMENT

Growth and development in teaching and student learning;

PORTFOLIO

The student teacher’s beginning philosophy of teaching/ learning (what personal beliefs about

teaching and learning in the classroom/ school situation consciously or unconsciously GUIDE

your actions);

One (1) or Two (2) case studies examining from a teacher perspective, the successful

understanding of the learning processes and styles of each of these learners with well-researched

rationales analysing how and why successful learning is or will be or has been possible for these

students;

Your phase 1 closing philosophy with a rationalised explanation of any change in position.

PHASE 11: YEAR 2, TERM 3 (10 Sessions)

o Reflecting on and Planning for student learning

o Understanding the developmental role of clinical supervision in a trainee teacher’s reflexive praxis

and therefore in reflecting on student learning and planning for student learning

o Case studies of student learning situations

o Reflective processing on ways and means of student learning (where, when, how, why?)

o Using knowledge of learning styles and processes to plan for the school success of the gifted child

and the seemingly slow learner

o Journaling classroom experiences…. all children are learning

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ASSESSMENT

Growth and development in teaching and student learning;

A Portfolio of:

Similar to phase 1, One (1) or Two (2) new case studies examining from a teacher perspective,

successful understanding of the learning processes and styles in each case with well-researched

rationales critically assessing how and why successful learning is or will be or has been possible

for these students

Student teacher’s /administrator’s analysis of the differences between activities required of the

student teacher/ administrator in phases 1 and 2 and the experiential and functional links between

the two phases with respect to student potential development

Your philosophy of teaching/ learning at this time (what personal beliefs about teaching/learning

in the classroom/ school situation consciously or unconsciously GUIDE your actions); note and

explain any changes.

PHASE 111: YEAR 3: TERM 1 (15 Sessions)

o Reflecting on and Planning for student learning….Successful Implementation

o Documenting the developmental role of clinical supervision in a trainee teacher’s on-going

reflexive praxis and therefore in reflecting on, planning for, and implementation for student

learning;

o Case stud(y)ies of continuing successful student learning and any other learning results/

situations you are committed to change;

o Continued reflective processing on ways and means of student learning (where, when, how, why?)

o Habitual use of knowledge of differentiated learning styles to plan for the school success of all

children including the gifted child and the seemingly slow learner

o Journaling (classroom) experiences of how all children are learning

ASSESSMENT

Growth and development in teaching and student learning;

A Portfolio of:

One (1) or Two (2) new case studies with sufficient relevant detail to demonstrate from a teacher

perspective, successful understanding of the learning processes and styles of a learner;

Your philosophy of teaching/ learning at this time (what personal beliefs about teaching/learning

in the classroom/ school situation are NOW consciously or unconsciously GUIDING your

actions); note and explain personal changes.

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DIFFERENCES IN PRACTICUM BY AREA OF SPECIALISATION

N. B. All students who are following the Special Education and Early Childhood Care and Education

specialisations must complete Phases 1, 2 & 3 as defined above.

Bachelor Of Education- Music Specialisation Practicum

The Three phases, each lasting one (1) term, comprise:

i) Observing and Reflecting on how students learn music and how learning music can be

facilitated in the classroom;

ii) Planning for student learning and assisting the music teacher;

iii) Implementation of teacher lessons.

During the course of study, the programme is structured to offer twelve hours of school visits per

term for each student (1 hour per week). Each participant will be assigned to a music teacher at a

primary or secondary school. In the first term, the student will observe the teacher and reflect on

the effectiveness of the methods used to encourage and stimulate learning in the classroom.

During the second phase, the student is expected to develop plans for student learning and will

assist the assigned teacher during each hour of the second term. In these sessions, affective

(dispositions, attitudes, professional awareness) and cognitive (knowledge) aspects as well as

implementation are continuously monitored and shaped. The exercise is designed to be purely

developmental.

In-class, in-house, in-course, peer evaluated sessions are also encouraged even though these do not

form part of the final evaluation.

Final Assessment

In the last term the student will be allowed to implement teacher lessons plans under the

guidance of the assigned teacher. Practice is assessed by the tutor to whom this responsibility is

designated;

Final mark/ grade will be a composition of:

i. Overall improvement during terms one and two of the programme 50 %

ii. Final practice 50%

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POSTGRADUATE

Master’s Degree in association with Duquesne University,

M.SC. EDUCATIONAL STUDIES

Specialisations in Measurement and Evaluation, Classroom Assessment and Curriculum 30 Credits

PROGRAMME CORE

GFDE 513 - Teaching as Intentional Learning

This course provides an online environment for aspiring teachers, practicing teachers, and teacher

educators to examine the operation of relevant theory and research in effective educational practice.

