Module: Professional Preparation & Practice 2

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Professional Preparation & Practice 2
Module Code	ED2950 (ITS) / EDS1045 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Marie Conroy Johnson
Module Teachers	Aideen Cassidy
NFQ level	8	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat the module
Professional Placement Assessment as set out in the Professional Placement Handbook and the BREHM Programme Specific Regulations for the current academic year

Description

Module ED2950 builds on the knowledge, skills, competencies and professional values gained and practised in Year 1 of the programme. Module Objective: Prior to the formal placement period in December/January, student teachers will map the role of the student and teacher in the Classroom Based Assessment (CBA) process by engaging with the CBA from the pupil perspective; by completing a report in response to CBA1 in RE; and by undertaking, from the teacher perspective, assessment using a rubric and defending features of quality in a recorded SLAR meeting with peers; and by reflecting on the roles and activities undertaken. Student teachers will be able to research, plan, teach, assess, reflect on, and evaluate Units of Learning, lessons and associated materials in Religious Education and in the Elective subject In preparation for, and during the placement period, student teachers will be able to research, plan, teach, assess, reflect on, and evaluate lessons and associated materials in Religious Education and in the Elective subject (English/History/Music). The specific focus in Year 2 is developing 'Teacher Identity as an Assessor'. (2) Mode of Delivery: Face-to-face delivery in the main with supporting online input. (3) Description of the period of supervised professional placement: The 6-week professional placement period incorporates the following components: (a) a 2-week period of Context and Engagement in a post-primary school at the beginning of the academic year to include: (i) involvement in non-teaching activities (e.g. induction, staff and subject department meetings, engagement with the Support for Learning Department, Chaplaincy etc.); (ii) structured observation of Treoraithe and other teachers in the classroom; (iii) team-teaching incorporating collaborative planning, practice and reflections shared with Treoraithe; and (iv) research activities and professional conversations with Treoraithe and other school personnel to enable the completion of the Taisce Loop Reflect activities on school context, mission and values; culture; approaches to assessment with a focus on CBAs and SLAR meetings; consideration of authentic engagement with parents/guardians and of how to build a classroom as a space of inclusivity and diversity; (b) the development of units of learning for the 4-week professional placement period to be reviewed by tutors and followed by feedback sessions; (c) research, preparation and planning for the creation of a suite of asynchronous lessons and associated materials related to CBA1 in Religious Education and the Elective subject (English/History/Music); (d) Research, preparation and planning for supervised 40-minute lessons in Religious Education and in the Elective subject (English/History/Music) (e) Professional conversations with tutors in reflective feedback sessions to inform future planning and practice. Written formative feedback is also provided on TSOI2 document; (f) Student teacher review of resources created by their peers and provide feedback. A reflection exercise follows the 4-week period of peer evaluation and feedback; (g) Engagement in lesson plan annotated reflective practice and weekly reflective practice; (h) the creation and maintenance of the Taisce (E-portfolio) and associated work (Loop Reflect Taisce activities) throughout the placement for all materials relating to the overall 6-week professional placement is an essential requirement as is the professionalism of the student teacher in all matters relating to the professional placement. (4) Percentage grade required to pass the module: The minimum percentage required to pass the module is 40% overall. The elements of the assessment are weighted. Placement has an 70% weighting and CBA work has a 30% weighting.

