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PLACEMENT LEARNING 4 - TEACHER AS PROFESSIONAL

Module code: EDF440
Credits: 20
Semester: Year-Long
Department: FROEBEL EDUCATION
International:
Coordinator: Deirdre Forde (FROEBEL EDUCATION), S�amie O'Neill (FROEBEL EDUCATION)

	Overview
	This module is designed to provide student teachers with a solid foundation of knowledge, skills, and professional values critical to the success of school placement and the development of their professional identities as they progress to their first year as newly qualified teachers. This module aims to develop a commitment towards a rights-based and affirmative model of disability and to understand the convergence between inclusive school cultures and nurturing relationships, as teachers develop their professional identities. This module explores the topic Teacher as Professional through a wide ranging series of presentations from partners in education. This module has three main elements: Element 1: Placement Learning to prepare students for an extended 10-week placement Element 2: Inclusive Education with a specific focus on SEN placement Element 3: Teacher as Professional � Aspects of the Role Element 1: Placement Learning School placement is a central feature of the B Ed initial teacher education programme. This module is designed to prepare and equip student teachers for an extended 10-week placement spanning Semester 1 and Semester 2 with a focus on a fully integrated, Froebelian approach to teaching and learning. School Placement in Year 4 consists of the following elements: 1: Teaching: Special Educational Needs (4 weeks) 2: Teaching: Mainstream (4 weeks) 3: School Experience (2 weeks). Element 2: Inclusive Education with a specific focus on SEN placement A key focus of the module is the creation of an inclusive Froebelian environment. The module examines the role of nurturing relationship including the role of parents as partners in the education system. Issues which practicing teachers often find personally challenging during their careers will be interrogated, along with the role of external agencies in school communities. With regard to Inclusive Education, key concepts underpinning educational provision for neurodiverse pupils are examined. Element 3: Teacher as Professional � Aspects of the Role The concept of Teacher as Professional will be explored in depth through a series of guest lectures in Semester 2 from a variety of education partners such as INTO, DES, Management Bodies, IPPN, NPC, Teaching Council and NIPT. Professional relationships will be explored, including how best to work with parents for the benefit of children. The roles of stakeholders and partners, and the importance of engagement and cooperation with them, will be explored. Some aspects of a teacher�s work from a legal perspective will be explored. A principal of a local school will present on the legal aspects of teaching.

Overview

This module is designed to provide student teachers with a solid foundation of knowledge, skills, and professional values critical to the success of school placement and the development of their professional identities as they progress to their first year as newly qualified teachers.

This module aims to develop a commitment towards a rights-based and affirmative model of disability and to understand the convergence between inclusive school cultures and nurturing relationships, as teachers develop their professional identities.

This module explores the topic Teacher as Professional through a wide ranging series of presentations from partners in education.

This module has three main elements:
Element 1: Placement Learning to prepare students for an extended 10-week placement
Element 2: Inclusive Education with a specific focus on SEN placement
Element 3: Teacher as Professional � Aspects of the Role

Element 1: Placement Learning
School placement is a central feature of the B Ed initial teacher education programme.
This module is designed to prepare and equip student teachers for an extended 10-week placement spanning Semester 1 and Semester 2 with a focus on a fully integrated, Froebelian approach to teaching and learning. School Placement in Year 4 consists of the following elements:
1: Teaching: Special Educational Needs (4 weeks)
2: Teaching: Mainstream (4 weeks)
3: School Experience (2 weeks).

Element 2: Inclusive Education with a specific focus on SEN placement

A key focus of the module is the creation of an inclusive Froebelian environment. The module examines the role of nurturing relationship including the role of parents as partners in the education system. Issues which practicing teachers often find personally challenging during their careers will be interrogated, along with the role of external agencies in school communities. With regard to Inclusive Education, key concepts underpinning educational provision for neurodiverse pupils are examined.

