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P MEd1 SP3 Placement Handbook Eanáir/Feabhra 2017

Orientation Days:

9 Nollaig 2016 agus 19 Nollaig 2016

SP Preparation:

9 – 12 Eanáir

School Placement:

13 Eanáir – 2 Feabhra

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Dear Student,

This Handbook outlines the preparation required for your School Placement in January 2017. The placement consists of 15 days teaching in a 1st or 2nd class.

Please read this handbook carefully and ensure that your preparation adheres to the guidelines provided. If you have any queries of an administrative nature, please contact the School Placement Officer. Queries relating to curricular or school issues are dealt with by the Director of School Placement. The handbook is organised in the following sections: Section 1: Role of the Student on School Placement Section 2: School Placement Protocols Section 3: Letter and Guidelines for schools Section 4: Student Preparation for School Placement Section 5: SP Prep Week Overview Section 6: Child Protection and Placement Section 7: Assessment of School Placement Section 8 Frequently Asked Questions Le gach dea-ghuí, Séamie Ó Néill Head of Education and Director of School Placement

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Section 1: Role of the Student on School Placement                    

Engage constructively and collaboratively in a broad range of professional experiences as part of the school placement process. Meet with the principal and host teacher(s) to plan the placement Recognise their stage in the learning-to-teach process which will inform their interactions with the school community In collaboration with the host teacher and the whole school community, seek and avail of opportunities to observe and work alongside other teachers. Take a proactive approach to your own learning, and seek and avail of support as a collaborative practitioner. Prepare and deliver lessons to a standard commensurate with their stage of development and in line with Higher Education Institution (HEI) requirements and the policies of the host school (in particular homework, assessment and other relevant teaching and learning policies) Be familiar with the school’s Code of Behaviour, Child Protection Policy and other relevant policies Always be conscious that pupils’ needs are paramount and that a duty of care obtains Engage with constructive feedback from HEI tutors*, host teachers and principals. Engage with other student teachers in the context of peer learning, insofar as practicable. Work towards becoming critically reflective practitioners. Engage with all in the school community in a respectful and courteous manner. Recognise that they have much to contribute to the school community. Support the characteristic spirit (ethos) of the school. Have due regard for the ethical values and professional standards which are set out in the Teaching Council’s Code of Professional Conduct for Teachers. Respect the privacy of others and the confidentiality of information gained while in the school. Participate fully in each placement to develop their teaching skills and meet the placement requirements of their HEI Student Teachers should be open to learning and approach the placement in a friendly and positive way. Student teachers should be diplomatic in their interactions with school personnel and sensitive to school routines. Use of the school photocopier should be by negotiation and should be kept to a minimum.

Students should use their weekends during SP to recharge and relax. It is not advisable to work in paid employment during SP.

*While ‘HEI tutor’ is the official term used by the Teaching Council, Froebel Dept, NUIM currently uses the term ‘SP Supervisor’

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Section 2: School Placement Protocols Preparation and Professional Conduct on School Placement

A student who has not met the preparation or attendance requirements for School Placement will not be permitted to proceed to the school placement. Where a student is not permitted to proceed to the school placement, or where a student is withdrawn due to failure to observe regulations with regard to professional conduct, safety, preparation, attendance or punctuality, an ‘Incomplete’ grade is awarded. In such cases, one additional placement is normally provided to students, subject to Department permission. Attendance Requirement on School Placement

Students are required to complete the full number of days on SP. Full attendance is expected. Where students miss between one and two days on School Placement, the days may be completed at the end of SP in consultation with the Froebel Department. Where students miss more than two days on a 15 day placement, an ‘Incomplete’ grade is awarded. In such cases, one additional placement is normally provided to students, subject to Department permission. Where students miss days due to school closures outside the students’ control, the SP committee will decide on the number of days to be made up, if any. Students whose attendance in college is unsatisfactory may not be allowed to proceed to SP and may have to delay progression to SP until their attendance is satisfactory.

Areas of Assessment Document: Students are advised to consult the Areas of Assessment document which is available on Moodle or directly on request from the Head of Education. See Section on Moodle All 2017 Froebel Education Students. Areas of Assessment document can be found in School Placement Section.

Preparation and Placement requirements It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. 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. Punctuality is an essential professional requirement for the student on School Placement. A student who is unavoidably late must, on arriving at the school, go directly to the principal. Updated iúil 2016

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Students are required to be in school at least 20 minutes before class begins, and to remain in school for the full school day. Students in Infant classes are required to remain in school for one hour after the children are dismissed, in order to prepare activities, display areas and resources for the following day. In the event of a student being absent from a school placement or school experience for any reason, the student must, at the earliest opportunity, make direct verbal contact with the school principal, the Froebel Department and SP supervisors. Voicemail, text messages or email are not considered appropriate in such circumstances. A medical certificate may be required where a student is absent on School Placement. While on School Placement, each student is expected to maintain a high standard of dress and have a tidy, well-groomed appearance. All students must adhere to the following professional dress code –    

No casual clothes, runners, jeans or hoodies. Official Froebel tracksuit, polo shirt and runners are the required professional attire for PE classes. Jewellery must be kept to a minimum. Tattoos and facial piercings must not be displayed.

