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Catholic Religious Education Development Institute

STUDENT HANDBOOK Version 2013.01

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Catholic Religious Education Development Institute is a tertiary level

educational institution whose vision is “Servant leaders transforming the new

millennium – integrating mind, body, heart and spirit”. Grounded in authentic, integral

human development, CREDI is open to all students from any part of Trinidad and

Tobago and the Caribbean.

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Table of Contents BACKGROUND ------------------------------------------------------------------------------------------------------------------------------------- 5

CREDI’S MAIN OBJECTIVES ---------------------------------------------------------------------------------------------------------------- 6 CREDI’S VISION, MISSION AND ASPIRATION STATEMENTS ------------------------------------------------------------------ 7 TO ACCOMPLISH THIS, CREDI WILL: -------------------------------------------------------------------------------------------------- 8

CONTACT INFORMATION ------------------------------------------------------------------------------------------------------------------- 9

CREDI BOARD OF DIRECTORS ----------------------------------------------------------------------------------------------------------- 10

SENIOR LEADERSHIP TEAM --------------------------------------------------------------------------------------------------------------- 10

GETTING STARTED ---------------------------------------------------------------------------------------------------------------------------- 11

POLICY STATEMENT------------------------------------------------------------------------------------------------------------------------ 11

APPLICATION PROCESS --------------------------------------------------------------------------------------------------------------------- 12

ACCESS TO G.A.T.E. ---------------------------------------------------------------------------------------------------------------------------- 13

APPLYING FOR G.A.T.E. ------------------------------------------------------------------------------------------------------------------------ 13 G.A.T.E. GENERAL INFORMATION ----------------------------------------------------------------------------------------------------------- 14

B. ED. REGISTRATION CHECKLIST ----------------------------------------------------------------------------------------------------- 18

STUDENT LIFE & SUPPORT SERVICES ----------------------------------------------------------------------------------------------- 19

ATTENDANCE POLICY -------------------------------------------------------------------------------------------------------------------- 19 GRADING SYSTEM -------------------------------------------------------------------------------------------------------------------------- 19 THE CREDI B.ED WITH HONOURS WILL ISSUE CERTIFICATES INDICATING ---------------------------------------------- 20 ASSESSMENT OF COURSES --------------------------------------------------------------------------------------------------------------- 20 ASSIGNMENT FORMAT -------------------------------------------------------------------------------------------------------------------- 20 COVER PAGE --------------------------------------------------------------------------------------------------------------------------------- 21 LAYOUT --------------------------------------------------------------------------------------------------------------------------------------- 21 SUBMISSION OF ASSIGNMENTS -------------------------------------------------------------------------------------------------------- 23 LATE SUBMISSION -------------------------------------------------------------------------------------------------------------------------- 23 EXAMINATIONS POLICY ------------------------------------------------------------------------------------------------------------------ 23 EXAMINATION LOCATION --------------------------------------------------------------------------------------------------------------- 23 SUPPLEMENTAL EXAMINATIONS ----------------------------------------------------------------------------------------------------- 23 EXAMINATION ROOM --------------------------------------------------------------------------------------------------------------------- 24 LATE ARRIVAL ------------------------------------------------------------------------------------------------------------------------------- 25 IDENTIFICATION --------------------------------------------------------------------------------------------------------------------------- 25 ATTENDANCE ------------------------------------------------------------------------------------------------------------------------------- 25 MATERIALS MAY BE ALLOWED INTO EXAMINATION ROOM ------------------------------------------------------------------ 25 MOBILE PHONES ---------------------------------------------------------------------------------------------------------------------------- 25 BREACH OF POLICY ------------------------------------------------------------------------------------------------------------------------ 26 PLAGIARISM --------------------------------------------------------------------------------------------------------------------------------- 26 ACADEMIC QUERIES ---------------------------------------------------------------------------------------------------------------------- 26 WITHDRAWAL AND LEAVE OF ABSENCE -------------------------------------------------------------------------------------------- 27 WITHDRAWAL ------------------------------------------------------------------------------------------------------------------------------- 27 DEFERRAL ------------------------------------------------------------------------------------------------------------------------------------ 27 LEAVE OF ABSENCE ------------------------------------------------------------------------------------------------------------------------ 27 Exceptions -------------------------------------------------------------------------------------------------------------------------------------- 27 **RESCHEDULING OF CLASSES -------------------------------------------------------------------------------------------------------- 28

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COURSE MATERIALS ---------------------------------------------------------------------------------------------------------------------- 28 TIME LIMIT FOR DEGREE COMPLETION --------------------------------------------------------------------------------------------- 29

Regular Full-Time Schedules------------------------------------------------------------------------------------------------------------------- 29 Part-Time Scheduling ---------------------------------------------------------------------------------------------------------------------------- 29 Protracted Completions ------------------------------------------------------------------------------------------------------------------------- 29

IMPORTANT DATES ------------------------------------------------------------------------------------------------------------------------ 30 Diplomas ---------------------------------------------------------------------------------------------------------------------------------------- 30 Associate Degrees ----------------------------------------------------------------------------------------------------------------------------- 30 Bachelors in Education ---------------------------------------------------------------------------------------------------------------------- 30 Bachelors - Music specialization ---------------------------------------------------------------------------------------------------------- 30

Masters---------------------------------------------------------------------------------------------------------------------------------------------------- 30 TRANSCRIPTS -------------------------------------------------------------------------------------------------------------------------------- 31 WEBSITES ------------------------------------------------------------------------------------------------------------------------------------- 31 LIBRARY --------------------------------------------------------------------------------------------------------------------------------------- 32 CODE OF CONDUCT ------------------------------------------------------------------------------------------------------------------------ 32 COUNSELLING & MEDICAL CARE ----------------------------------------------------------------------------------------------------- 33 PERSONAL DEVELOPMENT: ACADEMIC & CAREER GUIDANCE ------------------------------------------------------------- 34 PROGRAMMES ------------------------------------------------------------------------------------------------------------------------------- 34