Element 3: Teacher as Professional � Aspects of the Role

The concept of Teacher as Professional will be explored in depth through a series of guest lectures in Semester 2 from a variety of education partners such as INTO, DES, Management Bodies, IPPN, NPC, Teaching Council and NIPT. Professional relationships will be explored, including how best to work with parents for the benefit of children. The roles of stakeholders and partners, and the importance of engagement and cooperation with them, will be explored. Some aspects of a teacher�s work from a legal perspective will be explored. A principal of a local school will present on the legal aspects of teaching.

	Learning Outcomes
	On successful completion of the module, students should be able to: Develop their own identity as a professional teacher in the classroom. Develop a critical understanding of the concept of professionalism and explore relationships between teachers, school partners and stakeholders. Identify and meet the needs of pupils with additional educational needs. Provide for the holistic development of the pupil, particularly through differentiated approaches and appropriate assessment for learning and differentiation strategies. Plan for coherent, Froebelian teaching informed by ongoing reflection on professional practice. Demonstrate knowledge and understanding of the legal and professional aspects of a teacher�s position and responsibilities in relation to his/her pupils. Organise and maintain their Taisce portfolio of learning to identify areas for further learning in the Droichead induction phase of the continuum. Engage with a variety of school partners and articulate their understandings of the complex role of these professionals.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): One final overall mark for this module is generated as follows: SEN Placement - Performance P/NP, File 100% Mainstream Placement - Performance 100%, File 100% Total performance mark based 100% on Mainstream Placement only Total file mark is based on 40% SEN File and 60% Mainstream file The final overall mark for SP is derived from a weighted mark of: 70% for Performance 30% for File It is a requirement of this module that all file and performance elements are passed separately and that all elements of SP are successfully completed. Should a student fail either the Performance or File Elements of the SEN Placement or Mainstream Placement, the student must undertake a supplemental placement at the discretion of the Froebel Department. Where students fail a placement, one supplemental placement is allowed. It is the student�s responsibility to source the supplemental placement. School placement in Final year consists of a 10-week placement in the same school, divided into three elements: Learning Support, School Experience and Mainstream placement. Should students fail, or fail to complete, one element of school placement they must undertake a supplemental placement for that element. Please note that this will be treated as a supplemental and students will be expected to register for this repeat module. Should students fail, or fail to complete, two elements of school placement, they must undertake supplemental placements for those elements in the next academic year. Should students fail, or fail to complete, three elements of school placement they must undertake supplemental placements for those elements in the next academic year. Where students (a) fail to complete the required number of days on placement or (b) withdraw from placement or (c) are withdrawn by the Froebel Department from placement, they are required to undertake a supplemental placement either (a) after the summer exams in the same academic year, if time allows or (b) in the next academic year. Students are expected to abide by the guidelines outlined in the Froebel School Placement Handbook and have due regard for the core values and professional commitments as set out in Teaching Council�s Code of Professional Conduct for Teachers.

Assessment type	Options	Weighting
Continuous Assessment		100%
University scheduled written examination	No	0%
Other		0%
Total		100%

Pass standard: 40%
Could the result of this module be capped? No
Satisfactory attendance is a requirement of this module

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Should students not pass, or fail to complete one element of school placement they must undertake a supplemental placement for that element, normally in June, if time allows. Please note that this will be treated as a supplemental and students will be expected to register for this resit module Should students not pass, or fail to complete two elements of school placement, they must undertake supplemental placements for those elements in the next academic year.

Autumn Supplementals/Resits

	Additional Reading
	Cohen, L., Mannion, L & Morrison, K. (2010) A guide to Teaching Practice. 5th Edition. London: Routledge Publishers. Department of Education & Science (1999) Primary School Curriculum. Dublin: Stationery Office. Pollard, A. (2014) Readings for Reflective Teaching in Schools. 2nd Edition. London: Bloomsbury. Pollard, A. (2019) Reflective Teaching in Schools. 4th Edition. London: Bloomsbury. Sahlberg, P. (2020) Let the Children Play. Oxford: Oxford University Press. Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis.

Additional Reading

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PLACEMENT LEARNING 4 - TEACHER AS PROFESSIONAL

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