Page 1

P MEd 1 Socrúchán Scoile Deireadh Fómhair 2018

Orientation: Fridays starting Sept 28 SP Prep Week: 15-19 October School Placement: 22-26 October & 5- 16 Nov


Dear Student,

This Handbook outlines the preparation required for your School Placement in October 2018. The placement consists of 15 days teaching in an infant 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 Vera Timmons, School Placement Officer. Queries relating to curricular, school issues or child protection 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


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

 

On first entering the school, the student must present a copy of the Vetting Disclosure Form, along with a Form of Undertaking to the School Secretary for attention of the Principal and retain a separate copy in their School Placement File. The school should take note of the vetting disclosure reference number and return the form to the student. The school should retain the Form of Undertaking. Engage constructively and collaboratively in a broad range of professional experiences as part of the school placement process. Meet with the principal and co-operating teacher(s) to plan the placement having regard to the breadth of activities. Recognise their stage in the learning-to-teach process and how this should inform their interactions with the school community. In collaboration with the co-operating teacher and other teachers in the school as appropriate, seek and avail of opportunities to observe and work alongside other teachers. Under no circumstances should students use observation time to write up their own SP notes. Take a proactive approach to your 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 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. Under no circumstances should you name a child in your SP File

On School Placement students should avoid teaching sensitive topics such as bereavement and RSE

    

 

       

Always be conscious that learners’ needs are paramount and that a duty of care obtains. Engage with constructive feedback from HEI tutors, co-operating 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 on placement.  Participate fully in each placement to develop their teaching skills and meet the placement requirements.  Student teachers should be diplomatic in their interactions with school personnel and sensitive to school routines.  Student teachers 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, Maynooth University Froebel Department currently uses the term ‘SP Supervisor’


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 (All Froebel Education Students 2019) or directly on request from the Head of Education

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

October Placement Pass Fail

January Placement Graded Class Performance: 100% File: 100%

Overall Grade The final overall mark for Year 1 SP is derived from a weighted mark of: 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 ASP are successfully completed.


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. 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. Use of the school photocopier should be by negotiation and should be kept to a minimum. 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 any social media sites. 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.


Section 3: Letter and Guidelines for schools Maynooth University Froebel Department of Primary and Early Childhood Education Roinn Froebel Don Bhun- agus Luath- Oideachas, Ollscoil Mhá Nuad

14 September, 2018 A Chara, We would like to extend our sincerest thanks to you for agreeing to host a Froebel Year 1 Professional Master of Education student-teacher on School Placement (SP) during this academic year. For students, it provides a real context for their studies and enhances their capacity to link theory and practice. In addition to the student benefits, it is envisaged that he/she will act as a resource for the teacher, thus making the experience mutually beneficial. Commencing on Friday, 28 September, students will spend 6 Fridays in your infant classroom. The purposes of this placement are primarily to experience the teaching and learning that takes place in the classroom and reflect on such experiences. Students are also expected to assist the teacher by engaging in activities such as those indicated on the list attached, or alternatives which may be determined by the class teacher as needs arise. During the three-week block starting on 22 October, students will be expected to teach up to 3 lessons per day in addition to organising and facilitating activity centres (see attached for details). 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 O’Néill Head of Education


PMEd Year 1

School Placement

Senior Infants or Multigrade Infants

Friday Observation: Friday 28 September: Observation and Assistant to Class Teacher Friday 5 October:

Observation and Assistant to Class Teacher

Friday 12 October:

Observation and Assistant to Class Teacher

3 Week Placement: Week 1 Beginning 22 October:  Monday and Tuesday: 1 lesson per day plus play activity centres  Wednesday, Thursday, Friday: 2 lessons per day plus play activity centres Week 2 Beginning 5 November:  3 lessons per day plus play centres Week 3 Beginning 12 November:  3 lessons per day plus play centres

Friday Observation: Friday 23 November: Observation and Assistant to Class Teacher Friday 30 November: Observation and Assistant to Class Teacher Friday 14 December: Observation and Assistant to Class Teacher

2018


PMEd Year 1 Confirmation of Attendance Form Friday School Placement Infant Class

Student Name: _________________________________, undertook her/his school

experience in _________________________________________________________

(name of School)

Class level: ______________________ Date Friday 28 September

Present

Absent

Reason for absence

Friday 5 October Friday 12 October Friday 23 November Friday 30 November Friday 14December

Class teacher’s signature:

___________________________________________

Contact number:

___________________________________________

Students must submit this form (In person or by post) to the Froebel School Placement Officer by 5pm on Tuesday 18 December. Where this form is not submitted, the module is deemed incomplete.