Students should be sensitive to staff-room routines and conventions, health / safety requirements, and any other regulations or policies of the school. Students should negotiate with the class teacher the provision of display space for the student to exhibit children’s work relevant to their School Placement. Students should avoid the use of children’s images in SP files or school-related projects. The word image is used here to include photographs, digital photographs, webcam, mobile phone, film and video recordings. Any necessary use of children’s images must be governed by the individual school policy in this regard, and undertaken with the prior permission of the school principal or class teacher. The Froebel Department has adopted the following policy regarding social media: Students shall not comment on any aspect of school placement on social media sites such as Facebook or Twitter. Breach of this policy will be considered to be unprofessional conduct and will be dealt with accordingly. Students’ mobile phones must be turned off throughout the school day. Students are reminded to leave the classroom as they found it and to ensure that all books and resources belonging to the school are returned before the end of SP.

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Section 3: Letter and Guidelines for schools Froebel Department of Primary and Early Childhood Education National University of Ireland, Maynooth Maynooth, Co. Kildare, Ireland Roinn Froebel don Bhun- agus Luath- Oideachas OÉMN Ollscoil na hÉireann Maigh Nuad, Co. Chill Dara, Éire

1 Nollaig, 2016

Sound-Recordings by student-teachers while on School Placement (SP) A Chara, One of the tasks that the Froebel student-teacher must undertake on School Placement (SP), is to make a fifteen-minute sound recording of his or her teaching. This is for the purposes of analysis of tone, pitch, nature of questioning, as well as personal and professional use of language. Along with this analysis, it will also form a part of the student’s self-assessment and peer reflection in relation to competency and areas requiring attention. No child or school will be identified in the recording. There will be no accompanying video footage and no part of the sound file will be disseminated outside of the Froebel Department. It will not be used in publications or for any other purpose other than student self-assessment and analysis. Should you have any queries or concerns in relation to this matter, please do not hesitate to contact me, using the details below. Yours sincerely,

Séamie Ó Néill Head of Education Froebel Department of Primary and Early Childhood Mobile: 0874183504 Email: seamie.oneill@nuim.ie

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Maynooth University Froebel Department of Primary and Early Childhood Education

Roinn Froebel Don Bhun- agus Luath- Oideachas, Ollscoil Mhá Nuad

1 Nollaig, 2016

Guidelines for Teachers Hosting a P Med Year 1 student in 1st or 2nd Class January 2017 A Chara, We would like to extend our sincerest thanks to you for agreeing to host a PMEd Year 1 Froebel student-teacher on School Placement (SP) during this academic year. We recognise that close collaboration between the university and schools is crucial for the success of our programmes and our students’ learning experiences. The Froebel Department highly values the immense contribution that practising teachers make to our students’ professional development and is very grateful to you for accepting our students on placement. On this placement, students will be expected to plan and teach for the full school day. The students will visit the school for Orientation on Friday 9 December and Monday 19 December. These days will provide students with an opportunity to meet the host teacher and familiarise themselves with the setting. The placement will run from Friday 13 January for 15 school days. At every stage during the placement, students should be receptive to advice from the class teacher or principal on any aspect of their professional development. To conclude, we in the Maynooth University Froebel Department would like to express our gratitude once again for facilitating this process and for the contribution you are making to the teaching profession in general. We recognise that close collaboration between the university and partner schools is crucial for the development of our students and we value in particular the significant role that practising teachers play in this regard. For that reason, we look forward to working with you in the year ahead and beyond. If you have any further queries or concerns, please do not hesitate to contact me using the details below. Yours sincerely,

Séamie Ó Néill Head of Education Maynooth University Froebel Department of Primary and Early Childhood Education, Maynooth University, Maynooth, Co. Kildare, Ireland. Roinn Froebel don Bhun- agus Luath-Oideachas Ollscoil Mhá Nuad, Ollscoil Mhá Nuad, Maigh Nuad, Co. Chill Dara, Éire. T +353 1 474 7401 E froebelplacement@nuim.ie W www.maynoothuniversity.ie/ froebel-department-primary-and-early-childhood-education