DIPLOMA IN PASTORAL MINISTRY (specialization in CARIBBEAN LITURGICAL MUSIC STUDIES) -------------- 35 ASSOCIATE DEGREE IN PASTORAL MINISTRY [BIBLE STUDY] --------------------------------------------------------------- 40

GUIDELINES FOR MINISTRY STUDIES ------------------------------------------------------------------------------------------------ 42 UNDERGRADUATE LEVEL ------------------------------------------------------------------------------------------------------------------ 45

THE CREDI BACHELOR OF EDUCATION with HONOURS PROGRAMMES ---------------------------------------------------- 45 DEGREE PROGRAMMES --------------------------------------------------------------------------------------------------------------------- 46 BACHELOR OF EDUCATION WITH HONOURS: ------------------------------------------------------------------------------------ 46

Structure of the Programmes ----------------------------------------------------------------------------------------------------------------------- 48 BACHELOR OF EDUCATION WITH HONOURS: EDUCATIONAL LEADERSHIP ----------------------------------------- 49 BACHELOR OF EDUCATION WITH HONOURS EARLY CHILDHOOD CARE AND EDUCATION ------------------ 52 BACHELOR OF EDUCATION WITH HONOURS: SPECIAL EDUCATION ---------------------------------------------------- 55 BACHELOR OF EDUCATION WITH HONOURS: GUIDANCE AND COUNSELLING ------------------------------------ 58 THE BACHELOR OF EDUCATION WITH HONOURS: MUSIC EDUCATION ----------------------------------------------- 61

POSTGRADUATE LEVEL --------------------------------------------------------------------------------------------------------------------- 64

UNIVERSITY OF DAYTON ----------------------------------------------------------------------------------------------------------------- 64 M.Sc.in Education and Allied Professions (30 CREDITS) ---------------------------------------------------------------------------------- 64 MASTER OF ARTS: THEOLOGICAL STUDIES ----------------------------------------------------------------------------------------- 64

POSTGRADUATE LEVEL --------------------------------------------------------------------------------------------------------------------- 66

DUQUESNE UNIVERSITY ----------------------------------------------------------------------------------------------------------------- 66 MASTER’S OF SCIENCE: Educational Studies with Specializations in Measurement and Evaluation, Classroom Assessment and

Curriculum. ------------------------------------------------------------------------------------------------------------------------------------- 66 CLASSROOM ASSESSMENT CONCENTRATION ---------------------------------------------------------------------------------------- 68 CURRICULUM AND INSTRUCTION CONCENTRATION ---------------------------------------------------------------------------- 69 MEASUREMENT AND EVALUATION CONCENTRATION --------------------------------------------------------------------------- 70

THE PRACTICUM – B.ED PROGRAMMES -------------------------------------------------------------------------------------------- 71

PHASE 1: ------------------------------------------------------------------------------------------------------------------------------------------ 72 PHASE 11 ------------------------------------------------------------------------------------------------------------------------------------------ 73 PHASE 111: ---------------------------------------------------------------------------------------------------------------------------------------- 74 DIFFERENCES IN PRACTICUM BY AREA OF SPECIALIZATION ------------------------------------------------------------ 74

EDUCATIONAL LEADERSHIP ADDENDUM ----------------------------------------------------------------------------------------------- 75 GUIDANCE AND COUNSELLING ADDENDUM ------------------------------------------------------------------------------------------ 75

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Who are we?

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 implemented activated until October 2007. In July 2008, CREDI achieved registration status

from the Accreditation Council of Trinidad and Tobago (A.C.T.T.) for two (2) years, and this has

now been renewed for another three (3) years to July 2013.

CREDI is also now approved by A.C.T.T. to offer:

The Master of Science in Education and Allied Professions and the Master of Arts in Theological Studies in conjunction with the University of Dayton, in Ohio, USA. The University of Dayton is recognized as a premier institution for the preparation of School Administrators.

The Master of Science in Educational Studies in conjunction with Duquesne University, Pittsburgh, USA.

Its own Bachelor of Education with Honours in five (5) specializations – Early Childhood Care

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

Education.

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Diploma in Pastoral Ministry: Caribbean Liturgical Music Studies

Associate Degree in Pastoral Ministry (Bible Study)

It is the expectation that over time CREDI will develop more local programmes as well as

establish other partnerships with appropriate overseas tertiary level education institutions with a

view to delivering other programmes in various disciplines at the Certificate, Diploma, Associate

degree, Bachelor’s, Master’s and Ph. D. levels.

CREDI’S MAIN OBJECTIVES To foster the human, spiritual and apostolic development of its students

To provide a body of skilled professionals to manage and staff the various departments of

the Archdiocese of Port of Spain

To provide tertiary education primarily to members of the Catholic Church to enable them

to contribute professionally to the ministries of the Catholic Church

To enable members of the Archdiocese of Port of Spain and eventually other dioceses of the

Caribbean Catholic Church to respond to the call of the Bishops of the Antilles Episcopal

Conference for lifelong learning

To enable its students to make involvement in Church service their first or second careers.

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CREDI’S VISION, MISSION AND ASPIRATION STATEMENTS

The Vision of CREDI is:

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

The Mission of CREDI is:

“CREDI is an Archdiocesan Institution which offers tertiary level education to prepare persons for

service to Church and country, in the fields of Education, Theology, Sociology, Psychology,

Philosophy and Social Justice.”

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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TO ACCOMPLISH THIS, 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.

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CONTACT INFORMATION

Mailing address:

CREDI Head Office

34B Belmont Circular Road

Belmont

Port of Spain

Trinidad, W.I.

