Welcome Dr Anne Heaslett Principal Audrey Curry Assistant

Welcome. . . Dr Anne Heaslett Principal

Audrey Curry Assistant Vice Principal (Teacher Education) The Stranmillis Journey a. curry@stran. ac. uk

enterprise education • What is enterprise education? • Why do it? • What works?

Defining enterprise education • Enterprise education involves the development of: – enterprise capability — the ability to handle uncertainty and respond positively to change, to create and implement new ideas and ways of doing things, and to make reasonable risk/reward assessments and act upon them in one's personal and working life. – A review of enterprise and the economy in education, a report by Howard Davies, 2002 – Success through Skills, the Skills Strategy for Northern Ireland, DEL 2006

Professor Michael Fullan Change - Impressive Empathy Refining the definition for enterprise capability … – enterprise capability can also be described as: • • • innovation, creativity, risk management , and a 'can-do' attitude with the drive to make ideas happen. Teachers need to be aware of wider issues such as those related to diversity, equality, sustainability, globalisation, [AEN]…. . • … consideration be given to securing “experience of the world outside the classroom …” • TEACHER EDUCATION IN A CLIMATE OF CHANGE • DELNI – DENI Conference • 22 November 2005

• financial capability — – the ability to manage one's own finances and to become questioning and informed consumers of financial services. • business and economic understanding — – the ability to understand the business context and make informed choices between alternative uses of scarce resources.

Facilitating the change … • Existing ways of working — especially placement-related activities with partners — needed to be refined to achieve enterprise capability outcomes. … pedagogies that link theory and practice, and closer, proactive relationships with schools [partners] that serve diverse learners effectively and develop and model good teaching [and learning]. – Constructing 21 st-Century Teacher Education – Linda Darling-Hammond – Journal of Teacher Education, Vol. 57, No. 3, 300 -314 (2006)

Developing Enterprise Capability at Stranmillis • The acquisition of enterprise knowledge, skills and attitudes occur through – modules across the Teacher Education programmes, – discrete teaching of enterprise, and – students' wider activities. • Students also have opportunities to reflect on, recognise and articulate what they have learned.

Rhetoric to Reality • Dr Trisha Eaton v Programme Leader BEd Post Primary v Cross College Leader - Additionality and Professional Development • Mrs Lisa Mc. Kenzie • Ms Patricia Corrigan • Dr Ken Gibson • Dr Brian Cummins

Embedded reality • Structure of Modules – Technology enhanced – Integrated approach • Assessment

Embedded reality • Partnership Activities – Year 1 Peer learning – Year 2 Enquiry-based Learning – Year 3 Community partnership – Year 4 The enterprising teacher

Embedded reality BEd Post-Primary: Business and Enterprise • Why change? • Changes – Module content and delivery – Industry links

Industry Links • Stratagem • Advantage NI • Northern Bank Wide range of visits to enterprising businesses: • Andor Technologies plc • Streat café • George Best City airport • Tayto

Learning for Life and Work – Education for Employability - 3 themes: 1. Work in the Local and Global Economy 2. Career Management 3. Enterprise and Entrepreneurship Technology and Design – Design and make quality products and/or systems; – Analyse existing products and develop practical solutions to needs, wants and opportunities – Develop decision-making skills through individual and collaborative work; – Develop creative, analytical & problem-solving skills; – Encourage effective and independent learning through active engagement. • Industrial links / placement

Above and Beyond • Additionality opportunities – Year 2 programme • QUB Certificate in Entrepreneurship

Final thought. . . Journey vs Destination Academic Plan 2010 -2011 • Teams will be asked to demonstrate through their operational plans how Enquiry-Based and Technology Enhanced Learning can be developed through partnerships with organizations that demonstrate benchmarked practice. • A* – flair and originality. . .