Guidelines around PMEd October November Placement Maynooth University Froebel Department greatly appreciates the support from partner schools and teachers for our students on School Placement (SP). The following guidelines are provided to ensure that the experience is beneficial to all concerned. On first entering the school, the student must present a copy of the Vetting Disclosure Form, along with a Form of Undertaking to the School Secretary for attention of the Principal and retain a separate copy in their School Placement File. The school should take note of the vetting disclosure reference number and return the form to the student. The school should retain the Form of Undertaking.

On the 3 week placement PMEd Year 1 Students will undertake the following responsibilities:

Week 1 Beginning 22 October: Monday and Tuesday: One lesson per day plus play activity centres. Wednesday, Thursday, Friday: 2 lessons per day plus play activity centres Week 2 Beginning 6 November: 3 lessons per day plus play activity centres Week 3 Beginning 13 November: 3 lessons per day plus play activity centres

Over the course of the 15 day SP, students will:  Prepare, teach and evaluate 38 subject lessons. Lesson plans at this stage run to about 1 ½ to 2 pages and need to be specific and detailed in all respects.  Organise and evaluate Play Activity Centre sessions on a daily basis, resulting in a total of 15 Play Centre Activity sessions In summary: 38 Subject lessons and 15 Play Activity Centre Sessions Regarding the spread of subjects, each student must teach a minimum of 5 English

5 Irish

5 Mathematics

4 SESE 2 Physical Education 2 SPHE 2 Visual Arts 2 Drama The students can choose the remaining 5 lessons from a subject area of their choice. Students must ensure that their timetable adheres to this guideline.

4 Religious /Ethical Education 2 Music

NB Students must also prepare two lessons in advance, taken from the following day’s timetable. This is to provide for cases where a SP Supervisor arrives in the school late in the day and where the student has already taught the lessons for that day and completed the Play Activity Centre session. Students are encouraged to integrate lesson content as per curriculum guidelines.

Over the course of the School Placement, each student will teach a balance of subjects in line with curriculum guidelines, but should teach all subjects of the curriculum each week, if possible


College supervisors will undertake two supervisory visits. Students are asked to provide a table and chair for supervisory visits. The supervisor will welcome any comments from the class teacher and/or principal which will help in the development of the student as an emerging teacher. Students are required to take an active role as assistant to the teacher during the period of school placement, while respecting the wishes of the principal and class teacher. Students must be proactive in this regard and assist the teacher in any way possible. Students should be open to advice and mentoring from their class teacher.

Guidelines around SP Preparation 1. 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. 2. Students are required to make their file and notes available to the class teacher and school principal. Teachers may ask to view the students’ notes at any time. 3. 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. 4. Students’ files and pupil observation notes must avoid reference to pupils’ names. Pupils maybe referred to by initials. 5. 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. 6. Students are required to seek ways to extend, adapt or modify programmes, textbook lessons and instructional practices. 7. In consultation with the class teacher, the student must create and follow a detailed timetable. 8. 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 re-arrange seating furniture.


9. 10.

Maynooth University Froebel Department of Primary and Early Childhood Education Roinn Froebel Don Bhun- agus LuathOideachas, Ollscoil Mhá Nuas

