School Placement Tutor Induction Tuesday, 24 th September 2013 at the UNIVERSITY of LIMERICK

Faculty of Education & Health Sciences Department of Education & Professional Studies Degree and post-graduate Diploma programmes leading to teaching qualifications in Science, Technology, Physical Education, Business, Music, Modern Languages, Mathematics Teaching Architecture/Engineering

Pedagogy modules develop students’ pedagogical skills and knowledge. School Placement provides experience in teaching by enabling students to apply the theoretical aspects of the course in the CONTEXT of a classroom environment. Specialist Subject Matter Knowledge content modules throughout the four years of the programme develop the students subject knowledge Education Theory integrates theory and practice in addressing central issues of concern in the initial education of teachers. Areas include psychology, sociology, curriculum studies, learning theories, ICT and professional issues. Common aspects of all Teacher Education Programmes

Philosophical Underpinnings of TP Long History of Innovation Leonard and Gleeson 1999 Strong on Reflective Practice Strong on Evidence-Based Practice Based on a learning cycle of planning, experience, dialogue and reflection Supportive of creative and progressive approaches

Some Philosophical Underpinnings for School Placement Promote the Complexity of Teaching and Preparing and Planning Teaching as a Profession Assessment for Learning and Assessment of Learning Values and discretionary Judgment Ethical Caring Reflective, Collaborative Practitioner and Critical Thinker Critical as a world view and as a social and political lens Focus on Student Learning and the needs of the Learner Building Capacity for the Teacher to become a Critically Reflective and Caring Teacher, a person for others, an activist professional and a member of a school community

The Teaching Practicum Grounded in a learning cycle of planning, experience, dialogue and reflection. Planning model (schemes of work and lesson plans) Reflection model (weekday, end of day, end of week, final reflections) Classroom Experience what are we looking for? LAG How do we grade the practicum?

Philosophical Underpinnings of TP Single most important role of a good teaching practice tutor in the University of Limerick  Someone who is knowledgeable about the complexity of teaching and up to speed with the UL protocols and is willing to give a listening, compassionate and critical ear to help the student teachers become a reflective practitioner and lifelong learner

Basic Format of School placement Pre-school placement meeting -Ensure they have their file and their timetable -Review their intended lesson plans -Clarify expectations with students -Go through the LAG criteria Two visits per student -Ensure you know the school name and directions -Ensure you contact the school either by postcard for the school or ring the school before visit -Double check the class you intend to visit -Print out of lesson plan and reflections -time to meet the principal and co-ordinating teacher either before or after the lesson (20-30 minutes) -time before (10 mins approx.) and after (30 mins.) lesson for de-briefing -ask how they think it went? - go through the criteria and agree with student Post-school placement meeting -Ensure they have their file with lesson plans and reflections -Review their progress since your last visit