The ABTC aims to prepare self-reflective practitioners who will be active participants in the AB community of practice and will engage in continuing professional development as a part of that community.
The ABTC was developed and culturally integrated in collaboration with University College London Institute of Education (UCL IoE), an international leader in education research and teacher preparation. Applicants for the ABTC should be well-versed in their subject and committed to student success and educational effectiveness through continuous improvement of their teaching as part of a community of practice.
Attainment of the ABTC standards is assessed through a portfolio of evidence with respect to each standard as well as self-reflection on each. Participants are expected to maintain a journal throughout the certificate program to develop as self-reflective practitioners, to contribute to on-line and face-to-face discussions and activities, and to submit an annotated portfolio (typically 150-200 pages in length), keyed to the standards, for final evaluation comprising the following components:
Each teacher’s performance is assessed against the Teachers’ Standards to a level that is consistent with what should be reasonably expected of that teacher, given his or her current role and experience.
ABTC also supports teachers by providing them a self-progress monitoring tool – The Standards Progress Tracker. This supports the development of the AB program participants’ progress towards and beyond the Teachers’ Standards during the AB teacher training and certification.
The ABTC is designed as a 20-week part-time course requiring on average 20 hours of study per week. The ABTC is a hybrid course, delivered on-line via a Virtual Learning Environment (VLE), through face-to-face sessions, smaller study group sessions, and individual mentoring.
The three face-to-face plenary sessions (each 20-30 hours over a period of 2-5 days) covering the full curriculum at the beginning, middle and end of the program, are conducted in Armenian (with some supplemental materials in English and other languages) by NPEE trainers prepared by UCL IoE. The smaller study group sessions and individual mentoring are conducted on a weekly or biweekly basis.
Throughout the ABTC program, participants are expected to regularly use the VLE. The VLE permits participants to receive and submit assignments, receive feedback, have timely and ready access to course and supplemental materials, and opportunities for peer-to-peer learning and one-on-one interaction with instructors.
Throughout the ABTC program, participants are expected to read required articles before, during and after face to face teaching. Detailed guidance on this process is described in the ABTC content and assessment section. Upon completion of the program AB program participants are expected to meet AB Teachers’ Standards which they are assessed against.
Each AB program participant is attached to a mentor who is mentoring the mentees learning process throughout the whole program.
The Mentors role is to act on behalf of the NPEE to support a AB program participant who is enrolled in the program. The Mentor will act within an agreed range of confidentiality and support and will ensure they have the best interests of the AB program participant in mind at all times.