University Organization

Academic	Administrative
Dean of Colleges of: Business Creative Arts Engineering/Computer Science Humanities Science Social Science ContinuingEducation/ Extended Learning Chair – of all the departments within a college Department head – of individual departments	President of the University Vice Presidents of Academic Affairs Student Affairs Financial Affairs Campus Management

Program Coordinator – of different programs within a department

Teaching faculty

Rank of Teachers

Tenured Professor 10+ years of teaching

Assistant Professor 5-10 years

Associate Professor 3-5 years (must have a PhD to teach at this level and above)

Lecturer 1-3 years

Part time Staff 1-3 years (only needs MA/MS to teach at this level)

Teaching Load

3-4 classes per week (each class meets 3 hours per week)

must have ‘office hours’ 3 hours per week to consult or advise students

many teachers have assistants (usually graduate students) who help grade papers and tests and often teach classes

Evaluation

Teachers are evaluated in every class every semester by the students. The evaluations help determine promotion and pay raises.

10. Read the following text to learn more about the organization of teacher education. Teacher education

Teacher education, as it exists today, can be divided into two stages, preservice and in-service. Preservice education includes all the stages of education and training that precede the teacher's entry to paid employment in a school. In-service training is the education and training that the teacher receives after the beginning of his career.

In Great Britain teacher education is provided by university schools, departments or faculties of education, polytechnic departments of education, and colleges of higher education.

From 1980 onwards the most usual route to a teaching qualification in England and Wales for non-graduates is by way of a three or four-year course leading to the Bachelor of Education Degree, for graduates it is by way of two terms (six months) of professional and theoretical studies and a further three-month period of school experience.

A teacher training course contains three main elements. The first element is the study of one or more academic, cultural, or aesthetic subjects for the purpose both of continuing the student's own education and of providing him with knowledge to use in his teaching career. A second element is the study of educational principles. A third element consists of professional courses and school experience.

General education. Students in many colleges of education in England study only one principal subject, to which they devote about one-third of their total time, and teachers who graduate from universities have often pursued three-year courses for single-subject honours degrees. In the United States and elsewhere the academic element is broader, and the first two years of college or university work may include a wide range of elective subjects from diverse disciplinary fields. Both patterns have their critics, the first because it produces narrow intellectual specialists, the second because it encourages dilettantism and inadequate depth.

The study of educational principles. In recent years there has been a revival of interest in the social sciences as an integral feature of teacher-education programs. This is partly a recognition of the popularity of studies of this kind among students, partly a reflection of their importance in a time of rapid social and educational change, and partly a function of the larger supply of qualified social scientists available to teach them.

Practical training. Professional and practical studies constitute the third major element in the teacher-preparation program. "Teaching practice" has always been important, initially carried out in the model or demonstration school attached to the normal school or college, later in the schools of the neighbourhood, and more recently in a variety of school, college, and community settings. The model and demonstration school was frequently criticized for the unreality of its teaching settings; some model schools attached to universities tended to become academically oriented and ceased to play an experimental role.

Efforts have been made to reduce the separation between school and college; these include the transfer of college staff to periods of classroom teaching and of experienced teachers to college work, dual appointment to a college and to a school where the "teacher-tutor" assumes responsibility for supervision of the student's school-based work, the involvement of teachers' organizations in the determination of national policy on teacher education, the involvement of individual teachers in the government and committee work of teacher-preparing institutions, and the use of periods of school-based teacher education in which a tutor and group of student teachers are attached to a school or a number of schools for an extended period of observation, practical teaching, and theoretical study. Courses are also being devised in which periods of education, training, and paid employment in schools alternate with one another to make up a four- or five-year program.

Generally speaking, in federal countries such as the United States, Canada, and Australia, each state or province sets its own requirements for certification, which inevitably determines the content and organization of the teacher-education programs. The variety of such regulations often means that teachers who have received their education and training in one province or state are not qualified to teach in schools elsewhere without satisfying additional requirements. In England requirements are determined on a national basis. Responsibility for recommending the granting of qualified teacher status may, however, be delegated. In England this responsibility is exercised by regional consortia of colleges, local educational authorities, universities, and teacher interests known as area training organizations that were established after 1944.

In-service training. Training on the job involves courses, conferences, and other organized study programs. There are general and specialist educational journals and newspapers; educational bodies of various kinds issue their own newsletters, broadsheets, and bulletins. The volume of material published in this form has increased enormously.

Teachers' centres in Britain help to spread a wide range of new educational practices and ideas.

There are courses for teachers available through broadcast television, radio, and correspondence tuition.

More attention is paid to school-based in-service education. A new idea or principle may find more ready acceptance within a group of like-minded people than when it must make its way against the organizational conservatism of a particular school. Department discussions, staff working parties, and other forms of school-based meetings enable matters of curriculum and organization to be discussed in depth, facilitate the induction of younger members of the profession, and help to limit the isolation of the teacher within the classroom.