Tel: 1-868-223-7932-5 ext. 2042

Fax: 1-868-627-3870

Administrative matters: registryadmin@credi.edu.tt

Undergraduate Student information : studentaffairs@credi.edu.tt

B.Ed student assignment Drop Box: bedassignments.credi@gmail.com

Website: http://www.credi.edu.tt (new version to launched soon)

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

Institute/221521337938301

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

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CREDI BOARD of DIRECTORS

Dr. Vena Jules Dr. Terrence Farrell Fr. Arnold Francis

President of CREDI Chairman Principal of the Theological Institute & Dean of The Seminary of St. John Vianney & the Uganda Martyrs

1. Dr. Terrence Farrell (Chairman)

2. Dr. Vena Jules

3. Msgr. Robert Llanos

4. Ms. Leela Ramdeen

5. Mr. Michael Toney

6. Mr. George Sheppard

7. Ms. Mary Fullerton

8. Dr Lennox Bernard

9. Fr. Martin Sirju

10. Sr. Phyllis Wharfe

11. Mr Gregory Delzin

12. Sr. Angela Ann Zukowski [University of Dayton]

13. Dr. Lancelot Brown [Duquesne University]

14. Ms. Sue Carlton [City & Guilds]

15. Fr. Arnold Francis

16. Ms. Carolyn De La Rosa (Secretary)

Senior Leadership Team

1. Dr. Vena Jules (President of CREDI)

2. Fr. Arnold Francis (Principal of the Theological Institute & Dean of The Seminary of St. John Vianney & the Uganda Martyrs)

3. Mrs. Ave Mann Cross (Senior Programme Executive - CREDI)

4. Mrs. Eve Cadet (Registrar - CREDI)

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

6. Ms. Jennifer Bailey (Accountant - CREDI)

7. Mr. Alfred Wafe (Practicum Coordinator - CREDI)

8. Ms. Shanel Bethel (Quality Assurance Manager - CREDI)

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GETTING STARTED

POLICY STATEMENT

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 are admitted, we ensure that they are given the academic, personal and, where

appropriate, financial support necessary for successful completion of their course at CREDI.

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

precedence. We will not introduce targets or quotas for people from specific backgrounds as we

feel very strongly that applicants should be admitted on academic merit and potential in order to

succeed in their chosen course.

CREDI is looking for:

Academic ability and potential.

Motivation and suitability for the chosen course of study.

Commitment and self-discipline.

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

available to us:

The applicant’s academic record - including CXC/CSEC (or equivalent) grades and marks

and A’ level /CAPE (or equivalent) grades.

References.

Successful completion of interview process.

(Applicable to music students only)

Generally, all admissions decisions are based on academic criteria and leadership potential,

however this may not be applicable to Music Students (**please check with student affairs to be guided

accordingly)

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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 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 March 31.

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

and Registration.

The following programmes are available and A.C.T.T. and G.A.T.E. approved, unless otherwise

stated:-

Virtual Learning Certificate in Faith Formation - online with University of Dayton [not A.C.T.T. or G.A.T.E. approved].

Diploma in Pastoral Ministry: Caribbean Liturgical Music Studies [G.A.T.E. Approved].

Associate Degree in Pastoral Ministry: Bible Studies [G.A.T.E. Approved].

B.Ed. with Honours - Guidance and Counselling [G.A.T.E. Approved].

B.Ed. with Honours – Special Education [G.A.T.E. Approved].

B.Ed. with Honours – Early Childhood Care and Education [G.A.T.E. Approved].

B.Ed. with Honours – Educational Leadership [G.A.T.E. Approved].

B.Ed. with Honours - Music Education [G.A.T.E. Approved].

M. Sc. in Education and Allied Professions (University of Dayton) [G.A.T.E. Approved].

Master of Arts in Theological Studies (University of Dayton) [G.A.T.E. Approved].

M.Sc. in Educational Studies: Specializations in Classroom Assessment, Curriculum and Instruction, and Measurement & Evaluation (Duquesne University) [G.A.T.E. Approved].

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Access to G.A.T.E.

All citizens of Trinidad and Tobago pursuing tertiary education can access G.A.T.E. (Documentary proof of

citizenship must be submitted).

G.A.T.E. is applicable for programmes of study that lead to a recognized tertiary level qualification.

G.A.T.E. 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.

G.A.T.E. is applicable for tuition fees only. Students who have been accepted to pursue undergraduate

programmes of study at:

approved local and regional public TLIs

approved local private TLIs would be eligible to access free tuition.

Students who have been accepted to pursue approved postgraduate programmes of study at:

local and regional public TLIs would be eligible to access grants to cover a of fifty percent (50%) of

their tuition fees

approved private TLIs would be eligible to access grants to cover up to fifty percent (50%) of their

tuition fees to a maximum of $10,000.00; and to a maximum of $5,000.00 for approved Distance

Learning programmes.

Students accessing G.A.T.E. will be required to sign a Student Agreement as part of the application.

Applying for G.A.T.E. Undergraduate Level Application Upon acceptance at an approved TLI to pursue an approved programme, citizens of Trinidad and Tobago can access G.A.T.E. application forms from the institution. Students pursuing approved undergraduate programmes will complete the G.A.T.E. application form to access funding for 100% of their tuition fees. All students are required to provide documentation to their TLIs as per G.A.T.E. application form. At the time of registration, students must lodge their completed G.A.T.E. application forms with the TLI for further processing. G.A.T.E. is managed by the Funding and Grants Administration Division of the Ministry of Science, Technology and Tertiary Education.

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Postgraduate Level Application Students pursuing postgraduate programmes at local and regional public TLIs will complete the G.A.T.E. Application Form to access funding for approximately 50% of their tuition fees. Students pursuing approved postgraduate programmes at approved local private TLIs will complete the G.A.T.E. application form to access funding for approximately 50% of their tuition fees to a maximum of $10,000.00; or $5,000.00 for approved Distance Learning programmes. All students are required to provide documentation to their TLIs as per G.A.T.E. Application Form. Postgraduate students are required to make arrangements to pay their portion of tuition fees on submission of their G.A.T.E. application form and provide evidence of payment via a copy of the receipt. At the time of registration, students must lodge their completed G.A.T.E. application forms with the TLI for further processing. G.A.T.E. is managed by the Funding and Grants Administration Division of the Ministry of Science, Technology and Tertiary Education.

