Module: Professional Preparation and Practice 4

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Professional Preparation and Practice 4
Module Code	PR406
School	77
Module Co-ordinator	Semester 1: Sarah O'Grady Semester 2: Sarah O'Grady Autumn: Sarah O'Grady
Module Teachers	Sarah O'Grady
NFQ level	8	Credit Rating	30
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None

Description

Module PR406 further develops the knowledge acquired and skills practiced in PR301, PR202 and EC115. Students are encouraged to draw on the different educational themes previously covered in other BEdLan programme modules such as curriculum, policy and assessment; inclusive education, language pedagogy and education theories, in order to enhance the quality of their classroom teaching. During the period of Context and Engagement which takes place in advance of semester 1, students begin to prepare their Taisce and other Taisce and placement-related activities. They engage in Professional Conversations with colleagues including SEN department colleagues and in the first of a number of Professional Conversations with a Treoarí concerning their Capstone Research Project. The block placement period spans January- March/April, and students partake in a teaching programme with a focus on the post-primary Junior and Senior Cycle curriculum. The placement element of the programme comprises a number of components: including completion of Taisce Activities which requires students to demonstrate an understanding of working with parents/guardians and Inclusive Education; planning for and the execution of lessons in Gaeilge and French, or German or Spanish; and reflection and lesson evaluation exercises. Students also identify areas for further redevelopment in the Droichead phase of the continuum. The compilation and maintenance of the Taisce for all materials relating to the placement is an essential requirement of the programme as is the professionalism of the student teacher in all matters relating to the placement.

Learning Outcomes

1. Adopt ethical and professional behaviour in relation to professional practice, and demonstrate professional practice and conduct as outlined in Programme documentation and the Teaching Council’s Code of Professional Conduct for Teachers.
2. Analyse key documentation of the assigned placement setting and draw on the findings in the development of planning for the Capstone Research project and for practice in that particular setting.
3. Demonstrate appropriate core teacher skills in planning for and the execution of lessons as set out in the Student Teacher Skills Progression Path - including the demonstration of high proficiency in Gaeilge and French/ German /Spanish (please see Year 4 Teacher Skills Observation Instrument for full breakdown of Teacher Skills Progression Path).
4. Establish and maintain the Taisce (E-portfolio) containing folders for Gaeilge, French/German/Spanish), resources, and reflective exercises. Through the use of their Taisce, the learner will also demonstrate an understanding of inclusive education as applicable to the school context and an understanding of working with parents/ guardians.
5. Demonstrate the use of appropriate classroom and behaviour management strategies to create and maintain a safe, interactive and challenging classroom environment conducive to learning.
6. Demonstrate an understanding of the Child Protection Procedures for working in an education setting.
7. Demonstrate formative and summative assessment processes in an explicit manner in lesson planning, and lesson evaluation and practice - to include the creation and considered use of digital tools to support, monitor and assess pupils’ learning.
8. Demonstrate an awareness of the importance of using differentiated and inclusive teaching strategies to support the learning of all pupils.
9. Critically evaluate and reflect on one's own practice on an ongoing basis so as to inform and adapt one’s practice.
10. Demonstrate a professional commitment to seeking and acting upon constructive advice from Placement tutors and others (including Treoraithe) so as to develop and improve practice, and identify areas for further development in the Droichead phase of the Teacher Education Continuum.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	35	Weekly lectures
Workshop	5	Scheduled Workshops
Professional Practice	280	Professional Placement (teaching and non-teaching related activities), in addition to a period of school-based Context and Engagement to include lesson observations, tutor debriefs and Professional Conversations with Treoraithe, and other colleagues. Planning for Capstone Research Project. Engagement in extracurricular activities.
Independent Study	430	Taisce preparation, Lesson planning, creation of resources evaluation and reflection, engagement with literature, identification of areas for further professional learning for Droichead. Capstone Research Project related activities.
Total Workload: 750

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 key documents for Professional Placement
Professional Placement Handbook; Marks and Standards; Teaching Skills Observation Instrument 4 (TSOI 4); Teaching Council documentation relating to Professional Practice and Placement.

Details of Course Work
Competence in planning for lessons with a particular focus on the post-primary Junior Cycle and Senior Cycle context and development of resources to support the 5 language skills. Completion of an asynchronous Child Protection module. Engagement in Debrief and Preparation for Professional Placement sessions. Completion of an asynchronous Child Protection module.

Ethical and Professional Standards
Application of ethical and professional standards as set out by the Teaching Council of Ireland and in the BEdLan Professional Placement Handbook for Year 4 Students in all matters relating to the module.

Context and Engagement Activities
Journaling of daily learning experiences in the school context. Analysis of materials relating to the particular school setting. Engagement in activities to inform future planning and preparation, to include observations of professional practice, team teaching and engagement in professional conversations with Treoraithe, SEN department colleagues and others.