Future developments in teacher education. Coming decades are likely to see continuing development and change in teacher education. The teacher must adjust to new developments in educational technology, the growth of human knowledge, and the problem of creating a relevant and appropriate curriculum from the enormous range of material available. There will be new understanding of how children develop and learn. The patterns of authority in society will continue to change, and it is likely that there will be a greater recognition of the importance of moral and personal education in a world of pluralistic values and goals. All these factors will affect the ways in which teachers are educated and trained. But it is unlikely that coming decades will see the introduction of any comprehensive pedagogical system resembling those of the 19th century. No single theory of learning or teaching is likely to satisfy the diversity of individual needs and societal arrangements.

Explain what these terms mean:

pre-service education

in-service training

graduate

non-graduate

general education

the study of educational principles

practical training

Answer the following questions:

What stages does teacher education fall into?

Where are teachers trained in Great Britain?

What are the most usual routes to a teaching qualification for graduates and non-graduates in England and Wales?

What are the main elements of a teacher training course?

What is the basic difference between general education patterns in England and the USA?

What is the role of social studies in teacher preparation programs?

What changes have taken place in teachers practical training?

What steps are taken to reduce separation between school and college?

How are requirements to a teaching qualification determined in England and the USA?

What is the aim of in-service training? In what forms is it provided?

How may teacher education develop in future?

Compare the structure of teacher education in Great Britain with that in Ukraine. What do they have in common? What are the main differences?

Does teacher education in Ukraine include the same three basic components? How is in-service training realized in Ukraine? What educational establishments provide teacher training?How is qualified teacher status obtained?

Have there been any innovations in teacher education in Ukraine in recent years? Try to formulate the main problems which in your opinion exist today in teacher education in Ukraine.

11. PROJECT WORK

In groups, work out the outline of your own concept of teacher education for Ukraine. Take into account pluses and minuses of the existing system. Design a curriculum for your speciality.Defend your project in class.

VIII. ARE YOU READY TO WORK AS AN ENGLISH TEACHER?

1. In pairs discuss with your group-mates whether your ideas about your future profession you had before entering the university were different from those you have now. What has changed since you were a first-year student?

2. In groups, fill in the following table and explain your point:

Teacher of English

Pluses of the profession	Minuses of the profession
1. 2. 3. 4. 5.	1. 2. 3. 4. 5.

3. Try to evaluate your academic work at the university during the five years. Are you satisfied with your professional preparation? Do you feel you lack something you believe necessary for your future work?

4. Write five recommendations for the first-year students which from your point of view might be helpful to them during their five years at the university.

5. What is the aim of teaching English at secondary schools in Ukraine today?

In your opinion, which factors limit the study of English in Ukraine?

6. Discuss the methods of teaching English used in Ukrainian schools. Why do you think the traditional (grammar translation) method has been steadily falling out of favour in recent years?

On the basis of your knowledge of methodology single out the advantages and characteristic features of the communicative method.

Comment on the contrast between the traditional and the communicative approaches as shown in the following paragraphs from the article “A few words on the communicative method in Ukraine” by K.Anderson (“Teach and Learn” I, 1998):

Traditionally… the teaching of English and other foreign languages was a mixture of rote grammar memorization, reading, writing and of course, translation. Speaking and listening exercised through drills and artificial dialogs were not generally emphasized. Speaking to communicate was not necessarily the primary goal of the language class but rather a means to practise and improve proper pronunciation and intonation of words and sentences…

The communicative approach seeks to make language learning more “real” for the students by teaching them practical application of the language itself. In other words, it emphasizes language use and communication over language knowledge, rules of grammar and rote memorization. Traditional classroom activities such as teacher centered grammar drills give way to realistic dialogs and small group work (with students helping each other) in the communicative classroom.

By using the communicative approach in English language courses students gain valuable experience in using the English language in a practical, realistic setting. Another important dimension of the communicative approach is the creative aspect of student’s contribution.

7. With the shift from traditional to communicative approach, what changes in the role of the teacher in class?

Explain the difference between “teacher-centred” and “student-centred” classrooms.

Make a list of qualities a modern teacher of English needs.

How do you understand the principle of co-operation in teaching English?

8. Evaluate the role of the following factors in successful teaching of English. Rank them in order of importance. Give your reasons.

Teacher’s personality

Method of teaching

Technical aids

Teaching materials (coursebooks, visual aids, tapes, etc.)

Class size

Classroom environment

Syllabus

9. In groups of 2-3, review some of the English textbooks used in Ukrainian schools. Focus on the following parameters:

• the target set by the authors, the level, the general layout;

• the dominating method (approach);

• what aspects of the language are given priority;

• types of activites and tasks;

• the reading matter used;

• motivation;

• the use of the native language;

• self-sufficiency of the book, convenience for teachers

10. METHODOLOGICAL WORKSHOP

Choose a unit from some school textbook and plan a lesson on it.Present your lesson plan in class.

