Courses / Module

Toggle Print

SCHOOL PLACEMENT 2

Module code: EDM602
Credits: 25
Semester: Year-Long
Department: EDUCATION
International:
Coordinator: Dr Joe Oyler (EDUCATION), Fiona Casey (EDUCATION)

	Overview
	The objective of this module is to build on the prior placement experience of student teachers in PME 1 (and BSc.Ed years 2-4) by providing an extended and deeper range of experiences and expectations. It develops student teachers� capacity to plan for units of study across longer timeframes in their teaching subjects and to engage in more complex teaching and assessment approaches in a structured, incremental, supportive and challenging way. A particular objective will be to develop student teachers� capacity to focus on and cater for the individual and differentiated needs of students in their classrooms. Student teachers� capacity as researchers will be developed through professional research projects and through scaffolded opportunities to reflect on their growing professional identity. In addition to the direct teaching of classes, student teachers will learn about and contribute to the wider life of the school and experience the rhythm of school life by engaging in wider school activities as detailed in the Teaching Council�s School Placement Guidelines (2013). This module will act as a fulcrum for the programme, providing a context for conceptual, practical, professional and conceptual aspects of the PME to inform one another. It will support the realisation of the Department�s Ethical-Relational Conceptual Framework for Initial Teacher Education, integrating the Personal; the Social-Political; the Cultural; and the Professional to a greater extent and ensuring student teachers are ready to engage in the next stage of their professional journey with Droichead post-qualification. Following a short period of structured observation and gaining familiarity with the new school context, student teachers will undertake placement for 3 days each week in their placement school teaching an increased number of placement classes and deepening their engagement in the wider professional work of the school. Each student teacher will be expected to collaborate closely with one or more treoirithe. Opportunities for discussion about observations, teaching and school-based activities will be provided at university-based tutorials. Student teachers are expected to behave professionally both inside and outside the school, in line with the Teaching Council�s Code of Professional Conduct for Teachers (Teaching Council, 2016).

Overview

The objective of this module is to build on the prior placement experience of student teachers in PME 1 (and BSc.Ed years 2-4) by providing an extended and deeper range of experiences and expectations. It develops student teachers� capacity to plan for units of study across longer timeframes in their teaching subjects and to engage in more complex teaching and assessment approaches in a structured, incremental, supportive and challenging way. A particular objective will be to develop student teachers� capacity to focus on and cater for the individual and differentiated needs of students in their classrooms. Student teachers� capacity as researchers will be developed through professional research projects and through scaffolded opportunities to reflect on their growing professional identity. In addition to the direct teaching of classes, student teachers will learn about and contribute to the wider life of the school and experience the rhythm of school life by engaging in wider school activities as detailed in the Teaching Council�s School Placement Guidelines (2013). This module will act as a fulcrum for the programme, providing a context for conceptual, practical, professional and conceptual aspects of the PME to inform one another. It will support the realisation of the Department�s Ethical-Relational Conceptual Framework for Initial Teacher Education, integrating the Personal; the Social-Political; the Cultural; and the Professional to a greater extent and ensuring student teachers are ready to engage in the next stage of their professional journey with Droichead post-qualification.
Following a short period of structured observation and gaining familiarity with the new school context, student teachers will undertake placement for 3 days each week in their placement school teaching an increased number of placement classes and deepening their engagement in the wider professional work of the school. Each student teacher will be expected to collaborate closely with one or more treoirithe. Opportunities for discussion about observations, teaching and school-based activities will be provided at university-based tutorials. Student teachers are expected to behave professionally both inside and outside the school, in line with the Teaching Council�s Code of Professional Conduct for Teachers (Teaching Council, 2016).

	Learning Outcomes
	On successful completion of the module, students should be able to: Plan coherent and integrated units of study (curriculum plans) that reflect their subject knowledge, pedagogical content knowledge and related methodologies for a wide diversity of learners (both alone and for team teaching contexts) Teach planned content in an appropriate manner using effective, creative and imaginative strategies that promotes individual and shared learning Apply knowledge of the individual potential of pupils (e.g., their disposition towards learning, their varying backgrounds, identities, experiences and learning styles) to plan for teaching, learning and assessment (both formative and summative) Develop strategies for the promotion of positive relationships and communicating effectively with pupils, parents, colleagues, the school principal, school management, co-professionals and the wider community Receive, reflect on and respond to feedback on their practice from treoirithe, tutors and others Engage in research on their own practice that informs their professional growth Demonstrate a commitment to meeting wider professional responsibilities in terms of critical reflection, recording, professional engagement with colleagues and contribution to school and university life Identify their strengths and areas for development as they embark on the next stage of professional learning with Droichead.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): Assessment is based on the School Placement Appraisal Guide and comprises school visits, school placement engagements with tutors, professional conversations, portfolio-based evidence of professional growth (Taisce), engagements with university tutorials, etc. The areas in which they will be assessed are: -Planning and Preparation -Teaching, Learning and Assessment -Classroom Environment -Professional Responsibilities

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
All four competencies in school placement must reach a minimum of 40% in order for the student to successfully pass the module.
Penalties: School placement is a required module to complete the PME. Students who fail a module of school placement shall be offered teaching enrichment and mentoring support before being afforded not more than one opportunity to repeat that placement.

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? No

Timetable

Search form

Courses / Module

SCHOOL PLACEMENT 2

Semester 1

Semester 2