G.A.T.E. General Information Duration of G.A.T.E. Funding G.A.T.E. funding shall be accessible to students for the duration of the approved programme. Should the student fail to complete the approved programme within its stated duration, the student shall not be granted access to G.A.T.E. funding for any period in excess of its standard duration except where such duration is extended by reason of a leave of absence. Officials of the Funding and Grants Administration Division (FGAD) shall review an extension of the duration period of an approved programme by reason of extenuating circumstances on a case-by-case basis. Retroactive Applications In the event that a student declines G.A.T.E. funding at the commencement of his/her programme or course of study, he/she shall not be entitled to retroactive assistance for the current academic year, semester or course but shall be eligible for funding upon subsequent application. Multiple Programmes G.A.T.E. funding shall not be available to a student for more than one approved programme simultaneously. Students must seek the approval of the Ministry of Science, Technology and Tertiary Education for any additional programmes. Sponsorship other than G.A.T.E. A student in receipt of sponsorship for tuition fees—e.g. scholarships, grants, bursaries—other than G.A.T.E. for the academic year or course of study, shall not be eligible to access additional funding under the G.A.T.E. programme. Exceptions to this will be as follows:

Where the student sponsorship is less than 100% for programmes receiving full tuition, he/she may be eligible to receive the difference through G.A.T.E. for an approved programme.

Where the student is in pursuit of a course of study e.g. postgraduate studies and is not in receipt of funding up to the approved financial support limit, he/she is eligible for funding to make up the difference.

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Course Exemptions If a student has obtained exemptions from certain courses resulting in a reduction of his fees, G.A.T.E. funding shall be available based on the reduced amount. Post-study obligation A student shall be required to fulfill national service through employment within Trinidad and Tobago upon the completion of his/her programme of study based on the value of the grant received. Summer Courses Summer Courses that do not form part of the normal semester system are not eligible for G.A.T.E.. Specially admitted students These students will not be entitled to access the G.A.T.E. programme, since completion of the selected course(s) will not lead to the award of a tertiary level qualification. Qualifying Students of the University of the West Indies. These students will be treated as students enrolled in postgraduate programmes and therefore would qualify for only 50% of tuition fees. Non-sponsored students Students at regional public TLIs who are not sponsored by the Trinidad and Tobago government but who have gained entry at the approved public TLI will also be eligible for G.A.T.E.. Means Testing Means Testing is no longer available from January 1st 2006 for all programmes. Grounds for Termination of G.A.T.E. Breach of Student Agreement Any breach of the Student Agreement or withdrawal from the programme by failure on his/her part to attain the required performance standard as established with respect to the specified programme, will deny the student further eligibility for funding by the Government unless approved by the Ministry. In the event that the Student:

abandons his/her course; or fails to obtain the qualification where such failure is due to the student not applying

himself/herself diligently to his/her studies; or fails to accept employment in the public or the private sector in the Republic of Trinidad and

Tobago after the conclusion or termination of the said programme for the specified period of time. All monies expended on his or her programme will be converted to a loan from the Government and shall be repaid with interest. The Student binds himself/herself and agrees that he/she shall be liable immediately to refund to the Government the total amount of the loan made to him/her.

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Breach of Student Agreement... Student Performance: All students are required to meet performance standards to be eligible for G.A.T.E. funding, such standards to be determined with reference to individual programmes. In the case where a Student is required to withdraw due to student performance and should the student wish to resume tertiary education in the same, similar or different programme, he/she shall not have access to further G.A.T.E. funding unless approved by MSTTE. All TLIs are required to advise MSTTE of underperforming students on an annual basis at least one (1) month prior to commencement of the academic year or programme. In the case where a student has to repeat a level of study (annual or modular) within a programme on the basis of student performance, G.A.T.E. shall not be available for the repeat of the level. Suspension: Financial assistance to a student on suspension shall cease upon such suspension. A student who has been readmitted may access G.A.T.E. funding after the successful completion of one year of the programme. Notification of Suspension or Leave of Absence: The institution shall immediately and no later than two (2) weeks of its occurrence notify the FGAD of all students who have been granted a leave of absence, placed on suspension or have withdrawn from the programme. G.A.T.E.’s Glossary Tertiary Education This is the teaching and learning process that occurs following successful completion of secondary schooling or its equivalent, and which provides academic credits or competencies that lead to the award of qualifications such as certificates, diplomas and degrees. In Trinidad and Tobago, successful completion of secondary school includes the Caribbean Secondary Education Certificate (CSEC), its national equivalent or technical/vocational equivalent. Undergraduate programmes These are tertiary education programmes which lead to the conferment of qualifications with the titles of Certificate, Advanced Certificate, Diploma, Advanced Diploma, Associate Degree or Bachelor’s degree. All applications for G.A.T.E. funding for approved programmes shall be made on an annual semester or programme commencement basis. Postgraduate programmes These refer to tertiary education programmes which lead to the conferment of qualifications with the titles of Postgraduate Certificate, Postgraduate Diploma, Masters Degrees, Doctoral Degrees or Postgraduate professional qualifications. All applications for G.A.T.E. funding for approved programmes shall be made on an annual, semester or programme commencement basis. Tertiary Level Institutions (TLIs) Institutions offering tertiary level qualifications, such as: Diplomas, Degrees, Masters and Doctoral certifications.

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Government Assistance for Tuition Expenses (G.A.T.E.) The Government Assistance for Tuition Expenses Programme (G.A.T.E.) provides free tuition to all Trinidad and Tobago citizens who are pursuing undergraduate degrees at approved public and private tertiary level institutions. G.A.T.E. Funding This grant is awarded to students pursuing undergraduate and postgraduate programmes. Individuals who wish to pursue a postgraduate programme in public institutions can apply to have 50% off their tuition and individuals pursuing postgraduate programmes in private institutions can apply to have 50% or up to $10,000 of their tuition subsidized by the government. Individuals who wish to pursue a postgraduate programme in Public Institutions can apply to have 50% off their tuition and individuals pursuing postgraduate programmes in Private Institutions can apply to have 50% of their tuition up to a maximum of $10,000.00 of their tuition subsidized by the government. More Information regarding Government Assistance for Tuition Expenses, (G.A.T.E.) can be obtained by following the link below.