18 Meán Fómhair 2017

A Chara, Ba mhaith linn ár míle buíochas a ghabháil leat as glacadh le hábhar oide sa Chéad Bhliain de Mháistir Gairmiúil san Oideachas Froebel ar Shocrúchán Scoile le linn na bliana acadúla seo. I gcás na mac léinn, tugann sé fíor-chomhthéacs dá gcúrsaí léinn agus cuireann sé lena gcumas an teoiric agus an cleachtas a nascadh le chéile. I dteannta na dtairbhí don mhac léinn, meastar go mbeidh sé/sí ina (h)acmhainn don mhúinteoir, agus dá bhrí sin go rachaidh an taithí chun leasa don bheirt. Ag tosú Dé hAoine, an 26 Meán Fómhair, caithfidh mic léinn sé Aoine i seomra ranga na naíonán de do chuid. Is iad cuspóirí an tsocrúcháin seo go príomha taithí a fháil ar an teagasc agus ar an bhfoghlaim a tharlaíonn sa seomra ranga agus machnamh a dhéanamh ar thaithí dá leithéid. Ba cheart go gcabhróidh mic léinn leis an múinteoir freisin trí pháirt a ghlacadh i ngníomhaíochtaí mar a luaitear ar an liosta faoi iamh, nó gníomhaíochtaí malartacha a chinnfidh an múinteoir ranga de réir mar is gá. Le linn an bhloic trí seachtaine ag tosú an 23 Deireadh Fómhair, beifear ag súil go múinfidh mic léinn suas le trí cheacht in aghaidh an lae i dteannta ionaid gníomhaíochtaí a eagrú agus a éascú (tá tuilleadh sonraí faoi iamh). Ag gach céim den socrúchán, ba cheart go nglacfadh mic léinn le comhairle ón múinteoir ranga nó ón bpríomhoide ar ghné ar bith dá bhforbairt ghairmiúil.

Dearbhaím go bhfuil nochtadh grinnfhiosrúcháin i gcomhair na mac léinn faighte ag Ollscoil Mhá Nuad agus tabharfaidh na mic léinn é don scoil ionas go mbeidh an scoil in ann nóta a ghlacadh den uimhir ghrinnfhiosrúcháin. Mar fhocal scoir, ba mhaith linne, Roinn Froebel in Ollscoil Mhá Nuad, ár mbuíochas a ghabháil leat arís as an bpróiseas seo a éascú agus as an méid atá tú ag cur le gairm na múinteoireachta trí chéile. Aithnímid go bhfuil comhoibriú dlúth idir an ollscoil agus scoileanna comhpháirtíochta riachtanach d’fhorbairt ár mac léinn agus tá meas againn go háirithe ar an ról suntasach a bhíonn ag múinteoirí gníomhacha ina leith sin. Chuige sin, táimid ag súil le bheith ag oibriú leat sa bhliain amach romhainn agus ina dhiaidh sin. Má bhíonn ceist ar bith eile agat nó aon ní ag cur imní ort, ná bíodh drogall ort dul i dteagmháil liom leis na sonraí thíos. Is mise, le meas,

Séamie Ó Néill Ceann Oideachais Treoirlínte don Socrúchán Scoile


Cuirtear na treoirlínte seo a leanas ar fáil chun a chinntiú go dtéann taithí an tSocrúcháin Scoile chun leasa gach duine atá páirteach ann.

1. Is gá do mhic léinn cóip d'fhoirm Grinnfhiosrúcháin an Gharda Síochána a thabhairt do rúnaí na scoile faoi bhráid an Phríomhoide sula dtosaíonn an socrúchán scoile. 2. Ba cheart go gcabhróidh mic léinn sa Chéad Bhliain den Mháistir Gairmiúil san Oideachas leis an múinteoir freisin trí pháirt a ghlacadh i ngníomhaíochtaí mar a luaitear ar an liosta faoi iamh, nó gníomhaíochtaí malartacha a chinnfidh an múinteoir ranga de réir mar is gá. 3. Caithfidh mic léinn a bheith ar scoil 20 nóiméad ar a laghad sula dtosaíonn an rang, agus fanacht ar scoil don lá scoile iomlán. 4. Riachtanas gairmiúil riachtanach í an phoncúlacht do mhic léinn ar Shocrúchán Scoile. Ní mór do mhic léinn atá deireanach gan neart a bheith acu air, a luaithe a shroichtear an scoil, dul díreach chuig an bpríomhoide. 5. Sa chás go bhfuil mac léinn as láthair ó shocrúchán scoile nó ó thaithí scoile ar chúis ar bith, caithfidh an mac léinn, a luaithe is féidir, teagmháil dhíreach ó bhéal a dhéanamh le príomhoide na scoile, le Roinn Froebel agus le cigirí an tSocrúcháin Scoile. Ní mheastar glórphost, teachtaireachtaí téacs ná ríomhphost a bheith oiriúnach i gcás mar sin. D’fhéadfadh teastas dochtúra a bheith ag teastáil má tá mac léinn as láthair le linn Socrúchán Scoile. D’fhéadfaí a éileamh ar mhic léinn tabhairt faoi Shocrúchán Scoile breise mar chúiteamh ar bheith as láthair.