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Guidelines For School Placement January 2017 The following guidelines are provided to ensure that the School Placement (SP) experience is beneficial to all concerned. 1. P Med Year 1 Students (1st or 2nd class) will take responsibility for the class for most of the school day. It would be greatly appreciated if the class teacher could teach one lesson per day from a variety of subject areas to enable the student teacher to observe the practice of an experienced teacher. 2. Over the course of the School Placement, each student will teach a balance of subjects in line with curriculum guidelines and should teach all subjects of the curriculum each week. 3. Students are required to plan for School Placement in consultation with the class teacher, based on all areas of the curriculum and including an integrated enquiry-based approach, incorporating the local environment and children’s own experiences. 4. Students are required to make their file and notes available to the class teacher and school principal. Teachers may ask to view the file at any time. 5. Students should make files and notes readily available for the supervisor’s visits. After a supervisor’s visit, the student may, if appropriate, request the class teacher to supervise the class for a short period while the student and supervisor can meet for a discussion / evaluation exchange. If this is not possible, a meeting with the supervisor can be arranged at an agreed time. 6. Students’ files and pupil observation notes must avoid reference to pupils’ names. Pupils may be referred to by initials. 7. In order to assist in planning and preparation students must fill out an Orientation Questionnaire. Please note that the information gathered through the questionnaire is to assist with the student’s preparation to teach and will not be used for any other purpose. 8. Students are required to seek ways to extend, adapt or modify programmes, textbook lessons and instructional practices. 9. In consultation with the class teacher, the student must create and follow a detailed timetable. 10. Students are encouraged to use group teaching methods in order to facilitate curricular integration, classroom management and differentiation, subject to teacher guidance. This may entail a request by a student to rearrange seating furniture. 11. Punctuality is an essential professional requirement for the student on School Placement. A student who is unavoidably late must, on arriving at the school, go directly to the principal. 12. Students are required to be in school at least 20 minutes before class begins, and to remain in school for the full school day. 13. In the event of a student being absent from a school placement or school experience for any reason, the student must, at the earliest opportunity, make direct verbal contact with the school principal, Froebel Department. and SP supervisors. Voicemail, text messages or email are not considered appropriate in such circumstances. A medical certificate may be required where a student is absent on School Placement. Students may be required to take supplementary School Placement to make up for absences.

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14. While on School Placement, each student is expected to maintain a high standard of dress and have a tidy, wellgroomed appearance. All students must adhere to an appropriate professional dress code  No casual clothes, runners, jeans or hoodies.  Official Froebel Department tracksuit, polo shirt and clean runners are the required professional attire for P.E. classes.  Jewellery must be kept to a minimum.  Facial piercing and tattoos must not be displayed. 15. Students should be sensitive to staff-room routines and conventions, health / safety requirements, and any other regulations or policies of the school. 16. Students should negotiate the provision of display space for the student to exhibit children’s work relevant to their School Placement. 17. Students are required to leave the classroom tidy and neat before leaving at the end of School Placement, and to ensure that all books and resources belonging to the school are returned to the teacher. 18. Students should avoid the use of children’s images in SP files or school-related projects. The word image is used here to include photographs, digital photographs, webcam, mobile phone, film and video recordings. Any necessary use of children’s images must be governed by the individual school policy in this regard, and undertaken with the prior permission of the school principal or class teacher. 19. The Froebel Department has adopted the following policy regarding social media: Students shall not comment on any aspect of school placement on social media sites such as Facebook or Twitter. Breach of this policy will be considered to be unprofessional conduct and will be dealt with accordingly. 20. Students’ mobile phones must be turned off throughout the school day.

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Maynooth University Froebel Department of Primary and Early Childhood Education

Roinn Froebel Don Bhun- agus Luath- Oideachas, Ollscoil Mhá Nuad

1 Nollaig 2016

Treoracha do mhúinteoirí a ghlacfaidh mic léinn ón MGO Eanáir 2017

A Chara, Ba mhaith linn ár mbuíochas a ghabháil leat as áit a chur ar fáil do mhac léinn Froebel sa ar shocrúcháin scoile i rith na bliana acadúla. Aithníonn ROINN FROEBEL DON BHUN- AGUS LUATH- OIDEACHAS OÉMN an tábhacht a bhaineann le hobair na múinteoirí bunscoile maidir le forbairt ghairmiúil ár gcuid mac léinn agus táimid fíorbhuíoch díot as áit a chur ar fáil. Beidh na mic léinn ag múineadh ar feadh an lae iomláin ar an socrúchán scoile seo. Tabharfaidh na mic léinn cuairteanna ar do scoil ar Aoine 9 Nollaig agus Luan 19 Nollaig chun dul i dtaithí ar an rang. Ar na laethanta seo beidh deis ag na mic léinn bualadh leis an múinteoir ranga agus eolas a bhailiú faoin scoil. Tosóidh an socrúchán Dé hAoine 13 Eanáir. Leanfar ar aghaidh leis an socrúchán ar feadh 15 lá. Ba mhaith le ROINN FROEBEL DON BHUN- AGUS LUATH- OIDEACHAS OÉMN ár mbuíochas a ghabháil leat arís don chabhair maidir le heagrúchán an phróisis seo agus don tacaíocht a thugann tú don ghairm mhúinteoireachta i gcoitinne. Aithníonn ROINN FROEBEL DON BHUN- AGUS LUATH- OIDEACHAS OÉMN an tábhacht a bhaineann le dlúthchaidreamh idir na scoileanna agus an Ollscoil ó thaobh fhorbairt na mac léinn de agus tá an-mheas againn ar ról lárnach na múinteoirí bunscoile sa phróiseas seo. Táimid ag súil go mór, mar sin , leis an obair a dhéanfaimid leat amach anseo. Tá sonraí teagmhála na Roinne le feiceáil thíos agus ba bhreá linn cloisteáil uait má bhíonn ceist ar bith agat, Le dea-ghuí,