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

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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 Student Affairs, CREDI:

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

Completed CREDI Registration form

Completed G.A.T.E. Clearance form

Completed G.A.T.E. Application form

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)

Proof of successful completion of Higher Level Learning Course

o (Persons who successfully completed a First Level Degree or another Higher Level Learning

Course within the past five (5) years will be exempted)

Previous G.A.T.E. Funded programme completion certificates (original and 3 copies) or

clearance receipt from G.A.T.E.

Letter of Recommendation

Academic Certificates

500-750 word Essay – (Topic - “Why have you selected CREDI as your preferred tertiary level provider

and how do you expect this education will prove to be beneficial to you in the future?”)

Proof of residency – passport or job letter

2 passport size photos

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

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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 G.A.T.E. requirement.

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

counted as dissertation tutorial sessions where relevant.

GRADING SYSTEM

For the programmes offered directly by CREDI, students will be awarded a Distinction, 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)

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* 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.

THE CREDI B.ED WITH HONOURS WILL ISSUE CERTIFICATES INDICATING

Pass with Distinction (GPA of 3.7 and above)

Pass with Upper Second (GPA of 3.5 -3.69)

Pass with Lower Second (GPA of 3.0-3.49)

Pass For the PRACTICUM, 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 by the

deadline date for marking.

For music programmes, such assignments should be submitted to the Office of Music

Administration;

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

assignment.

All scripts are first marked and a sampling is second marked

Music students are 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.

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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 (specialization Special Education)

Course Code and Name

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

Please follow APA Guideline for paper writing and citation.

Indent first line of each paragraph five to seven spaces (be consistent).

All quotations must be properly cited and referenced.

Please see 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.

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.

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

Administration.

EXAMINATIONS POLICY

For any given course, the proportion of a student’s final marks that is based on a final examination

is specified within the course outline(s).

The schedule and format of the final examination(s) shall be made known to the student not 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 in order to pass

the course.

The submission deadline will be that indicated by the course facilitator/tutor, when a course

requires an alternative form of evaluation (e.g. assignments, projects).

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.

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

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

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

in special events approved as exceptions by CREDI’s Senior Leadership Team.

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 of the course

marks and may be taken no more than once (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 Facilitator, after

consultation with the student, may recommend to the Registrar that the student's enrolment in

the relevant unit be cancelled without academic penalty (but with financial liability).

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 unauthorized

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.

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

Candidates must sign an attendance register at every examination upon arrival and departure.

MATERIALS MAY BE ALLOWED INTO EXAMINATION ROOM

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

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

infringement of this policy and it’s supporting procedures.

An invigilator will report any breach of this policy to the Student Affairs, which will refer it to the

Leadership Team. Any such allegation shall be investigated and resolved in accordance with the

Student Policies.

PLAGIARISM

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 student must produce and submit individual work.

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

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.

ACADEMIC QUERIES

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 at Registrar – Student Affairs no earlier than two (2) weeks and

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

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

marker.

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.

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WITHDRAWAL AND LEAVE OF ABSENCE

Students who decide not to attend some or all of their courses after registration are required to

officially withdraw through the Student Affairs. Otherwise, the student’s academic records will

indicate an F or I (Failed or Incomplete). Forms are available at Student Affairs department

WITHDRAWAL

Withdrawal is defined as completely removing oneself from enrolment from all classes at CREDI.

The student should notify his/her facilitator(s) of the withdrawal, as well as the CREDI Student

Affairs. If the student is receiving G.A.T.E. funding, he/she must also inform the Funding &

Grants Administration Division of the Ministry of Tertiary Education and Skills Training

(MTEST).

DEFERRAL

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

This policy applies to all students.

A student may 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.

Deferrals later than the given deadline will result in the maintenance of a ‘Def’ grade against that

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

programme.

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.

Exceptions will be considered by the Academic Committee.

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

Students MUST:

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 issue a letter to the student clearly stating that he/she has

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.

**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).

These fees are subject to change. Where applicable, appropriate notification will be provided. The

Student may contact the Registrar - Student Affairs for 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.

CREDI remains committed to accommodating all students’ requests to procure and purchase

texts on their behalf, availability and time permitting.

Students will be required to verify and confirm payment options and conditions with CREDI’s

Finance department where applicable.

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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

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

Part-Time Scheduling

Masters: Three (3) to four (4) years

Protracted Completions

The B.Ed. programme is 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 (calendar) years from the date of matriculation i.e.

acceptance into the degree programme. After five 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.

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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 in 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 specialization

Term 1 - September - December

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

Term 3 - April-July

No term 4

Masters

Term 1: September to December

Term 2: January to April

Term 3: May to August

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TRANSCRIPTS Request for Transcripts Students must submit a written request to the Registrar – Student Affairs, for the provision of an official transcript, accompanied by the TT$45 required fee. 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.

WEBSITES

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

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

Education-Development-Institute/221521337938301?ref=hl

CREDI Wiki www.crediundergrad.pbworks.com

Related and/or useful URLs:

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

University of Dayton: http://www.udayton.edu

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

Archdiocese: http://www.catholictt.org

City and Guilds http://www.cityandguilds.com

A.C.T.T. http://www.actt.org.tt

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LIBRARY

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

Benedict’s Campuses, can contact CREDI administration for details.

CODE OF CONDUCT

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 fine(s) and/or disciplinary action for any infringement of the rules listed herein.

CREDI’s disciplinary measures will vary depending on the circumstances surrounding the event

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.