6. Agus an Socrúchán Scoile ar bun, caithfidh gach mac léinn éadaí slachtmhara a chaitheamh agus cuma chíortha chóirithe a bheith orthu. Caithfidh gach mac léinn cloí le gnás feistis gairmiúil oiriúnach:  Tá cosc ar éadaí neamhfhoirmeálta, ar bhróga reatha, ar bhríste géine agus ar gheansaithe cochallacha.  Teastaíonn éadaí gairmiúla, e.g. culaith spóirt oifigiúil Roinn Froebel, léine phóló agus bróga reatha glana, do ranganna corpoideachais.  Ba cheart a laghad seodra is féidir a chaitheamh. 

Níor cheart tatúnna ná cneaspholladh aghaidhe a thaispeáint.

7. Ba cheart do mhic léinn íomhánna de pháistí i gcomhaid Socrúchán Scoile nó i dtionscadail a bhaineann leis an scoil a sheachaint. Áirítear le ‘íomhánna’ anseo grianghraif agus grianghraif dhigiteacha, agus taifeadadh ar cheamara gréasáin, ar fhón póca, ar scannán agus ar fhíseán. Rialófar aon úsáid d’íomhánna páistí atá riachtanach faoi réir bheartas na scoile féin, agus caithfear cead a fháil roimh ré ó phríomhoide na scoile nó ón múinteoir ranga chun iad a úsáid. 8. Tá an beartas seo a leanas ag Roinn Froebel maidir leis na meáin shóisialta: Ní dhéanfaidh mic léinn tráchtaireacht ar aon ghné den socrúchán scoile ar shuíomhanna meán sóisialta ar nós Facebook nó Twitter. Measfar gur iompar míghairmiúil é sárú an bheartais seo agus tabharfar aghaidh air dá réir. 9. Caithfidh fón póca na mac léinn a bheith múchta ar feadh an lae scoile ar fad. 10. Ag deireadh an tSocrúcháin Naíonán, caithfidh mic léinn an Fhoirm Deimhnithe ar Fhreastal chomhlánaithe, arna síniú ag an múinteoir ranga, a thabhairt d’Oifigeach Socrúcháin Scoile Froebel.

Tá liosta tascanna thíos a mholtar do mhic léinn sa Chéad Bhliain den Mháistir Gairmiúil san Oideachas agus iad ar Shocrúchán Aoine faoi threoir an mhúinteora ranga. Tabhair faoi deara nach bhfuil anseo ach liosta léirithe samplach. Féadfaidh gach múinteoir an liosta a leasú ag brath a gcuspóirí áirithe féin.


Ag cabhrú leis an múinteoir leo seo a leanas: 

léitheoireacht faoi threoir le páistí, Power Hour, mata, litriú

maoirsiú ar pháistí aonair nó ar ghrúpaí beaga e.g. cluichí mata, léitheoireacht

am nuachta agus am ciorcail in úsáid

maoirsiú ar ionaid spraoi

taighde a dhéanamh ar acmhainní ranga ar líne agus iad a aimsiú

Obair aonair duine le duine faoi threoir an mhúinteora

cóipleabhair/leabhair oibre a cheartú

cúnamh duine le duine do pháistí a iarrann cúnamh

obair na bpáistí a eagrú

limistéir taispeántais a réiteach/a eagrú

leabhair/ábhair a fhoinsiú ó sheomraí ranga eile nó ón leabharlann

páirt a ghlacadh i gcleachtadh ceoil agus cóir

feistis a réiteach do dhrámaí

léamh os ard don rang ar fad

trealamh a réiteach don Chorpoideachas, don Mhata agus do réimsí ábhair eile

acmhainní don Chlár Bán Idirghníomhach

míreanna a chur i leabhar gearrthóg nó i gcomhad na bpáistí

tascanna breathnóireachta don mhúinteoir

páistí a eagrú ina línte, ina ngrúpaí, etc.