Séamie Ó Néill An Ceann Oideachais Maynooth University Froebel Department of Primary and Early Childhood Education, Maynooth University, Maynooth, Co. Kildare, Ireland. Roinn Froebel don Bhun- agus Luath-Oideachas Ollscoil Mhá Nuad, Ollscoil Mhá Nuad, Maigh Nuad, Co. Chill Dara, Éire. T +353 1 474 7401 E froebelplacement@nuim.ie W www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education

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Treoirlínte do shocrúchán scoile Eanáir 2017. Tugtar na treoirlínte seo ar mhaithe le leas na rannpháirtithe go léir a bhfuil baint acu leis an socrúchán.

1. Beidh dualgais ar na mic léinn ón dara bliain an rang atá faoina gcúram acu a stiúradh don chuid is mó den lá. Ba mhór againn más féidir leis an múinteoir ceacht amháin in aghaidh an lae a mhúineadh. Sa chaoi sin bheadh deis ag an mac léinn cleachtas an mhúinteora a fheiscint i réimse leathan ábhar. 2. Thar an socrúchán scoile, múinfidh gach mac léinn réimse leathan ábhar ar aon dul le treoirlínte an churaclaim, ach ba chóir don mhac léinn gach ábhar sa churaclam a mhúineadh gach seachtain. 3. Ullmhaítear ag an mac léinn plean oibre i gcomhairle leis an múinteoir ranga, bunaithe ar na haonaid go léir sa churaclam agus le cur chuige chomhtháite in úsáid, ag baint leasa as an timpeallacht áitiúil agus taithí na bpáistí iad féin. 4. Iarrtar ar an mac léinn an comhad agus na nótaí a chur ar fáil don phríomhoide agus don mhúinteoir ranga má theastaíonn uathu breathnú orthu. 5. Ba cheart go mbeadh mic léinn ag cur comhaid agus nótaí ar fáil go héasca do chuairteanna an fheitheora. De ghnáth, tar éis d’fheitheoir cuairt a thabhairt, is féidir leis an mac léinn, má bhíonn sé oiriúnach, iarraidh ar an múinteoir ranga an rang a ghlacadh ar feadh tamaill bhig chun deis a thabhairt don mhac léinn agus don fheitheoir caint a bheith acu. Ach amháin sin, is féidir cruinniú a shocrú le feitheoir ag am cuí. 6. Is gá go seachnaítear ainmneacha iomlána na ndaltaí a scríobh i gcomhaid na mac léinn agus i nótaí breathnadóireachta na ndaltaí. Is féidir tagairt a dhéanamh do dhaltaí le túslitreacha. 7. Is gá do na mic léinn ceistneoir an lae treoshuímh a líonadh chun cabhrú leo lena gcuid pleanála. Ní bhaintear úsáid as an eolas seo ach amháin chun cabhrú leis na mic léinn iad féin a ullmhú don socrúchán scoile.

8. Is gá do na mic léinn bealaí éasgúla a aimsiú chun cláir, ceachtanna téacsleabhair agus polasaithe tionscnaimh a leathnú, a chur in oiriúint agus a mhodhnú.

9. I gcomhairle leis an múinteoir ranga, leanfaidh an mac léinn amchlár sonrach. 10. Gríosaítear mic léinn slite teagaisc ghrúpa a úsáid chun comhtháthú an churaclaim, bainistiú an tseomra ranga agus idirdhealú a chur i gcrích ag brath ar chomhairle an mhúinteora. Is féidir go mbeadh iarratas ón mac léinn chun an troscán suite a bhogadh i gceist anseo. 11. Is dualgas proifisiúnta riachtanach atá i gceist le poncúlacht don mhac léinn atá i mbun shocrúchán scoile. Is gá do mhac léinn atá déanach go dosheachanta dul díreach go dtí an príomhoide agus é/í tar éis teacht go láthair na scoile.