Code of Conduct – Student Rights and Responsibilities

Students will abide by the following rules:

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

o Meals and Eating: No eating is allowed in the classroom unless permission is given by the lecturer/facilitator – Students can drink water throughout classes.

o 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.

o 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.

o Violence, Sexual Harassment, Obscene dress, Language and Behaviour: Such acts will not be tolerated.

o Abusive and Destructive behaviour toward staff, facilitators, other students, and visitors: Such behaviour will not be tolerated.

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o 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.

o Plagiarism and Cheating in Exams: These acts are prohibited. The penalty is debarment for at least five (5) years.

o 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.

COUNSELLING & MEDICAL CARE

At CREDI, there is a Clinical Therapist/Psychologist who is available to you at:

clinicaltherapist@credi.edu.tt or 363-6759.

In the event of an emergency at any of CREDI’s campuses, you are to contact the nearest Health

Centre. Students also have the option to contact either of the following:

Medical Associates Hospital Limited

Corner Albert & Abercromby Streets,

St. Joseph,

Trinidad.

Accident and Emergency: 663-0763

Ambulance Hotline: 800-4MED (4633)

OR

Gulf View Medical Centre

San Fernando,

Trinidad.

Accident and Emergency: 653-3333 Ext. 203

Ambulance Hotline: 652-7102/653-2016/653-2021 Ext. 230

**Please note that all expenses incurred at these medical centres will be at the student’s cost**

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PERSONAL DEVELOPMENT: ACADEMIC & CAREER GUIDANCE

Students are given the opportunity to explore career interests, and assistance in developing their

CVs and job search strategies.

The advisory groups available are:

CREDI in-house Academic Team / Student Learning Support Officer

PROGRAMMES

CREDI offers programmes at the following levels:

UNDERGRADUATE:

Diploma

Pastoral Ministry specializing in Caribbean Liturgical Music Studies

Associate Degree

Pastoral Ministry (Bible Study)

Bachelor Degree

Bachelor of Education with Honours specializing in Educational Leadership

Bachelor of Education with Honours specializing in Early Childhood Care &

Education

Bachelor of Education with Honours specializing in Special Education

Bachelor of Education with Honours specializing in Guidance & Counselling

Bachelor of Education with Honours specializing in Music Education

POSTGRADUATE:

In association with University of Dayton

M.A. - Theological Studies

M.Sc. - Education and Allied Professions

In association with Duquesne University

M.Sc. Educational Studies specializing in Curriculum OR Assessment OR Measurement

& Evaluation

Details are as follows:

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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.

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.

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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.

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.

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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.

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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.

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

SUMMARY ALLOCATION

Foundation Courses

Liturgical Understanding and Skills

History

Music Theory and Practice

Psalm and Psalmody

Examining the Repertoire

Pastoral Understanding and Skills

Choir Administration

23%

6%

14% 32%

7%

4%

14%

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Year I - Term I [10 credits] – SEPTEMBER TO DECEMBER

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

CEDS191 Music Theory I 3 credits

CEDS192 Primary Applied Instrument I 1 credit

CDPM501 Introduction to Christian Worship 1 credit

CDPM502 Introduction to the Eucharist 1 credit

CDPM515 Sacraments and Other Rites 1 credit

Year I – Term II [10 credits] – JANUARY TO APRIL

CEDS 291 Music Theory II 3 credits

CEDS 192 Primary Applied Instrument I 1 credit

CEDS 194 Aurals 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

Year I – Term III [10 credits] – END APRIL TO BEGINNING JULY

CEDS 192 Primary Applied Instrument I 1 credit

CEDS193 Major Performing Ensemble I 3 credits

CEDS 294 Aurals 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

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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.

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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

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.

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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

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

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UNDERGRADUATE LEVEL

THE CREDI BACHELOR OF EDUCATION with HONOURS PROGRAMMES

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

and Tobago (A.C.T.T.) for offer (06/2011). Students therefore have the following options from

which to choose. These are:

Bachelor of Education with Honours Degree: Educational Leadership

Bachelor of Education with Honours Degree: Early Childhood Care And Education

Bachelor of Education with Honours Degree: Special Education

Bachelor of Education with Honours Degree: Guidance And Counselling

Bachelor of Education with Honours Degree: Music Education

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DEGREE PROGRAMMES

BACHELOR OF EDUCATION WITH HONOURS:

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:

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.

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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

specialization option.

The Theory of Education - 90 Credits taught in face-to-face sessions over a period of three

(3) years

The Practice of Education (conducted over six (6) school terms with a cooperating teacher

and an Evaluator.

The Bachelor of Education - Music Education Specialization is composed of four components they

include: Music / Education / Theology / History.

Music Education also has a practicum component of seventy-two hours.

Each of the components must be successfully completed in order to earn the CREDI Bachelor of

Education with Honours Degree.

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BACHELOR OF EDUCATION WITH HONOURS: EDUCATIONAL LEADERSHIP

Mission statement: “Transforming school leadership to improve lives and build human potential.”

The following are the courses by year/level which students must study for the CREDI Bachelor of

Education with Honours: Educational Leadership. Each Credit requires twelve (12) hours of face-

to- face teaching/delivery.

YEAR 1 COURSES - 360 HOURS

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

CEDR 130 Researching Schools and Classrooms 3 Credits

Specialization

CEDS 151 Leadership: The Principal as Educational Leader 4 Credits

CEDS 152 The Principal and the Curriculum in a Catholic School 4 Credits

Teaching and Learning Skills

(Applicable ONLY to students who registered in academic year 2011/2012)

Please contact Student Affairs to be guided accordingly.

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

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YEAR 2 COURSES - 372 CONTACT HOURS

Academic Enhancement 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

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

Specialization

CEDS 251 The Principal as Spiritual Leader 3 Credits

CEDS 252 Building Christian Community 3 Credits

CEDS 253 Moral and Ethical Development 3 Credits

Teaching and Learning Skills

(Applicable ONLY to students who registered in academic year 2011/2012)

Please contact Student Affairs to be guided accordingly.

