Module: Professional Placement

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Professional Placement
Module Code	PR410 (ITS) / EDS1076 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Natalie O'Neill
Module Teachers	-
NFQ level	8	Credit Rating	25
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

The aim of this module is to provide students with the opportunity to engage in an extended period of school based professional placement (16 week period) 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 to an original, practice focus research report 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 teaching.

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)
7. Engage in teaching senior cycle classes in subject specialisms

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	60	Preparing for Professional Placement (including support related to inclusive & partnership-based approaches to learning)
Professional Practice	515	Planning, preparation and practice (Teaching and Non-Teaching Activities)
Independent Study	50	Reflective practice & engagement in professional partnerships with Treoraithe, Placement Tutors, peers and the wider school community
Total Workload: 625

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

Advanced Preparation for Professional Placement
Across this year long module, students will engage in seminars which will support their advanced preparation and planning for school based professional placement, the further development of their Taisce and approaches to reflective practice. Opportunities will also be provided to further scaffold 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 IE4XX education research project. Students will also have support and research supervision from their assigned supervisor as part of this process.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Practice	Quality of Planning, Approaches to Teaching & Learning, Reflective Practice & Taisce (Portfolio)	100%	n/a

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

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, 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

59781, Website, 0, Teaching Council School Placement eBook, https://www.teachingcouncil.ie/website/en/teacher-education/initial-teacher-education/school-placement/school-placement-ebook/, 59782, Website, 0, Department of Education and Skills (DES), https://www.education.ie/en/, 59783, Website, 0, The Teaching Council of Ireland, https://www.teachingcouncil.ie/en/, 59784, Website, 0, National Council for Curriculum and Assessment for Schools (NCCA), https://www.ncca.ie/, 59785, Website, 0, Junior Cycle for Teachers (JCT), https://www.jct.ie/home/home.php, 59786, Website, 0, Professional Development Service for Teachers (PDST), https://www.pdst.ie/, 59787, Website, 0, National Council for Special Education (NCSE), https://www.ncse.ie/,