Learning Outcomes

1. Demonstrate a knowledge and understanding of Teaching Council and and BREHM Programme documentation in relation to professional placement with a specific focus on the Teaching Council 'Standards of Teaching, Knowledge, Skill, Competence and Conduct'
2. Demonstrate ethical and professional behaviour in relation to professional practice and conduct as outlined in the Teaching Council (2016) Code of Professional Conduct
3. Incorporate the legal tenets of duty of care and child safeguarding into their practice as evidenced through planning of activities
4. Map the role of the student and of the teacher in the Classroom Based Assessment (CBA) process through the cross-cutting elements by engaging with the CBA and completing a report in response to CBA1 from the pupil perspective; by undertaking assessment using a rubric and defending features of quality in a recorded SLAR meeting with peers from the teacher perspective; and by reflecting on the role and activities undertaken
5. Critically evaluate findings from research and professional conversations relating to school context, culture, curriculum and assessment practices, engagement with parents and inclusive education in a school setting to inform planning and practice.
6. Create and maintain the Taisce (E-portfolio) comprising planning and associated materials (e.g. units of learning, lesson plans, worksheets, recordings, virtual classroom, podcasts etc.) in Religious Education and in the Elective subject (English/History/Music); and Taisce Loop Reflect professional placement materials (incorporating activities on research, context, culture, curriculum, assessment practices, working with parents, inclusive education etc.); general professional placement documentation; and individual/group reflective activities.
7. Demonstrate appropriate core teacher skills in researching, planning for, and executing lessons as set out in the Student Teacher Skills Progression Path (see relevant Professionalism Placement Handbook and Year 2 Teacher Skills Observation Instrument (TSOI2) for full breakdown of Teacher Skills Progression Path)
8. Employ relevant technical knowledge and skills of a range of digital technologies for lessons including multi-media resources to support teaching, learning and assessment of all learners.
9. Use effective classroom management strategies to create and maintain an effective and engaging classroom context
10. Employ models of reflection (e.g. Rolfe et al, 2001; Kolb, 1984; Gibbs, 1988) and annotated text to scaffold reflective practice. Make linkages between theory, research and practice.
11. Critically engage in self- and peer-evaluation to enhance future planning and practice
12. Apply research skills in undertaking advanced literature searches and utilising reference management tools for citation and referencing purposes

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	35	LO 1-12
Tutorial	10	Meetings with subject specific tutors
Portfolio Preparation	120	Completion of CBA activities and preparation and maintenance of Taisce (E-portfolio incorporating Taisce Loop Reflect activities)
Professional Practice	85	Professional Practice
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Knowledge and understanding of the key documents for professional placement
Knowledge and understanding of key Teaching Council and the BREHM programme documents relating to professional placement and assessment. Specific focus on the Teaching Council (2016) Code of Professional Conduct for Teachers 'Standards of Teaching, Knowledge, Skill, Competence and Conduct'

Ethical and Professional Standards
Application of ethical and professional standards as set out by the Teaching Council of Ireland and the BREHM Professional Placement Handbook in all matters relating to the module. Introduction to the legal and professional aspects of a teacher's position in relation to pupils with a particular emphasis on child safeguarding; duty of care; legal issues and legislation relating to negligence, supervision and school trips

Context and Engagement Loop Reflect Research and Taisce Activities
Engagement in school context and non-teaching activities such as student teacher induction programmes; staff meetings; subject department meetings (especially those relating to assessment and CBA work), engagement with the Support for Learning department, chaplaincy etc.; research and professional conversations with Treoraithe and other school personnel in relation to: (i)Assessment policy and practices especially in relation to the Junior Cycle CBA and related SLAR meetings; (ii) the creation of a short video detailing the student teacher's perspective of their role as 'Teacher as Assessor'; (iii) investigation of school context, culture, mission, values and how this might be factored into student teacher approaches to planning and practice of teaching, assessment and learning and in the pursuit of an inclusive classroom; (iv) in-school research and professional conversations into the development of authentic engagement with parents/guardians; (v) review of school policy on inclusive education and consideration of how to build a classroom as a space of inclusivity and diversity

Research, Preparation and Planning
Competence in preparatory research and planning units of learning, lessons and developing resources with a particular focus on post-primary Junior Cycle CBA1. Application of theories of lesson structure; learning, curriculum, pedagogy, assessment, inclusive practice, digital skills in an online context taking into account the findings of the Taisce Loop Reflect activities following engagement in the school context for the first two weeks of the academic year. The focus in Year 2 is on Teacher Assessment identity; mapping the role of the student and teacher in the CBA through the cross-cutting elements; to engage with the CBA from the pupil perspective by completing a report in response to CBA1 and from the teacher perspective by undertaking assessment using a rubric and defending features of quality in a recorded SLAR meeting with peers; to examine the function of P-Pod and VSWare in preparing the Junior Cycle Profile of Achievement.