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 3 COURSES - 348 CONTACT HOURS

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 Foundations of Education 5 – Values and Ethics: Towards

Professional Practice 3 Credits

Specialization

CEDS 351 Personnel Management 3 Credits

CEDS 352 Institutional Management 3 Credits

CEDS 353 Finance and Development 2 Credits

Teaching and Learning Skills

(Applicable ONLY to students who registered in academic year 2011/2012)

Please contact Student Affairs to be guided accordingly.

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 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 Specialization (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

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

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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 Specialization

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

Specialization

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

Specializations

**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

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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

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

Specializations - 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

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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

Specialization- 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: GUIDANCE AND COUNSELLING

Year 1 Courses - 372 contact hours + 12 hours Practicum

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

Specializations- Guidance and Counselling

CEDS 140 Counselling Theory 3 Credits

CEDS 141 Counselling Skills 3 Credits

CEDS 142 Personal Development 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

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Year 2 Courses - 360 contact hours + Practicum

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

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

Specializations – Guidance and Counselling

CEDS 240 Supervision 2 Credits

CEDS 248 Professional Development 2 Credits

And any 2 of:

CEDS 241 Psychodynamic Counselling 2 Credits

CEDS 242 Person-Centred Counselling 2 Credits

CEDS 243 Existential Counselling 2 Credits

*CEDS 244 Cognitive Behaviour Therapy 2 Credits

CEDS 245 Gestalt Therapy 2 Credits

*CEDS 246 Integrative Counselling 2 Credits

CEDS 247 Transactional Analysis 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 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 Foundations 5

Values and Ethics: Towards Professional Practice 3 Credits

Specializations - Guidance and Counselling

CEDS 340 Client Work 2 Credits

CEDS 342 Working with Children and Adolescents 2 Credits

CEDS 3411 Counselling Research 2 Credits

And any one (1) of:

*CEDS 341 Counselling and Mental Health Issues 2 Credits

CEDS 343 Counselling for Stress 2 Credits

CEDS 344 Counselling for Loss and Grief 2 Credits

CEDS 345 Working with Drugs and Alcohol 2 Credits

CEDS 346 Counselling for Eating Problems 2 Credits

CEDS 347 Working with Couples 2 Credits

CEDS 348 Transpersonal Counselling 2 Credits

CEDS 349 Working with Life-limiting Illness 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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THE BACHELOR OF EDUCATION WITH HONOURS: MUSIC EDUCATION The Bachelor of Education- Music Specialization is composed of three components:

(1) Music Theory & Practice;

(2) Education; and

(3) Music History.

Year 1 Courses - 324 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

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Year 2 Courses - 288 contact hours 24 Credits Foundation Courses CEDF 121 Foundations of Education 2 : Philosophy, Psychology and

Sociology- An Overview 3 Credits

Professional Specialization 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

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Year 3 Courses - 276 contact hours + 36 hours practicum 23 Credits

Professional Specialization 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 Year 4 Courses - 192 contact hours + 12 hours practicum 16 Credits

Professional Specialization 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

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POSTGRADUATE LEVEL

UNIVERSITY OF DAYTON

M.Sc.in Education and Allied Professions (30 CREDITS)

EDA 505C: Educational Leadership

EDA 507C: Internship I

EDA 509C: Supervision and Professional Development

EDA 510C: Instructional Leadership

EDA 511C: Curriculum

EDA 614C: Principal as School Manager

EDA 551C: Research

EDA 555C: Community Relations

EDA 556C: Leadership in Diverse Communities

EDA 655C: Principalship

MASTER OF ARTS: THEOLOGICAL STUDIES

The programme has been divided into foundation courses and three core areas of study:

FOUNDATION [7 Credits - mandatory]

500D Foundations in Systematic Theology and Ethics 2 Credits

500B Foundations in Biblical Studies 2 Credits

500C Foundations in Church History 2 Credits

500A Research Methods 1 Credit

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29 Credits from the following choices:

580 Theology of Ministry 3 Credits

544 Selected Catholic Doctrine 3 Credits

592 Pastoral Planning 3 Credits

519 New Testament Theology 2 Credits

543 Sacramental Theology 3 Credits

523 Trent to Vatican II 3 Credits

540 Ecclesiology 3 Credits

561 Approaches to Morality 3 Credits

547 The Theology of Christian Discipleship 3 Credits

551 Theology and World Religion 3 Credits

592 Theology of the Body (optional) 2 Credits

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POSTGRADUATE LEVEL

DUQUESNE UNIVERSITY

MASTER’S OF SCIENCE: Educational Studies with Specializations in Measurement and

Evaluation, Classroom Assessment and Curriculum.

Duquesne University- Master’s in Educational Studies

PROGRAMME CORE

Course Name Course Description Professor(s)

GFDE 513

Teaching as Intentional

Learning

This course provides an online environment for

aspiring teachers, practising 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.

Dr. Connie M. Moss

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.

Dr. Launcelot Brown

Dr. Gary Shank

GFDE 510

Theories of the

Teaching/Learning Process

This course provides opportunities to analyze

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.

Dr. Connie M. Moss

Dr. Sarah Peterson

Dr. Rick R. McCown

Dr. James Schreiber

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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.

Dr. Connie M. Moss

Dr. Rick R. McCown

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.

Dr. Rick R. McCown

Dr. Rodney Hopson

Dr. Gretchen Generett

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.

Dr. James Henderson

Dr. Rick R. McCown

Dr. Launcelot Brown

Dr. Gretchen Generett

Dr. James Schreiber

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CLASSROOM ASSESSMENT CONCENTRATION

Course Name Course Description Professor(s)

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.

Dr. Sarah Peterson

Dr. James Schreiber

Dr. Rick McCown

Dr. Connie M. Moss

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 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.

Dr. Connie M. Moss

Dr. James Schreiber

Dr. Carol Parke

GFDE 533

Curriculum and Methods

This course examines instructional planning with

a focus on using effective instructional strategies

to promote student learning and achievement.

Dr. Connie M. Moss

Dr. Robert Furman

Dr. Sarah Peterson

Dr. James Schreiber

Dr. Rick McCown

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.