12.

Is gá do mhic léinn a bheith ar an láthair fiche nóiméad roimh thús an lae, agus a bheith ar láthair na scoile don lá iomlán scoile.

13.

Má tharlaíonn sé go bhfuil sé dodhéanta ar mhac léinn a bheith in ann freastal ar an scoil nó gan a bheith in ann laethanta scoile áirithe nó codanna de laethanta scoile a mhúineadh, caithfear é sin a chur in iúl go díreach ó

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bhéal do phríomhoide na scoile, do Roinn Froebel agus d’fheitheoirí an mhic léinn. Ní leor teachtaireachtaí téacs, teachtaireachtaí gutha nó ríomhphoist don ghnó seo. Is féidir go mbeadh teastas dochtúra á lorg nuair atá mac léinn as láthair ar shocrúchan scoile. N.B. Is féidir go mbeidh ar an mac léinn socrúchán scoile sa bhreis a dhéanamh in áit na laethanta a cailleadh.

14. Is gá do mhic léinn an caighdeán oiriúnach éadaigh agus crutha a bheith orthu. a. Caithfidh gach mac léinn iad féin a ghléasadh go proifisiúnta. b. Níl cead bróga reatha, geansaí cochail nó brístí géine a chaitheamh. c. Is gá culaith reatha na Roinne agus bróga reatha a chaitheamh do na ranganna corpoideachais. d. Níor chóir go leor seodra a chaitheamh. e. Níl cead tatú nó cneaspholladh a bheith ar taispeáint. 15. Ba cheart go mbeadh mic léinn tuisceanach ar chleachtais agus coinbhinsiúin an tseomra foirne agus aon riachtanas scoile a bhaineann le cúrsaí slándála is sláinte nó aon pholasaí nó riail eile. 16. Ba cheart don mhac léinn socrú a dhéanamh leis an múinteoir maidir le spás a chur ar fáil do thaispeántais na bpáistí.

17. Is gá don mhac léinn an seomra a fhágáil go néata is go slachtmhar sula bhfágann sé/sí ag deireadh shocrúchán scoile, agus áiseanna/ leabhair na scoile a fhágáil ina d(h)iaidh. 18. Níor chóir do mhac léinn íomhánna páiste a úsáid sa chomhad múinteoireachta/ sna tionscnaimh a bhfuil baint acu le SS. Is ionann íomhá sa chomhthéacs seo agus grianghraf, grianghraf digiteach, fón póca, ceamara gréasáin, taifead físe agus scannáin. Má bhíonn ar mhac léinn úsáid a bhaint as íomhá páiste, bheadh ar an mac léinn polasaí indibhidiúil na scoile a leanúint, agus bheadh ar an mac léinn cead an phríomhoide nó mhúinteora a lorg roimh ré. 19. Tá an polasaí seo a leanas ag Roinn Froebel maidir leis na meáin shóisialta: Níl cead ag mac léinn tagairt a dhéanamh de ghné ar bith den socrúchán scoile ar na meáin shóisialta cosúil le Facebook nó Twitter. Is léiriú den mhíghairmiúlacht é sárú an pholasaithe seo agus pléifear leis an sárú dá réir.

20. Caithfidh gutháin shoghluaiste a bheith múchta i rith an lae scoile iomláin.

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Section 4: Student Preparation for School Placement Orientation Day During Orientation Days, students will familiarise themselves with the workings of the school and complete a questionnaire provided. From the information gathered, relevant information on the school and class will be recorded in the file under the title ‘Orientation Questionnaire’. Preparation of File The SP file should be relevant, precise, and useful and avoid duplication. Bullet points, key words and lists should be used rather than long sentences or narrative form in lesson plans. Lesson plans, however, should be detailed and comprehensive, outlining the various stages of the lesson: Introduction, Development and Conclusion. Students should carefully proofread file before submission. Following initial supervisor meeting for feedback on file, the students should make relevant changes and add to original documents and submit to second meeting. A timetable must always be on display in students’ teaching file. At the bottom of the timetable each subject should be listed and the time allocated per week to that subject on SP should be recorded. The Timetable should be based on the recommended allocation of time as outlined in the Introduction to PSC page 70, having allowed for local constraints. Any significant changes to the timetable must be relayed immediately to Supervisor via text message. Major changes should be relayed to the college administration and supervisor via email. All break times should be clearly indicated. All times when the student is not teaching must be clearly highlighted using a highlighter marker. Students should adhere to the advice of the class teacher on timetabling as far as possible. In planning the timetable, students should think of:Appropriate length of lessons Which lessons would work best at the beginning / end of the day; before / after breaks? Some flexibility is possible but it must be based on educationally sound principles. The student must be able to justify changes to the timetable in evaluations, reflections and discussions with Supervisors. Guidelines on Lesson Planning Over the course of the 15 day SP, students will: Prepare and teach for the full school day with the exception of one lesson taught by the class teacher. Lesson plans at this stage run to about 2 pages and need to be specific and detailed in all respects. Students are encouraged to integrate lesson content as per curriculum guidelines. Please note that Supervisors may ask students to teach any lessons that the student has prepared and to move the timetable around accordingly.