Taisce (E-portfolio)
Compilation and maintenance of the Taisce, containing all materials relating to the preparation and practice elements of the module - to include Context & Engagement Activities, schemes of work/units of learning, daily lesson plans, observations, self reflections, creation of teaching and learning resources (textual and digital), and completion of Taisce Activities, namely Working with Parents/Guardians, and Inclusive Education.

Key Skills and Competencies
Competence in the application of key skills for teaching in Gaeilge and in French/German/Spanish as set out in the Year 4 Student Teacher Skill Set of the programme (see BEdLan Professional Placement Handbook for Year 4 Students and TSOI 4).

School-based Practice and Activities
Students are expected to assume the role of a professional teacher during the school-based professional placement period and to integrate into the school culture whilst engaging in teaching and non-teaching activities - to include attendance at subject department planning meetings, staff meetings, engagement with school-based continuing professional development and/or school development planning events; involvement in extracurricular activities; collaborative work with Treoraithe, Special Education teachers; and effective communication with parents, colleagues, school management, and the wider community, as appropriate.

Behaviour Management and Restorative Practice
Creating a positive learning environment; building professional relationships; adherence to the school’s Code of Behaviour; competence in use of behaviour and classroom management strategies. Awareness and understanding of Restorative Practice.

Professional Practice and Capstone Research Project
Engagement with and in research on their own practice that demonstrates the connection between the sites of practice (HEI and school), to support this process student teachers must engage in a number of Professional Conversations with a Treoraí concerning their Capstone Research Project.

External Agencies
Seminars from various external agencies relating to the teaching profession including: National Induction Programme for Teachers, The Teaching Council of Ireland, Teacher Unions, Post-primary Languages Ireland; Representatives from various school sectors including, Voluntary Secondary, Private Secondary, ETBI, and community and comprehensive Schools.

Guest Speakers
Seminars from practising teachers and others about relevant and innovative methodologies appropriate to their practice and other areas of professional interest, including for example: Exploring the role of the SEN department in the school, dealing with Critical Instances, Conflict Resolution & Restorative Practice; Behaviour Management; Teaching and assessment at Senior Cycle (Gaeilge & MFL).

Technology for Educational Purposes
Application of technology for educational purposes in teaching, learning and assessment.

Career Planning
Seminar on career planning and preparing for interview, inputs from DCU Careers service and potential employers.

Reflective Practice
Adoption of a reflective approach to teaching, learning, assessment and research. Demonstrate a professional commitment to seeking and acting upon constructive advice from Placement tutors and others (including Treoraithe) so as to develop and improve practice, and identify areas for further development in the Droichead phase of the Teacher Education Continuum.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Practice	n/a	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

