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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Professional Placement
Module Code ES539
School 78
Module Co-ordinatorSemester 1: Gareth Burns
Semester 2: Gareth Burns
Autumn: Gareth Burns
Module TeachersIrene White
Majella McSharry
Shivaun O'Brien
Leanne Coll
Gareth Burns
NFQ level 9 Credit Rating 25
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Students who fail this module must repeat School Placement

As part of this module students engage in year long period of school based professional placement in a supportive and collaborative environment. Building formatively and incrementally on students’ previous placement experiences, this module will provide structured support for the further development of students agency, adaptive expertise, and identity as inclusive, critically reflective, innovative and creative professionals. Students will be supported to collaborate with and learn from a community of other professionals; other student teachers, treoraithe, and special needs assistants, as well as parents and the wider school community through their engagement with structured classroom observations, professional conversations and involvement in activities of the wider school community. Through the use of their Taisce, students will document and articulate their personal and professional learning journey specific to planning for teaching, learning and assessment, reflective practice, inclusive education and professional partnerships (including working with parents) while on placement. In alignment with their research project, students will also be required to critically engage within this period of placement from a practitioner research standpoint with a view to contributing original research that demonstrates the connection between the sites of practice (HEI and school). The research project offers students the opportunity to investigate and learn from their practice and derive ideas and conclusions that enriches and advances their understanding of their practice, and enhances their professional practice.

Learning Outcomes

1. Demonstrate a high level of competence in the core teaching skills identified during the current and previous placement modules including planning and delivery of inclusive, creative and innovative approaches to teaching, learning and assessment
2. Critically appraise their practice and engagement in professional learning as both a reflective and reflexive practicioner and generate purposeful reflections as part of their Taisce
3. Exercise judgement and sensitivity in catering for the needs of all learners and a diverse student body
4. Establish classroom management strategies that support suitable and effective learning for all learners and that promote and maintain positive relationships
5. Recognise and validate their commitment to the required professional standards of the Teaching Council including required professional behaviour in relation to professional and safe practice
6. Engage in professional partnerships and professional conversations with Treoraithe, Placement Tutors, peers and the wider school community (including communicating their research plans with the Treoraí)

Workload Full-time hours per semester
Type Hours Description
Seminars15Advancing Professional Practice & Placement (including support related to inclusive & partnership-based approaches to learning)
Professional Practice310Preparation and practice (Teaching and Non-Teaching Activities)
Independent Study200Independent Study
Professional Practice200Reflective Practice
Total Workload: 725

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

Professional Placement
Across this year long module, students will engage in seminars in smaller groups which will support their preparation and planning for school based professional placement, the development of their Taisce and approaches to reflective practice. Opportunities will also be provided for students engagement with specific Taisce based activities focused on inclusive and partnership based approaches to education (including working with parents). Students will also be supported in best strategies for communicating and working with their school communities as part of their research project. Students will also have support and research supervision from their assigned research supervisor as part of this process.

Essential Resources
DCU Institute of Education 2022, Professional Placement Handbook for Undergraduate Students B.Sc Science Education / B.Sc Physical Education with Biology, B.Sc Physical Education with Mathematics The Teaching Council of Ireland 2016, Code of Professional Conduct for Teachers The Teaching Council of Ireland 2021, Guidance for registered teachers about the use of social media and electronic communication Thompson, C and Wolstencroft, P, 2018, The Trainee Teacher's Handbook, Sage London Muijs, D., & Reynolds, D., 2017, Effective teaching: Evidence and practice, Sage London Maura Sellars Sage 217, Reflective Practice for Teachers, 2nd Ed., Sage London Schuelka, M., Johnstones, CJ., Thomas, G. and Artiles, AJ (Editors) 2019, The Sage Handbook of Inclusion and Diversity in Education, Sage Los Angeles

Other resources
Website: Teaching Council School Placement eBook https://www.teachingcouncil.ie/website/e n/teacher-education/initial-teacher-educ ation/school-placement/school-placement- ebook/ Website: Department of Education and Skills (DES) https://www.education.ie/en/ Website: The Teaching Council of Ireland https://www.teachingcouncil.ie/en/ Website: National Council for Curriculum and Assessment for Schools (NCCA) https://www.ncca.ie/ Website: Junior Cycle for Teachers (JCT) https://www.jct.ie/home/home.php Website: Professional Development Service for Teachers (PDST) https://www.pdst.ie/ Website: National Council for Special Education (NCSE) https://www.ncse.ie/

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Professional PracticeQuality of Planning, Approaches to Teaching & Learning, Reflective Practice100%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

    Other Resources

    Programme or List of Programmes
    PMEProfessional Master of Education
    Date of Last Revision06-OCT-11

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