Module: Professional Preparation and Practice 3

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Professional Preparation and Practice 3
Module Code	ED3950
School	78
Module Co-ordinator	Semester 1: Aideen Cassidy Semester 2: Aideen Cassidy Autumn: Aideen Cassidy
Module Teachers	Aideen Cassidy
NFQ level	8	Credit Rating	15
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Repeat the module
Professional Placement Assessment as set out in the Professional Placement Handbook 2022-2023 and the BREHM Programme Specific Regulations 2022-2023

Description

Module ED3950 builds on the knowledge, skills, competencies and professional values gained and practised in Years 1 and 2 of the programme. (1) Module Objective: Students 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) in a school setting. Following on from preparation for Junior Cycle classes in Years 1 and 2 of the programme, Year 3 input focuses on Senior Cycle with a particular emphasis on Transition Year and Leaving Certificate Established classes. The specific focus in Year 3 is developing 'Teacher Identity as a Creative Innovator'. (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 8-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, culture, mission and values; creative and innovative spaces and practices in curriculum (Junior Cycle, Transition Year, Senior Cycle Leaving Certificate Established), technology and literacy and numeracy; consideration of teacher communication with parents/guardians on parent-teacher meetings and of how practices might accommodate parents/guardians where English is not the first language; examination of the profile of an assigned class group and consideration of inclusive practice strategies to be employed in planning, preparation and practice; critical analysis of school self evaluation and national evaluation of the allocated school and the implications for planning, preparation and practice; research activities in preparation for Year 4 research project to include library searches, use of Zotero reference management tool and a particular focus on reading research, (b) the development of units of learning for the 6-week in-school professional placement teaching period to be reviewed by Professional Placement 3 (PP3) tutors and followed by feedback sessions; (c) research, preparation and planning for creative and innovative class teaching and assessment in Religious Education and the Elective subject (English/History/Music); (d) Research, preparation and planning for an in-school PP3 tutor supervision in Religious Education and in the Elective subject (English/History/Music) (e) Professional conversations with PP3 tutors in reflective feedback sessions to inform future planning and practice. Written formative feedback is also provided on TSOI3 document; (f) Engagement in lesson plan annotated reflective practice and weekly reflective practice; (g) 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 8-week PP3 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%. A non-progression grade may be awarded in cases where students fail to meet professional standards and/or fail to complete and maintain planning and associated activities in the Taisce (E-portfolio).

Learning Outcomes

1. Demonstrate a knowledge and understanding of Teaching Council and BREHM Programme documentation in relation to Professional Placement 3 (PP3) with a specific focus on the Teaching Council (2016) Code of Professional Conduct for Teachers; Teaching Council (2020) Céim: Standards for Initial Teacher Education; Teaching Council (2021) Guidelines on School Placement (Revised Edition 2021); and Teaching Council (2021) Guidelines for Registered Teachers about the use of Social Media and Electronic Communication publications.
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 principles relevant to child safeguarding, data protection, copyright , health and safety, and discipline into their practice as evidenced through planning of activities and practice in school.
4. Critically evaluate findings from research and professional conversations relating to school context, culture, mission, values, curriculum, creative and innovative planning and practice, school evaluation, engagement with parents/guardians and inclusive education in a school setting to inform planning and practice.
5. Create and maintain the Taisce (E-portfolio) comprising PP3 planning and associated materials in Religious Education and in the Elective subject (English/History/Music); and Taisce Loop Reflect professional placement materials (incorporating activities on research, context, culture, mission, values, curriculum, creative and innovative planning and practices, working with parents/guardians, inclusive education etc.); mandatory documentation (e.g. vetting documentation, child protection certificates etc.); general professional placement documentation; and individual/group reflective activities.
6. Demonstrate appropriate core teacher skills in researching, planning for, and executing, in-school lessons as set out in the Student Teacher Skills Progression Path (see relevant Professionalism Placement Handbook 2023-2024 and Year 3 Teacher Skills Observation Instrument (TSOI3) for full breakdown of Teacher Skills Progression Path)
7. Employ relevant technical knowledge and skills of a range of digital technologies for classroom lessons including multimedia resources to support teaching, learning and assessment of all learners.
8. Use effective classroom management strategies to create and maintain positive behaviour and restorative practice that supports safe and effective learning for all pupils.
9. Employ models of reflection (e.g. Rolfe et al, 2001; Kolb, 1984; Gibbs, 1988) and annotated text to scaffold reflective practice. Demonstrate links between theory, research and practice.
10. Critically engage in self evaluation to enhance future planning and practice
11. Utilize knowledge and skills obtained from engaging with online interactive resources on Articulating a Philosophy of Education and Research Methods in Education in their reading and understanding of educational research papers and reports.
12. Critically analyse research papers and reports relevant to possible research topics for the Year 4 research project and to reflections on their practice throughout the professional placement period.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	35	LO1-12
Tutorial	10	Professional conversations with, and feedback from, subject specific professional placement tutors pre-placement and during placement.
Portfolio Preparation	180	Preparation and maintenance of the Taisce (E-portfolio incorporating Taisce Loop Reflect activities)
Professional Practice	150	Professional Practice and Related Activities
Total Workload: 375

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; Teaching Council (2020) Céim: Standards for Initial Teacher Education; Teaching Council (2021) Guidelines on School Placement; and Teaching Council (2021) Guidelines for Registered Teachers about the use of Social Media and Electronic Communication.