Bell, Judith: 2010, Doing your research project, Open University Press / McGraw Hill, Maidenhead,
Burke, Jolanta & Dempsey, Majella: 2021, Undertaking Capstone Projects in Education, Routledge, 9781003159827
Cohen, Louis, Manion, Lawrence & Morrison, Keith: 2001, A Guide To Teaching Practice, 5th Ed., Routledge, London,
Cohen, Louis, Manion, Lawrence & Morrison, Keith: 0, Research Methods in Education, 0415583365
Conti , Gianfranco & Smith, Steve: 2019, Breaking the Sound Barrier: Teaching Language Learners How to Listen, Authors,
DCU, Institute of Education: 0, BEdLan Professional Placement Handbook for Students,
DCU Institute of Education: 0, Marks and Standards,
DCU, Institute of Education: 0, Programme Regulations - Bachelor of Education in Gaeilge an French or German or Spanish,
Department of Education and Skills: 2017, Child Protection Procedures for Primary and Post-Primary Schools, Author, Dublin,
Digman, C. & Soan, S.: 2008, Working with Parents: A Guide for Education Professionals, SAGE Publications, Los Angeles,
Kyriacou, Chris: 2018, Essential Teaching Skills, 5th Ed., Oxford University Press, Oxford,
Kyriacou, Chris: 2009, Effective Teaching in Schools, Oxford University Press, 1408504235
McNamara, Gerry & O'Hara, Joe: 2008, Trusting schools and teachers developing educational professionalism through self-evaluating, P. Lang, New York,
Schuelka, Johnstone, C. J., Thomas, G., & Artiles, A. J.: 2019, The SAGE handbook of inclusion and diversity in education., SAGE Publications,
Sellars, M.: 2017, Reflective Practice for Teachers, 2nd Ed., SAGE, London,
Smith, Steve & Conti, Gianfranco: 2016, The Language Teacher Toolkit, CreateSpace Publishing, London,
Stern, J.: 2003, Involving Parents, Continuum, London,
The Teaching Council: 2021, Guidance for Registered Teachers about the use of Social Media and Electronic Communication., The Teaching Council, Maynooth,
The Teaching Council: 2021, Guidelines on School Placement (Revised Edition), The Teaching Council, Maynooth,
The Teaching Council: 2016, Code of Professional Conduct for Teachers, Updated 2nd Edition, The Teaching Council, Maynooth,
Tomlinson. C.A.: 2014, The differentiated classroom: responding to the needs of all learners, 2nd Ed., ASCD,
Walsh, B. & Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin,
Waring, M. & Evans, C.: 2015, Understanding pedagogy : developing a critical approach to teaching and learning, Routledge,
Black, Harrison, C., Lee, C., Marshall, B., & Wiliam, D.: 2007, Assessment for Learning : putting it into practice, McGraw-Hill Education.,
Bullock, Claire: 2016, 100 Ideas for Secondary Teachers: Supporting Students with Autism, Bloomsbury Education,
Cowley, Sue: 2013, The seven R’s of great group work, Sue Cowley books Ltd,
Schon, Donald: 1983, The reflective practitioner, Basic Books, New York,
Cowley, Sue: 2018, The ultimate guide to differentiation : achieving excellence for all, Bloomsbury,
Ellis, Rod & Shintani, Natsuko.: 2014, Exploring language pedagogy through second language acquisition research, Routledge,
Goldstein, S., & Brooks, R. B.: 2007, Understanding and Managing Children's Classroom Behavior: Creating Sustainable, Resilient Classrooms, 2nd Ed., J. Wiley & Sons., Hoboken, NJ,
Goodall, Janet & Weston, Kathryn: 2018, 100 Ideas for Primary Teachers: Engaging Parents, Bloomsbury Education, London,
Hall, Kathy, Murphy, Regina, Rutherford, Vanessa & Ní Áingléis, Bernadette: 2018, School Placement in Initial Teacher Education, Maynooth, The Teaching Council,
Hunton, Jake: 2015, Fun Learning Activities for Modern Foreign Languages: A Complete Toolkit for Ensuring Engagement, Progress and Achievement., Crown House Publishing, Carmarthen,
Killen, R.: 2009, Effective teaching strategies: lessons from research and practice, 5th Ed., Cengage Learning, Victoria Australia,
Macbeth, A.: 1989, Involving parents: effective parent-teacher relations, Heinemann Educational, Oxford,
McDonagh, C., Roche, M., Sullivan, B. & Glenn, M.: 2012, Enhancing Practice through Classroom Research: a teacher's guide to professional development, Routledge, London,
Reid, Gavin & Green, Shannon: 2016, 100 Ideas for Secondary Teachers: Supporting Students with Dyslexia, Bloomsbury, London,
Spendlove, David: 2009, Putting Assessment for Learning Into Practice, Continuum International Publishing Group, London,
The Teaching Council: 2020, Céim: Standards for Initial Teacher Education, The Teaching Council, Maynooth,
The Teaching Council: 2017, Droichead: The Integrated Professional Induction Framework, The Teaching Council, Maynooth,
The Teaching Council: 2016, Cosán: Framework for Teachers' Learning, The Teaching Council, Maynooth,
Warren, Danielle: 2019, 100 ideas for secondary teachers: outstanding MFL lessons, Bloomsbury, London,
O’Toole, L., Kiely, J., McGillicuddy, D., & Al, E.: 2019, Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years [Technical Report]., National Parents Council, Dublin,

Other Resources

60044, Website, 0, Department of Education (Post-primary education), https://www.gov.ie/en/policy/655184-education/#post-primary-education, 60045, Website, 0, National Council for Curriculum and Assessment (Junior Cycle), https://ncca.ie/en/junior-cycle/, 60046, Website, 0, National Council for Curriculum and Assessment (Transition Year), https://www.curriculumonline.ie/Senior-cycle/Transition-Year/, 60047, Website, 0, National Council for Curriculum and Assessment (Senior Cycle), https://ncca.ie/en/senior-cycle, 60048, Website, 0, The Teaching Council, http://www.teachingcouncil.ie/en/, 60049, Website, 0, National Council for Special Education, https://ncse.ie/, 60050, Website, 0, The National Parents Council Post Primary, https://npcpp.ie/, 60051, Website, 0, An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG), https://www.cogg.ie/, 60052, Website, 0, Post Primary Languages Ireland, https://ppli.ie/, 60053, Website, 0, European Centre for Modern Languages of the Council of Europe, https://www.ecml.at/ECML-Programme/Programme2016-2019/roadmapforschools/tabid/2994/language/en-GB/Default.aspx, 60054, Website, 0, Junior Cycle for Teachers, https://www.jct.ie/home/home.php, 60055, Website, 0, Professional Development Service for Teachers, http://www.pdst.ie/postprimary, 60056, Website, 0, Teaching Methods, http://geoffpetty.com/, 60057, Website, 0, Scoilnet, https://www.scoilnet.ie/, 60058, Website, 0, American Association of School Librarians, http://www.ala.org/aasl/standards/best/websites/2017,

Programme or List of Programmes

BEDGF	Bachelor of Ed. in Gaeilge and French
BEDGG	Bachelor of Ed. in Gaeilge and German
BEDGS	Bachelor of Ed. in Gaeilge and Spanish
BEDLAN	Bachelor of Ed. in Gaeilge and FR/GE/SP

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