Key Skills and Competencies relating to Teaching
Competence in the application of key skills for teaching in Religious Education and in the Elective subject as set out in the Year 2 Student Teacher Skill Set of the programme (see relevant Professional Placement Handbook; Year 2 Assignment Brief for the current academic year; and the Teaching Skills Observation Instrument 2 (TSOI2).

Technology for Educational Purposes
Application of technology for educational purposes in teaching, learning and assessment. Employ relevant technical knowledge and skills of a range of digital technologies including multi-media resources to support teaching, learning and assessment of all learners. Engage with, and employ, digital platforms and technologies such as Google Classroom; Zoom recorded lessons; powerpoint with voiceovers; Digital workbooks; podcasts; search activities online; virtual classroom (bitmoji) etc.

Reflective Practice
Adoption of a reflective approach and engagement in individual and collective reflection activities. Reflecting on practice using models such as Rolfe et al. (2001), Kolb's Learning Cycle (1084) and Gibbs' Reflective Cycle (1988) and annotated commentary. Making linkages between theory, research and practice.

Self-Evaluation and Peer-Evaluation
Development of a self-evaluation stance in relation to professional preparation, practice and development and engagement in peer-evaluation

Taisce (E-portfolio incorporating Loop Reflect Taisce Activities)
The creative and innovative documentation, recorded and digital resource materials to reflect student teacher engagement with, and enactment of, curriculum, lesson design, pedagogic, assessment and digital theories to practice; the practice of self- and peer- evaluation; and reflections on research, planning and practice (incorporating school context, culture, mission, values, curriculum and assessment practices, inclusive education, and working with parents/guardians). Completed documentation on structured observation and reflection on team teaching are incorporated here also.

Research Skills and linking theory and practice as a method of professional development
Further development of the research skills introduced in Year 1 in relation to locating and evaluating information sources, strategically carrying out academic searches to include advanced searches for relevant literature (books, articles, reports, conference proceedings, websites, and videos); introduction to the use of the reference management tools to assist with referencing and citation; and engagement with the LETS (Library E-Tutorial for Students) modules on effective web searching, evaluating sources, paraphrasing, and reference management tools.

Post professional placement briefings and determination of priority areas for next placement
Professional Placement Briefings; Debrief sessions and group reflection; Module Evaluation; Determination of priority areas for next professional placement and research/work on those areas; Preparation for professional placement during the next academic year

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Practice	Classroom Based Assesssment (CBA) Activities to include: mapping the role of the student and of the teacher in the Classroom Based Assessment (CBA) process through the cross-cutting elements by engaging with the CBA and from the pupil perspective; by completing a report in response to CBA1; by undertaking, from the teacher perspective, assessment using a rubric and defending features of quality in a recorded SLAR meeting with peers; and by reflecting on the roles and activities undertaken	30%	As required
Professional Practice	Professionalism, Research, Planning, Practice, Reflection and related activities (Taisce and Taisce Loop Reflect) during professional placement period (2 weeks Context and Engagement and 4-week professional placement). The minimum percentage required to pass the module overall is 40%.	70%	As required

