university of limerick planning team [email protected] [email protected]...
TRANSCRIPT
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University of Limerick Planning Team
Department of Education & Professional Studies
Continuing Professional Development of Teaching Practice Tutors
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Today’s Agenda
Lecture format; Subject-based Seminars; Planning and LAG Revisit
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ACADEMIC REGULATIONS/PROCEDURES
Preparation and Professional Conduct on Teaching Practice
2.7 A student who is deemed to be unprepared for teaching practice will not be permitted to proceed to the school placement
2.8 Where a student is not permitted to proceed to the school placement, a fail grade (F/NG) is awarded
2.9 A student who fails to observe regulations with regard to professional conduct, safety, preparation, attendance or punctuality may be withdrawn from teaching practice
2.10 A student who is withdrawn from teaching practice is awarded a fail grade (F/NG)
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Teaching at the University of Limerick
• Teaching as a complex activity
• Teachers are members of a statutory self-regulating body the Teaching Council who advocates for ‘teachers as professionals’
• Bound by a professional code of practice
Inquiry-oriented, reflective, co-professionals
Teaching as a Continuum, December 2010
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teaching practice preparation and planning?
Room LCB012 Teaching Practice Space
EN4024 Planning for Teaching and Learning 2
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What classes do student teachers teach?
• Year 2 student teachers should work mainly with junior cycle, second level pupils
• Timetable needs to meet requirements• TP Student Handbook (p.6-9; p.16 )• Some negotiation
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• Pre-TP meeting• LAGs• Post-TP meeting• TP FILE• Summative Instrument• Grading Rubric
a holistic grading process
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Teaching Practice as a Holistic Process
• second year teaching practice• six criteria highlighted• plan, act, reflect cycle• management of a safe environment and a
learning environment• teaching and learning strategies• professional conduct• subject matter matters• grading rubric
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TP Planning Document
• What are their educationally sound reasons?• Teacher Activity: Pupil Activity
(Motivation, Orientation, Information, Application and Review)
• Can they justify their type of planning model chosen?– e.g Process model
See notes from EN4024 module for further information
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TP File p. 24
• Documentation re: School
• Today’s Lesson
• Schemes of Work and Lesson Plans
• Reflections
• Tutor Report Forms
• MUST BE AVAILABLE AT ALL TIMES IN HARD COPY
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Pre and Post TP Grading Rubric
• Timetable meets requirements
• Schemes of work and lesson plans follow TP Student Handbook and Planning Document
• student teacher-tutor joint sign-off
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LAG Lesson Appraisal Guide
Quality of Relationships*
Coherence and Quality of Planning*
Management of Learning Environment*
Effectiveness of Teaching Strategies*
Reflective Practice*
Professional Conduct and Practice*
Subject and Procedural Knowledge
Coherence of Lesson
Teaching in Diverse Settings
Integration of Literacy and Numeracy
Quality Assessment of/for Pupil Learning
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the teaching practice school
• developing the relationship with co-operating teachers
• school provides information in their school report
Professional conduct
Willingness to help with extra-curricular activities
Support for general rules and standards
Relationship with school staff
Relationship with the pupils
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Grading Scales
• A1-A2
• B1-B2**
• B3-C1
• C2-C3
• F
student teacher-tutor dialogue
** key components for excellence to achieve a B1-B2 award
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Counselling Services
• Teaching teenagers and young people can be tiring, demanding and stressful
• Take good care of yourself
• Seek help if you find yourself getting anxious or too tired
• Don’t wait for things to get too bad
• Counselling Drop-In Service in UL• TP Student Handbook• Page (62)• 061-202327, 086-8115829• www.ul.ie/counselling
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making contact when out on placement
1. Two Teaching Practice Tutors
2. Course Director
3. If its more serious then HOD and Academic Coordinator will need to be notified through:
thank you for your attention and every best wish for a successful teaching practice tutoring experience