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 2023-2024 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; data protection; copyright; and the teacher as a witness in legal proceedings.

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) creative and innovative spaces and practices in curriculum (Junior Cycle, Transition Year, Senior Cycle Leaving Certificate Established), technology and literacy and numeracy; (ii) an 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; (iii) consideration of teacher communication with parents/guardians in parent-teacher meetings and of how practices might accommodate parents/guardians where English is not the first language; (iv) examination of the profile of an assigned class group and consideration of inclusive practice strategies to be employed in planning, preparation and practice; (v) critical analysis of school self evaluation and national evaluation documentation and reports of the allocated school and consideration of the implications for planning, preparation and practice; (vi) research investigations as a preliminary activity for the Year 4 research project to include library searches, use of Zotero reference management tool and a particular focus on reading research to inform practice, and professional conversations with Treoraithe; and (vii) the creation of a short video detailing the student teacher's perspective of their role as 'Teacher as Creative Innovator'.

Research, Preparation and Planning
Competence in preparatory research and planning for in-school classes with a particular focus on post-primary Transition Year and Leaving Certificate Established classes in Religious Education and the elective subject (English/History/Music) in addition to Junior Cycle classes focused on in Years 1 and 2 of the programme. Application of theories of lesson structure, learning, curriculum, pedagogy, assessment, inclusive practice, digital skills in a classroom 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 3 is on the Teacher as Creative Innovator identity. An introduction to the creative cycle (Best and Thomas, 2008); an examination of creative thinking tools to assist in developing innovative planning and practice for use in class and in independent enquiry-based learning; devising and utilising creative questions to develop deeper student thinking and learning; and creatively integrating learner preference styles in the planning of more inclusive learning experiences.

Key Skills and Competencies relating to Classroom Teaching
Competence in the application of key skills for in-school teaching, learning and assessment and management of groups in Religious Education and in the Elective subject as set out in the Year 3 Student Teacher Skill Set of the programme (see relevant Professional Placement Handbook 2023-2024; PP3 Assignment Brief 2023-2024; and the Teaching Skills Observation Instrument 3 (TSOI3).

Technology for Educational Purposes
Application of technology for educational purposes in teaching, learning and assessment in a synchronous and asynchronous context. Employ relevant technical knowledge and skills of a range of digital technologies for classroom lessons including creative and innovative multi-media resources to support teaching, learning and assessment of all learners.

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 links between theory, research and practice.

Health and Safety, Classroom Management and Organisational Skills
A review of disciplinary procedures for post-primary schools in Ireland including suspension and expulsion and legal challenges relating to these; types of behaviour and the development of a school Code of Behaviour; consideration of, and employment of, classroom management strategies that support suitable and effective learning for all pupils and that promote and maintain positive behaviour in accordance with school policy; critical incidents and school response to critical incidents.

Taisce (E-portfolio incorporating Loop Reflect Taisce Activities)
The creative and innovative documentation 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 evaluation; and reflections on research, planning and practice (incorporating school context, culture, mission, values, curriculum and assessment practices, school self-evaluation and national evaluation reports, 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 Years 1 and 2 in relation to locating and evaluating information sources, employing advanced searches for relevant literature (books, articles, reports, conference proceedings, websites, and videos); utilising the reference management tool, Zotero, to assist with referencing and citation; in addition to a specific focus on reading and critically analysing research papers and reports.

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.