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D.: 2007, Assessment for Learning: Putting it into practice, McGraw-Hill Education, Maidenhead, UK,
Cohen, L., Manion, L., Morrison, K. and Wyse, D.: 2010, A Guide to Teaching Practice, Revised 5th edition, Routledge, London,
DCU Institute of Education: 0, BREHM Professional Placement Handbook for the current academic year,
DCU Institute of Education: 0, DCU Marks and Standards,
DCU Institute of Education: 0, DCU Programme Regulations - Bachelor of Religious Education and English,
DCU Institute of Education: 0, DCU Programme Regulations - Bachelor of Religious Education and History,
DCU Institute of Education: 0, DCU Programme Regulations - Bachelor of Religious Education and Music,
Digman, C. and Soan, S.: 2008, Working with Parents: A guide for educational professionals, Sage, London,
Ginnis, P.: 2002, The Teacher's Toolkit, Crown House Publishing Ltd., Carmarthen, Wales,
Glendenning, D.: 2012, Education and the Law, Bloomsbury Professional, Haywards Heath, West Sussex,
Glendenning, D.: 2023, Education and the Law, 3rd Ed., Bloomsbury Professional, London,
Ko, S. and Rossen, S.: 2008, Teaching Online: a practical guide, 2nd Edition, Routledge, London,
Kyriacou, C.: 2018, Essential Teaching Skills, 5th Edition, Oxford University Press, Oxford,
Leibling, M. and Prior, R.: 2005, The A-Z of Learning: Tips and Techniques for Teachers, Routledge Falmer, New York,
Macbeth, A.: 1989, Involving parents: effective parent-teacher relations, Heinemann Educational, Oxford,
Muijs, D.: 2018, Effective Teaching: Evidence and Practice, 4th Edition, Sage, Los Angeles, USA,
Petty, G.: 2014, Teaching Today: A Practical Guide, 5th Edition, Oxford University Press, Oxford,
Salmon, G.: 2013, E-tivities: the key to active online learning, 2nd Edition, Routledge, New York, USA,
Schuelka, M., Johnstone, CJ., Thomas, G. and Artiles, AJ (Editors): 2019, Tha Sage Handbook of Inclusion and Diversity in Education, Sage, Los Angeles,
Sellars, M.: 2017, Reflective Practice for Teachers, 2nd Edition, Sage, London,
Smith, I.: 2014, Assessment and Learning Pocketbook, 2nd Edition, Teachers' Pocketbooks, Hampshire, UK,
Spencer, P.: 2011, Surviving Your Teaching Practice, McGraw-Hill Education (UK) / Open University Press, Maidenhead, UK,
Stern, J.: 2003, Involving Parents, Continuum, London,
Thompson, C. and Wolstencroft, P.: 2018, The Trainee Teacher's Handbook, Learning Matters,
The Teaching Council of Ireland: 2016, Code of Professional Conduct for Teachers, Updated 2nd Edition, https://www.teachingcouncil.ie/en/Publications/Fitness-to-Teach/Code-of-Professional-Conduct-for-Teachers1.pdf,
The Teaching Council: 2020, Céim: Standards for Initial Teacher Education, https://www.teachingcouncil.ie/en/news-events/latest-news/ceim-standards-for-initial-teacher-education.pdf,
The Teaching Council of Ireland: 2021, Guidelines on School Placement, https://www.teachingcouncil.ie/en/publications/ite-professional-accreditation/school-placement-guidelines-updated-march-2022.pdf,
The Teaching Council: 2021, Guidance for Registered Teachers about the use of Social Media and Electronic Communication, https://www.teachingcouncil.ie/en/publications/fitness-to-teach/guidance-for-registered-teachers-about-the-use-of-social-media-and-electronic-communication.pdf,
Walsh, B. and Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and Macmillan, Dublin,
Wiliam, D.: 2018, Embedded: Formative Assessment, 2nd Ed., Solution Tree Press, Bloomington, IN,

Other Resources

65002, Online, DCU Library, 0, LETS (Library E-Tutorial for Students), https://www.dcu.ie/library/lets-library-e-tutorial-students, 65003, Online, DCU IoE, 0, Mandatory certified online Child Protection module and assessment on ED2950 Loop page, 65004, Online, DCU IoE, 0, Online Ed Tech module on ED2950 Loop page, 65005, Online, Department of Education, 0, https://www.gov.ie/en/organisation/department-of-education/, 65006, Online, Junior Cycle for Teachers (JCT), 0, https://www.jct.ie/home/home.php, 65007, Online, National Council for Curriculum and Assessment for Schools (NCCA), 0, https://www.ncca.ie, 65008, Online, National Council for Special Education (NCSE), 0, https://www.ncse.ie/, 65009, Online, Professional Development Service for Teachers (PDST), 0, https://www.pdst.ie/, 65010, Online, The Teaching Council of Ireland, 0, https://www.teachingcouncil.ie/en/,