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PLACEMENT LEARNING 3: THE TEACHER AS A CHANGE AGENT

Module code: EDF327
Credits: 20
Semester: 1 and 2
Department: FROEBEL EDUCATION
International:
Coordinator: S�amie O'Neill (FROEBEL EDUCATION)

	Overview
	This module will prepare the students for school placement with a focus on the Teacher as Change Agent. In Semester 1 students will be placed a 5th or 6th class setting sourced by the Froebel Department. In Semester 2, students will be placed for three weeks in an infant setting and one week in a SEN setting, sourced by themselves. Students will further develop and extend their repertoire of teaching skills and be expected to partake in the daily life of the school At all times, students will be encouraged to reflect on their own experiential learning. Students will engage in formative assessment practices and differentiation on School Placement. This module offers students on school placement an opportunity to assess the needs of the school in terms of policy development and contribute to that development. It also offers students a model for supporting each other when challenging situations present dilemmas. Many of the students will be placed in schools with cultural diversity and a high proportion of EAL students. Principals and pupils from these schools will present to the students.

Overview

This module will prepare the students for school placement with a focus on the Teacher as Change Agent.

In Semester 1 students will be placed a 5th or 6th class setting sourced by the Froebel Department.
In Semester 2, students will be placed for three weeks in an infant setting and one week in a SEN setting, sourced by themselves.

Students will further develop and extend their repertoire of teaching skills and be expected to partake in the daily life of the school At all times, students will be encouraged to reflect on their own experiential learning. Students will engage in formative assessment practices and differentiation on School Placement.

This module offers students on school placement an opportunity to assess the needs of the school in terms of policy development and contribute to that development. It also offers students a model for supporting each other when challenging situations present dilemmas. Many of the students will be placed in schools with cultural diversity and a high proportion of EAL students. Principals and pupils from these schools will present to the students.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate competence in planning and teaching infant and 5th/ 6th class levels Engage with a variety of learning resource professionals in the school Articulate their understandings of the complex role of these professionals Examine all the policies in existence in their placement school e.g. Admissions Policies, Anti-Bullying Policy etc. Contribute to policy review and document their involvement in that process Recognise dilemmas and complexities in the practice of teaching Participate in, lead and document a peer support meeting Demonstrate an ability to assess pupil�s learning

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): School Placement: 7 weeks ( 3 weeks block Oct; 3 weeks block Jan; 1 week SEN) School Prep: 2 weeks The final overall mark for the Module is derived from a weighted mark of: 70% for Classroom Performance and 30% for File Preparation The Classroom Performance mark is based on a weighting of: 50% October SP and 50% January SP The File Preparation mark is based on a weighting of: 50% October SP and 50% January SP. It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. It is a requirement of this module that students independently pass both the Classroom Performance and Placement File elements of each School Placement Block. Students are expected to abide by the guidelines outlined in the Froebel School Placement Handbook and have due regard for the core values and professional commitments as set out in Teaching Council�s Code of Professional Conduct for Teachers.

Assessment type	Options	Weighting
Continuous Assessment		100%
University scheduled written examination	No	0%
Other		0%
Total		100%

Pass standard: 40%
Could the result of this module be capped? No
Satisfactory attendance is a requirement of this module

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Should students fail either/both elements of school placement they must undertake a supplemental placement in May/June. Please note that this will be treated as a supplemental and students will be expected to register for this repeat module. Is Supplemental Continuous Assessment registration permitted? No Is Supplemental Continuous Assessment capped? No

Autumn Supplementals/Resits

	Additional Reading
	Borich, G. (2012) Effective Teaching Methods: Research-Based Practice. New York: Pearson Centre for Early Childhood Development and Education (2006) Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010) A Guide to Teaching Practice (Revised 5^th Edition). Oxon: Routledge. Froebel Department (2014) School Placement Handbook 2014/2015. Maynooth: Froebel Department. DES/NCCA (1999) Primary School Curriculum. Dublin: Stationery Office. INTO (2004) Managing Challenging Behaviour. Dublin: INTO. INTO (2005) Towards Positive Behaviour. Dublin: INTO. Kyriacou, C. (2007) Essential Teaching Skills Cheltenham: Nelson Thornes. Rogers, B (2006) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. 2^nd edition London: Sage Recommended Reading: Pollard, A. (Ed) (2002) Readings for reflective teaching. London: Continuum. Pollard, A. (Ed) (2008) Reflective Teaching. London: Continuum.

Additional Reading

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PLACEMENT LEARNING 3: THE TEACHER AS A CHANGE AGENT

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