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All the documents listed in the column on the left are available for download on Moodle Students should acquire an A4 folder for this placement. Do not use staples or polypockets. Students must insert their name and year group in the footer on all file documents. Please note that while students may gain ideas for lessons from a wide range of sources, the lessons themselves must be the students’ own work.

TITLE PAGE

TIMETABLE

CHECKLIST

SCHOOL DIRECTIONS COLLEGE LOGO FOR DISPLAY ON-GOING ASSESSMENT SHEETS

ORIENTATION DAY QUESTIONNAIRE

RELEVANT STAGES OF DEVELOPMENT Updated iúil 2016

Include two hard copies of Title Page. At first supervisor’s meeting, give one copy to your supervisor. Retain the other copy in the file. Ensure that all details are complete and accurate on the Title Page form. The photograph should be clear. Include two hard copies of Timetable. At first supervisor’s meeting, give one copy to your supervisor. Retain the other copy in the file. A Timetable must always be on display in students’ file. At the bottom of the timetable each subject should be listed and the time allocated per week to that subject on SP should be recorded. The Timetable should be based on the recommended allocation of time as outlined in the Introduction to PSC page70, having allowed for local constraints. Any significant changes to the timetable must be relayed immediately to Supervisor via text message. Major changes should be relayed to the college administration via email. All break times should be clearly indicated. All times when the student is not teaching must be clearly highlighted using a highlighter marker. Students should adhere to the advice of the class teacher on timetabling as far as possible. Order the folder in the exact order of the Checklist. Coloured Dividers should be used for each section and labelled in the exact order of the checklist.

Include two hard copies of accurate and clear directions to the school from Maynooth. At first supervisor’s meeting, give one copy to your supervisor. Retain the other copy in the file.This must include the postal address of the school. Please include sat nav co-ordinates where available. Print and include copies of Maynooth Logo for display Attach colour-printed logo to all displays that you create on SP The ongoing assessment sheet will be completed by the supervisor and a meeting held with the student before the supervisor leaves the school or at the earliest opportunity should circumstances preclude this. Both supervisor and student should sign the ongoing assessment sheet. These ongoing assessment sheets will be kept in the student’s file at all times. Students should type the answers on the questionnaire. Students should gather as much information as possible by observation and otherwise consult the class teacher at a time that suits the teacher. Under no circumstances should students expect the teacher to complete the questionnaire for them. Please note that the questionnaire is not to be used for any other purpose except student planning. The appropriate pages from the relevant stages of development document should be photo-copied for inclusion in the file. Significant sections should be highlighted with a highlighter marker and reference made to them in observations and evaluations. 14


CHILD OBSERVATIONS – TASK CHILD OBSERVATIONS – FINAL REPORT PROJECT WEB PROJECT ORGANISATION PROJECT PROGRESS REPORT

INVESTIGATION TABLE

Include a hard copy of the relevant Observation task document On completion of SP include the Final Observation Task Report. Include a record of a project idea brainstorm of how you can integrate subjects on this placement Must be included in advance of first Supervisor meeting to indicate how project will be managed and organised. The initial stages of the Project Progress Report should be completed before 1 st meeting. The Project Progress Record should be filled in on a regular basis throughout SP. Every student must have an investigation table on display from Day 2 of SP and fill in a record of resources used in the Investigation Table. Students should also include photos of investigation table in their file for final submission. Students are invited to email photos of display and investigation tables to froebelplacement@nuim.ie so that we can share good practice with other students. See http://www.flickr.com/photos/90624838@N06/ for samples of Display. A Play Activity Centre planner must be provided for each week. For the first six days all Activity Centres are evaluated.

Evaluations can be handwritten and should be included directly after the Activity Centre Planner. PLAY ACTIVITY CENTRES PLANNER*

SCHEMES

WEEKLY PLANNERS (to be placed before each week’s lesson plans)

Updated iúil 2016

Where the same centres are used over the three week SP, the emphases and resources should be changed on a weekly basis. eg new materials added. The role of the adult is very important in the development of Play Activity Centres. If the teacher is opposed to Play Activity Centres, then you will need to design a number of centres to sit next to your investigation table. Planning and evaluation must be evident in your file.