Dr. Connie M. Moss

Dr. Sarah Peterson

Dr. James Schreiber

Dr. Rick McCown

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CURRICULUM AND INSTRUCTION CONCENTRATION

Course Name Course Description Professor(s)

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.

Dr. Connie Moss

GADS 547

Advanced Curriculum

This course concentrates on curriculum

research; needs assessment; curriculum

management; implementation; analysis of

test data; curriculum models.

Dr. Connie Moss

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 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.

Dr. Connie Moss

Dr. James Schreiber

Dr. Carol Parke

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.

Dr. Connie M. Moss

Dr. Sarah Peterson

Dr. James Schreiber

Dr. Rick McCown

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MEASUREMENT AND EVALUATION CONCENTRATION

Course Name Course Description Professor

GFDE 504

Statistics in Behavioural

Research

This course emphasizes 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.

Dr. Gibbs Kanyongo

Dr. Launcelot Brown

Dr. James Schreiber

Dr. Rick McCown

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.

Dr. Gibbs Kanyongo

Dr. Launcelot Brown

Dr. James Schreiber

Dr. Rick McCown

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.

Dr. Rodney Hopson

Dr. Gary Shank

Dr. Gretchen Generett

GFDE 502

Action Research in

Education

Dr. Rick McCown

Dr. Gary Shank

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THE PRACTICUM – B.ED PROGRAMMES

The CREDI’s Bachelor of Education with Honours (B.Ed.) programme is 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’.

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)

Over 99.5% 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 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. Music Education specialization practicum is three-phased and is conducted in Term 11

and Term 111 of Year Three and Term 1 of Year Four.

The Guidance and Counselling specialization has a practical element built into its core content

but our main stakeholders (other than our students), the Ministry of Education and in-house

facilitators have advised that this be augmented. However, all specializations must pursue all or

some aspect of the teaching and learning practicum since improvement in student classroom and

school experiences and achievement levels is a current fundamental need in Catholic primary

schools.

THE AIM OF THE CREDI PRACTICUM

Develop a cadre of reflexive practitioners whose focus is on helping students reach their

development potential and who understand the processes of teaching and learning, managing,

counselling and guiding well enough to make this happen in whatever educational sphere they

operate.

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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 1, TERM 3 AND YEAR 2, TERM 1

1. Reflecting on learning

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.

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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 rationalized explanation of any change in position.

PHASE 11: YEAR 2, TERMS 2 AND 3

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

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.

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PHASE 111: YEAR 3: TERMS 1& 2

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.

DIFFERENCES IN PRACTICUM BY AREA OF SPECIALIZATION

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

Education specializations must complete Phases 1, 2 & 3 of the above.

N. B. All students who are following the Educational Leadership specialization must complete

Phases 1 & 2 of the above and, with the dedicated co-operating teacher and CREDI evaluator, the

addendum relevant to their practice outlined below.

N. B. All students who are following the Guidance and Counselling specialization must complete

Phase 1 of the above and, the addendum relevant to their practice outlined below.

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EDUCATIONAL LEADERSHIP ADDENDUM

Continuing beyond phases 1 & 2 detailed above, guided practice in the following:

Visioning

Symbols and symbolism in developing the culture of a school

Time-tabling / Class Scheduling

Conducting a staff meeting

Conducting a parent-teacher (PTA) meeting

Distributive Leadership: - Building teams; the process of Team-Work

Organizing School Events – Sports Day, Fund Raising, Family Day.

Clinical Supervision processes for PMAP; the role of the principal teacher

GUIDANCE AND COUNSELLING ADDENDUM

Continuing beyond phase 1 above, the following is the breakdown of the outline for the remainder

of the proposed Practicum component of the Guidance and Counselling Programme at CREDI.

1.0 It is mandatory for the students of the Guidance and Counselling Programme to attend

one-on-one sessions of individual therapy in order to graduate. A statement will be submitted by

the Clinical Therapist at CREDI to confirm that this has been satisfactorily completed by each

student.

This is a crucial element of all recognized Counselling programmes in order to give future

counsellors the experience of being the client, as well as the opportunity to resolve/deal with

current stressors or past traumas as exemplified by this quotation taken from the text “Counselling

Skill” authored by John McLeod pg. 257 – Personal Therapy for Counsellors:

“Over the course of their career, almost all specialist professional counsellors and psychotherapists undergo

one or more episodes of therapy…. While people in general go to see a therapist (counsellor or psychotherapist)

because they wish to deal with a problem in living, counsellors go to see therapists not only to deal with troubles but

with the additional goal of learning about counselling. Being a client is one of the best ways to understand how the

counselling process works (and doesn’t work). In the client’s chair, it is possible to watch what one’s counsellor is

doing. It is also possible to monitor one’s own reactions to what the counsellor has said and done, both in the session

itself and in the days or weeks following a session.”

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2.0 During the course of the programme, students will be assigned to agencies, where they will

observe the process of counselling first-hand with the trained counsellor and client, and each

student will be appointed a supervisor. Supervised counselling sessions are a crucial and ethical

aspect of the programme before any student will be deemed suitable to engage in the process of

counselling.

This clinical observation will expose students, who will be able to eventually demonstrate and

incorporate the theories, models, principles, techniques and concepts learned in the classroom, to

make a difference in the lives of the clients they see in their practices. Potential Practicum sites

include: Hospitals, Health Centres, Prisons, Pastoral Centres, Children’s Homes, Homes for the

Elderly and places of Industry.

Practicum will most likely take place on a week day or as the agency permits, so that all

stakeholders benefit from this exercise.

It is imperative that a statement will be submitted by the Clinical Therapist at CREDI to confirm

that individualised therapy has been satisfactorily completed by each student.

When students leave this programme they will be better equipped to recognise psychopathology

shown by the citizens (students of schools, parishioners, office workers) of Trinidad & Tobago.

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BACHELOR OF EDUCATION- MUSIC SPECIALIZATION

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%