12. TEST YOUR KNOWLEDGE OF ENGLISH

Test 1

Decide whether the following sentences are correct or incorrect grammatically.

1. Jane asked me if I would tell her the truth.

2. She shouldn't have broken that glass.

3. According to me, Jack is not very clever.

4. They can have opened the window.

5. But I did do my homework!

6. Where is the book what I got for my birthday?

7. All I can do is to call the police.

8. We were to have tea here.

9. I don't like tea, too.

10. Jane suggested to go to the theatre.

11. My mother who is a librarian works a lot.

12. Would you rather I did it?

13. Try as he might, he won't find it.

14. I was waiting for you but you never came.

15. Walking in the garden it began to rain.

16. We have bought a sixth packet.

17. She is a most energetic woman.

18. Tom suggested that Mary go to university.

19. Never have I seen such a beautiful girl.

20. Would you mind to tell me your name please?

Test 2

Fill the blanks in the following passage. Use only one word in each space.

It was the day of my grandmother’s birthday when the sitting-room ceiling fell down. All the family were there, at my Uncle Philip’s house, _____ was a large, old building situated in a small, peaceful village north-west _____ Oxford. We _____ already finished lunch and, as _____ was such a beautiful afternoon, we were all outside _____ the garden, drinking coffee and catching _____ on all the family news. Grandmother, _____ was rather deaf, was, _____ usual, telling stories about her childhood in Manchester, _____ in the sunshine, laughing children and barking dogs chased each _____ around.

Suddenly, _____ was a tremendous crash. We all looked round in astonishment, wondering what on earth had _____ . Uncle Philip and my father ran into the house, and then my sister and I _____ . There, the most extraordinary sight met our eyes. The sitting-room was _____ ruins and the air was thick with dust. Uncle Philip _____ standing in the _____ of the room, holding Tabatha, his cat, who looked terrified. “It’s _____ of the problems of living in a house as old _____ this”, he explained calmly. Meanwhile, outside, Grandmother asked _____ more coffee and enquired when the cake _____ be cut.

Test 3

Correct grammar mistakes in the following sentences:

1. She lets her children to stay up very late.

2. I suggested her to go home.

3. If I got rich I’ll travel round the world.

4. She’s nice to talk to her.

5. Could I use your phone? – Of course you could.

6. If you worked harder last year you would probably have passed your exam.

7. Have you often to speak French in your job?

8. Must we do everything in writing? – No, we must not. It’s not necessary.

9. The teacher made me to apologise.

10. I saw Jane to leave the house.

11. I wish you came earlier yesterday.

12. The story was boring. She must told it several times.

13. When I got up this morning everything was lovely. The sun shone, the birds sang.

14. What did you do at 7 yesterday?

15. I picked up a cake and bit a piece off to see how it was tasting.

16. I could see from his face that he received bad news.

17. She didn’t arrive yet.

Test 4

Make all the changes and additions necessary to produce, from the following sets of words and phrases, sentences which together make a complete letter from a teacher replying to an invitation.

EXAMPLE: I be very surprised / receive / letter / you this morning.

ANSWER: I was very surprised to receive a letter from you this morning.

Dear Mr.Harris

I be very pleased / meet you / teachers’ conference / London last year.

__________________________________________________________

__________________________________________________________

It be kind / you / invite me / come and see you while I be / England / this summer.

__________________________________________________________

__________________________________________________________

I hope / pay a visit / your school / 26^th and 27^th June if / not be inconvenient.

__________________________________________________________

__________________________________________________________

Please / not rearrange / programme / me.

__________________________________________________________

__________________________________________________________

I be very happy / fit in / whatever you / do at that time.

__________________________________________________________

_________________________________________________________

I like / stay overnight / 26^th June and hope / arrange accommodation / me.

__________________________________________________________

__________________________________________________________

I telephone you once / reach London / confirm / exact time / arrival / school.

__________________________________________________________

__________________________________________________________

I look forward / meet / again.

__________________________________________________________

Yours sincerely

Test 5

Make all necessary corrections in the following passage.

The Joseph Turner lived in 19 century. He was a famous England painter. His paintings was a great success. He was fonded of dogs. Once day his dog whom he loved very much breaked a leg. Artist was very sorry for a dog and wanted it to be well again. He was enough rich to sent for best surgeon in London instead to take a veterinary. The surgeon arrived and asked a famous painter what was the matter. Joseph Turner realized that the famous surgeon might got offended if he learnt that his patient was dog. So he decided praise the surgeon. He said the surgeon that he was a great doctor and asked him help his dog because it was very important for him. The surgeon felt annoying but not showed it. He treated the dog careful and soon it was quiet good.

The next week The surgeon asked the Turner come to his place. Painter arrived at the appointed time and was show into the sitting-room. The surgeon had met him very warm and said “I’m so glad you has come. My door needs to paint. I know you are too great a painter for this work, but I beg you do it. It is so important for me”.