Students must compile Schemes in each subject area and will follow the format of the Generic Scheme. Schemes should be typed on the 2 page Scheme Template provided on Moodle. Please use dividers to separate each scheme in the file Friday 13 January is considered a stand-alone day. A Weekly planner must be filled out at the beginning of each of the following weeks: Monday 16 January (5 day planner) Monday 23 January (5 day planner) Monday 30 January (4 day planner) Place the Weekly Planner in your file directly before your week’s lesson plans Weekly planners may be filled out on A4 (typed or handwritten) and enlarged to A3 size using a photocopier. Alternatively students can handwrite the weekly planner on a blank A3 sized Weekly planner available from the School Placement Officer in Froebel Admin. In each box on the planner write in 3 or 4 short points to give a snapshot of the lesson, showing sequential development from lesson to lesson. The Weekly Planner will also show, at a glance, integration across subject areas.

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LESSON PLANS & EVALUATIONS

WEEKLY REFLECTION RECORD OF LESSONS TAUGHT SP COMPLETION FORM INITIALS OF SUPERVISOR

Updated iúil 2016

Friday 13 January and Week 1: All Lesson Plans should include Date and Time and should be organised in the file on a daily basis. Lesson Plans will follow the format of the Generic Lesson Plan available on Moodle. Lesson Plans can be typed or handwritten. If handwritten, the Lesson Plans should be clear, legible and well organised. All lesson plans must be evaluated for the first 6 days. If no lesson has been completed in any particular subject in the first 6 days, the first lesson completed in that subject must be evaluated. Lesson evaluations may be handwritten and should be included directly after each lesson evaluated. Weeks 2 and 3: A daily evaluation (200 words) will be completed taking into account a matter of significance(a) in the student’s teaching (b) in the children’s/a child’s learning Daily evaluations can be handwritten and should be inserted directly after the day’s lessons. One or two Daily Evaluations should be based on the sound recording that the student undertakes. (See letter above) Students must complete a weekly reflection on the final day of each week, using specific questions provided. At the end of each day keep a record of lessons taught on the document provided and include in the file under that title. Include a hard copy and fill in at end of each school day No section required in your file

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Submission of File Pre SP Vera Timmons, School Placement Officer will inform students about the File Submission time and venue. Admin staff will only accept files during the time designated for submission. Under no circumstance should files be completed in the submission room as it causes delays and confusion for other students. Please note that files which are submitted late will be subjected to the penalties as outlined in the BEd handbook for late submission of assignments. Meeting with Supervisors Two pre-SP meetings with your First supervisor will take place during SP Prep Week. See SP Prep Week Overview for details. Communication with supervisors should take place by agreed means: Text / phone / email. Calls should ideally be made prior to 6pm in the evening Students normally receive three supervisory visits on SP 2. The following college personnel may visit your classroom during SP: Assigned SP Supervisors (accompanied on occasion by supervisors undergoing induction); Incidental supervisors: Brian Tubbert, Marie McLoughlin, Séamie; External supervisor: Emer Ring When a supervisor visits your classroom, please greet the visitor in a proper fashion and introduce the visitor to the children. Please have a chair or chairs and a table available for the supervisors A meeting will be held between student and supervisor as soon as possible after post-SP Board of Supervisors’ meeting.

Submission of File Post SP SP files must be submitted at the designated time following completion of SP. This is normally on the first Monday following SP. You may request a colleague or friend to submit the file on your behalf but please ensure that the file is signed in with Admin. Please note that files which are submitted late will be subjected to the penalties as outlined in the BEd Student Handbook for late submission of assignments Tutorials Supervisors who refer students for tutorials in classroom presence behaviour/class management; voice projection; preparation/planning, Irish, or Maths will complete a referral sheet, to include student’s signature and present it to Admin who will forward the completed list to the Head of Education.

Updated iúil 2016

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Section 5: SP Prep Week Overview Luan 9

Submission of file at designated time File to include: Checklist with all relevant items in order of checklist  2 copies of title page  2 copies of timetable  2 copies of directions to school  College logo for display  Orientation Day questionnaire  Stages of development  Child observation task  4 lesson plans for Day 1 SP, Project Web, Project Organisation & Progress Report  Activity Centres Planner  Schemes for each subject area  Weekly planner 1 Note: Download, print and include all other file elements from checklist By 5pm on File Submission Day:

(a) Email copy of title page, timetable and school directions to your Supervisor. In the subject line, please enter your Name and Year Group

(b) Upload title page, timetable and school directions to Moodle Module EDF 225. If there is a change in your timetable, please upload the revised timetable, ensuring that you date same. Docs for Second Supervisor: A4 Envelope containing hard copy of Title Page, Timetable and Directions to school including map . Please print the name of the Second Supervisor along with your own name and Year Group in CLEAR BLOCK CAPITALS on the outside of the envelope.