Authentic educational problems are framed and solutions to those problems are proposed and tested.

GREV 525 - Educational Research Literacy

This course is designed to develop the skills and knowledge base necessary for the conceptual

understanding of research presented in the literature. By doing so, the course provides the student with

the foundational skills and knowledge to become a critical reader of research.

GFDE 510 - Theories of the Teaching/Learning Process

This course provides opportunities to analyse assumptions about knowing, teaching, and learning; to

study theories of human learning and their relationships to motivation, development, and teaching; and to

reflect on and project one’s own teaching and learning practice based on theoretically sound principles.

GFDE 580 - Action Research Seminar

This seminar focuses on applying the methods by which action research (also known as teaching inquiry

or practitioner research) can be planned and carried out to a specific learning agenda that is determined

by each candidate.

GFDE 503 - Multicultural Education

This course examines principles of adapting school programmes and materials to the interests of a

pluralistic society. It addresses specific approaches for implementing a curriculum responsive to diverse

and multi-ethnic populations incorporating cultural, racial, socio-economic, gender, and individual

differences.

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GFDE 737 - Community and Community Relations

This course examines the concepts of school leadership that promote and maintain community

relationships, that support and advance student learning and achievement.

CLASSROOM ASSESSMENT CONCENTRATION

GPSY 511 - Psychology of Learning

This course examines several theoretical mechanisms of learning and cognitive processing. The goal of the

course is to establish the practical utility of operant conditioning theory, social learning theory, and

information processing theory.

GFDE 816 - Alternative Strategies in Classroom Assessment

This course examines the role of formative assessment practices on teacher quality and student learning

and achievement. Specifically it examines six (6) high impact elements of the formative assessment

process: shared learning targets, effective feedback, student goal-setting, student self-assessment,

effective teacher questioning and engaging students in asking effective questions.

GFDE 533 - Curriculum and Methods

This course examines instructional planning with a focus on using effective instructional strategies to

promote student learning and achievement.

GFDE 805 - Keys to Motivation

This course focuses on the role that formative assessment plays in helping students generate motivation

to learn. Specifically the course examines the connections between effective classroom assessment and

self-efficacy, attributions, self-regulation, goal-driven behaviour and other forms of intrinsic motivation.

The key is helping teachers learn to foster and develop motivation in their students.

CURRICULUM AND INSTRUCTION CONCENTRATION

GADS 532 - Curriculum Development

This course examines the nature of curriculum; philosophical conflicts and historical perspective;

developing goals and objectives; instructional modes and the learner and curriculum mapping.

GADS 547 - Advanced Curriculum

This course concentrates on curriculum research; needs assessment; curriculum management;

implementation; analysis of test data; curriculum models.

GFDE 816 - Alternative Strategies in Classroom Assessment

This course examines the role of formative assessment practices on teacher quality and student learning

and achievement. Specifically it examines six (6) high impact elements of the formative assessment

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process: Shared learning targets, effective feedback, student goal-setting, student self-assessment,

effective teacher questioning and engaging students in asking effective questions.

GFDE 520 - Motivation in Education

This course is an opportunity to study theories and research on student motivation. The course examines

the critical role that motivation plays in human learning by applying current theories and research in

motivation to authentic issues of concern in educational settings. Using motivational theories as lenses

through which to consider student motivation from multiple perspectives, the course encourages analysis

of beliefs about motivation to encourage the design of sound theoretically-based motivational practices

MEASUREMENT AND EVALUATION CONCENTRATION

GFDE 504 - Statistics in Behavioural Research

This course emphasises the skills necessary for critical analysis of quantitative research in the behavioural

sciences. The major goal is to understand and interpret the statistical analyses used to describe

distributions and to test hypotheses that are commonly used in empirical studies employing quantitative

data.

GREV 510 - Statistics I

This course is a study of basic statistical concepts. Content includes descriptive statistics correlation, t-

test, chi-square and the use of computer programmes for data analysis.

GREV 514 - Introduction to Qualitative Methods

This course is a study of the philosophical and methodological foundations of qualitative inquiry

combined with practical experience gained from conducting a project. Content includes theoretical

principles and models, data collection and interpretation and examining qualitative research studies.

GFDE 502 - Action Research in Education