Professional Placement and Career Preparation
Preparation of a cover letter and Curriculum Vitae for professional placement positions.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Practice	Professionalism, Research, Planning, Practice, Reflection and related activities (Taisce and Taisce Loop Reflect) during professional placement period (2 weeks Context and Engagement in school and 6-week school placement). The minimum percentage required to pass the module is 40%. .	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 2

Indicative Reading List

Best, B. and Thomas, W.: 2008, The Creative Teaching and Learning Resource Book, Bloomsbury Publishing, London,
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D.: 2007, Assessment for Learning: Putting it into practice, McGraw Hill Education, Maidenhead, UK,
Black-Hawkins, K., Pollard, A., Cliff-Hodges, G., Swaffield, S., Dudley, P., Hickman, R.,, James, M., Warwick, P., Linklater, H., Swann, M., Turner, F., Winterbottom, M. and Wolpert, M.A.: 2014, Reflective Teaching in Schools, 4th Edition, Bloomsbury Publishing, London,
Cohen, L., Manion, L. and Morrison, K.: 2018, Research Methods in Education (8th Edition), Routledge, London,
Cohen, L., Manion, L., Morrison, K. and Wyse, D.: 2010, A Guide to Teaching Practice, Revised 5th edition, Routledge, London,
DCU Institute of Education: 2023, BREHM Professional Placement Handbook 2023-2024,
DCU Institute of Education: 2023, Marks and Standards 2023-2024,
DCU Institute of Education: 2023, Programme Regulations - Bachelor of Religious Education and English 2023-2024,
DCU Institute of Education: 2023, Programme Regulations - Bachelor of Religious Education and History 2023-2024,
DCU Institute of Education: 2023, Programme Regulations - Bachelor of Religious Education and Music 2023-2024,
Digman, C. and Soan, S.: 2008, Working with Parents: A guide for education professionals, Sage, London,
Glendenning, D.: 2012, Education and the Law, Bloomsbury Professional, Haywards Heath, West Sussex,
Griffith, A. and Burns, M.: 2012, Outstanding Teaching Engaging Learners, Crown House Publishing, Bancyfelin,
Kyriacou, C: 2018, Essential Teaching Skills, 5th Edition, Oxford University Press, Oxford,
Ko, SS and Rossen, S.: 2008, Teaching Online: A practical guide, 2nd Edition, Routledge, London,
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,
Moran, S.: 2017, The Clouds that can Surround the School, Metador, Hanborough, UK,
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,
Poulsen, L. and Wallace, M.: 2004, Learning to Read Critically in Teaching and Learning, Sage, London,
Ritchhart, R., Church, M. and Morrison, K.: 2011, Making Thinking Visible: How to promote engagement, understanding, and independence of all learners, Jossey Press, San Francisco, CA,
Salmon, S.: 2013, E-tivities: the key to active online learning, 2nd Edition, Routledge, New York,
Schuelka, M., Johnstones, CJ., Thomas, G. and Artiles, AJ (Editors): 2019, The 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, Sage, London,
Walsh, B. and Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin,
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 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, 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: 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,
Tomlinson, C.A.: 2014, The Differentiated Classroom: Responding to the needs of all learners, 2nd ed., ASCD, Alexandria, Virginia,
Warren, D.: 2019, 100 ideas for Secondary Teachers: Outstanding MFL lessons, Bloomsbury, London,
Young, J.: 2013, 100 Ideas for Secondary Teachers: Managing Behaviour, Bloomsbury, London,

Other Resources

59882, Online, 0, DCU IoE Mandatory Online Child Protection Module and Assessment on ED3950 Loop page, 59883, Online, 0, DCU IoE Online Research Methods Unit on PBRP Loop page, 59884, Online, 0, DCU IoE Philosophy of Education Unit on PBRP Loop page, 59885, Online, 0, DCU Library LETS (Library E-Tutorial for Students) Online modules, https://www.dcu.ie/library/lets-library-e-tutorial-students, 59886, Online, 0, Department of Education, https://www.gov.ie/en/organisation/department-of-education/, 59887, Online, Government of Ireland, 1991, Circular M33/91 Guidelines Towards a Positive Policy for School Behaviour and Discipline, https://www.gov.ie/en/circular/35916bd98c30416abf63e1a9242f8d4a/, 59888, Online, 0, Junior Cycle for Teachers (JCT), https://www.jct.ie/home/home.php, 59889, Online, 0, National Council for Curriculum and Assessment for Schools (NCCA), https://www.ncca.ie/, 59890, Online, 0, National Council for Special Education (NCSE), https://www.ncse.ie/, 59891, Online, National Educational Psychological Service, 2016, Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools, file:///C:/Users/conroyjm/Downloads/40700_21b5193521d147c890b4309fe4bfce9d.pdf, 59892, Online, National Educational Welfare Board, 2008, Developing a Code of Behaviour: Guidelines for Schools, https://www.tusla.ie/uploads/content/guidelines_school_codes_eng.pdf, 59893, Online, 0, Professional Development Service for Teachers (PDST), https://www.pdst.ie/, 59894, Online, 0, The Teaching Council of Ireland, https://www.teachingcouncil.ie/en/,

Programme or List of Programmes

BRE	Bachelor of Religious Education &English
BRH	Bachelor of Religious Education &History
BRM	Bachelor of Religious Education & Music
DRE	Dip in Religious Education and English

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