Máirt 10

SP Prep

Céadaoin 11

1st SP Prep Meeting (time as arranged by Supervisor) Focus of Meeting: Discussion of submitted File with particular emphasis on schemes and lesson plans Note: Student does not submit any more lesson plans at this meeting. Instead students are given time to prepare four more lesson plans in time for afternoon meeting. Revisions to the schemes should be made by start of SP 2nd SP Prep Meeting (Afternoon time as arranged by Supervisor) At this meeting student submit a further four lesson plans for discussion at this meeting.

Déardaoin SP Prep 12 Aoine SP start in school 13

Updated iúil 2016

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Section 6: Child Protection and Placement The guiding documents for teachers and all professionals working with children is Children First: National Guidance for the Protection and Welfare of Children (Department of Children and Youth Affairs, 2011) School practice is outlined by Child Protection Procedures for Primary and Post-Primary Schools ( DES, 2011). These documents are available on NUIM Moodle site (SPHE) and on the governmental websites. Schools are required to adhere to these guidelines when the welfare or safety of a child is a concern. Under these guidelines, schools are required to develop a child protection policy, teach the “Stay Safe” programme, monitor the welfare of children at risk, report concerns to the HSE and maintain their skills through continuous professional development (CPD).

What happens in the case of a disclosure of abuse or neglect on School Placement? There should be a whole school policy on Child Protection in the school in line with DES (2011). In the lobby of every school the name of the DLP (Designated Liaison Person) and deputy should be displayed. Any individual with concerns should contact the DLP (or school Principal if the DLP is unknown). In the event of a disclosure, children should be praised for telling. It is important that the child knows that he/she are believed even if his/her communication does not appear to make sense. Children do not lie about such matters but their disclosure may be distorted or incomplete. The child should be listened to, prompted to tell more if they wish but not asked leading questions. The child should be told that such an incident should not have happened and that the listener is sorry that it occurred to them and that it is not their fault. Confidentiality should not be promised. The child should be told that the help of the DLP only is required, and that nobody else will be told, at this time. A contemporaneous and clear record should be made detailing the time and date, recording the child’s own words as closely as possible. The DLP should be notified immediately and receive the contemporaneous report. The DLP will be responsible for deciding what action if any is needed and will make a report following the guidelines if necessary. The Children First guidelines ensure that if anyone makes a report in good faith, even if it proves untrue, it will not be held against them. A clear disclosure is upsetting but the guidelines are clear and should be followed. In the case of suspicion of abuse or neglect following a series of small incidents, a record including date of events, conversations or observations that cause concern should be kept in a factual way and passed on to the DLP when considered significant. It is not the responsibility of a student or teacher to assess if neglect or abuse is occurring. Any concerns should be passed on to the DLP. Froebel Department DLP is Ms. Marie McLoughlin. Deputy DLP is Laura Thornton. The advice of the DLP should be sought in relation to child protection matters within the college.

Updated iúil 2016

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Section 7: Assessment of School Placement Where students fail a placement, one supplemental placement is allowed

It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. Classroom Performance and File Preparation must be passed independently. Where there is a fail for Classroom Performance or File Preparation, or both, one supplemental SP is allowed. It is the student’s responsibility to source supplemental placements. 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.

One final overall Grade for PMed Year 1 SP is generated as follows:

October Placement

January Placement

Overall Grade

Pass Fail

Graded

The final overall mark for Year 1 SP is derived from a weighted mark of:

Class Performance: 100% File 100%

70% for Performance 30% for File

Note: It is a requirement of this module that all file and performance elements are passed separately and that all elements of School Placement including Friday Observations and ASP are successfully completed.

Updated iĂşil 2016

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Section 8 Frequently Asked Questions Can I take a day off during School Placement for occasions such as weddings etc? Planned absence in the course of SP is not permitted. However, in exceptional circumstances, arrangements can be made by the Director of SP with the school to facilitate the student. See Circular 32/2007 for general guidelines for leave due to bereavement. https://www.google.ie/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF8#q=department%20of%20education%20circular%2032%2F2007

What happens if I have to undertake a supplemental SP due to an incomplete placement? Supplemental SP usually takes place in May/ June. The student is responsible for organising a class for supplemental purposes. How can I travel to my SP school? Students generally use public transport. Where the Froebel Department organises a bus for students, a fee will be charged to students in line with the cost of public transport. If my school requests a Garda vetting letter, where do I get one? The School Placement Officer will provide a Garda vetting letter as required. Am I allowed to collaborate on File Preparation? While students are encouraged to share ideas, the content of the files must be the student’s own work and written for the specific class and context. Sharing of file content is not permitted unless specifically stated. Where students are found to copy material from other sources, Maynooth University marks and standards will apply. Could you confirm if we should have 3 separate geography /history /science lessons for SESE in our file for our supervisor meetings?

Yes, there should be 3 separate lessons,

Updated iĂşil 2016

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P med 1 placement handbook jan 17  
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