university of limerick planning team [email protected] [email protected]...
TRANSCRIPT
University of Limerick Planning Team
Department of Education & Professional Studies
Continuing Professional Development of Teaching Practice Tutors
Today’s Agenda
Lecture format; Subject-based Seminars; Planning and LAG Revisit
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fails to observe regulations with regard to professional conduct, safety, preparation, attendance or punctuality may be withdrawn from teaching practice
2.10 A student who is withdrawn from teaching practice is awarded a fail grade (F/NG)
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
teaching practice preparation and planning?
Room LCB012 Teaching Practice Space
EN4024 Planning for Teaching and Learning 2
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
• Pre-TP meeting• LAGs• Post-TP meeting• TP FILE• Summative Instrument• Grading Rubric
a holistic grading process
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
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
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
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
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
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
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
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
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