slacht a chur ar an seomra ranga ag deireadh an lae

cabhrú le ceachtanna ealaíne agus grúpaí beaga a thógáil agus taispeántais a thabhairt

tráidirí péinte a níochán, glanadh i ndiaidh na healaíne, etc.

gearradh agus réiteach do ranganna ealaíne, bileoga oibre a fhótachóipeáil, lannú

Section 4: Student Preparation for School Placement Friday Observations On receipt of clearance from the National Vetting Bureau, the Admissions Office emails the Disclosure Form directly to the student. On first entering the school, the student must present a copy of the Vetting Disclosure Form, along with a Form of Undertaking to the School Secretary for attention of the Principal and retain a separate copy in their School Placement File. The school should take note of the vetting disclosure reference number and return the form to the student. The school should retain the Form of Undertaking.

If a student has not received this disclosure prior to the first Observation day, they should contact the School Placement Officer before attending the school. During Friday Observation 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’. Students should actively assist the teacher in any way possible, as required. 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. 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 allocation of time as outlined in the Introduction to Primary School Curriculum page70, having allowed for local constraints. Any significant changes to the timetable must be relayed immediately to college 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. 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. You must be able to justify changes to the timetable in your evaluations, reflections and discussions with Supervisors.


All the documents listed in the column on the left will be 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 Maynooth LOGO FOR DISPLAY ON-GOING ASSESSMENT SHEETS

ORIENTATION QUESTIONNAIRE

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 a copy of National Vetting Disclosure Form. 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’ 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 page70, having allowed for local constraints. Any significant changes to the timetable must be relayed immediately to Supervisor via text message. Changes to timetable should be relayed to the college administration via moodle. 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. Print the map, directions and photo of the school from Google maps. Include sat nav co-ordinates and eircode if available. Include two hard copies in your file. At first supervisor’s meeting, give one copy to your supervisor. Retain the other copy in the file. Print off 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 sheet must 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. Students are advised to start gathering information for the Orientation Questionnaire during Friday Observations


RELEVANT STAGES OF DEVELOPMENT CHILD OBSERVATIONS – TASK CHILD OBSERVATIONS – FINAL REPORT PROJECT WEB

INVESTIGATION TABLE

ACTIVITY CENTRES PLANNER

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

LESSON PLANS & EVALUATIONS

WEEKLY REFLECTION

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. Include a hard copy of the Observation Task document

On completion of SP, include the Final Observation Task Report

Choose a Project Idea. The Project Web is a record of a brainstorm around the idea and how you can integrate subjects around the Project Idea on this placement. In Year 1 it is advised to base the project idea on story. Every student must have an investigation table on display from Day 2 of SP and complete 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@mu.ie so that we can share good practice with other students. See http://www.flickr.com/photos/90624838@N06/ for samples of Display An Activity Centre planner should be provided for each week. For this SP all Activity Centres are evaluated, using questions provided. Evaluations can be handwritten and should be included directly after the Activity Centre Planner. 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. A Weekly planner must be filled out for each of the following weeks: Week 1 Beginning Monday October 22 (5 day planner) Week 2 Beginning Monday November 5 (5 day planner) Week 3 Beginning Monday November 12 (5 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 Rye Hall. 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 Plan will also show, at a glance, integration across subject areas. A Weekly Planner for the first five days is completed in advance of SP.

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 and Activity Centres will be evaluated using questions provided.Evaluation questions provided on moodle will assist the student on reflecting on the lesson taught. Evaluations should be analytical rather than descriptive. Lesson reflections and evaluations can be handwritten and should be included directly after each lesson evaluated. A weekly reflection is completed on the final day of each week using the questions provided (3 in total)


RECORD OF LESSONS TAUGHT P MEd SelfAppraisal Document

At the end of each day keep a record of lessons taught on the document provided and include in the file under that title. This may be typed or handwritten. Please complete this document once SP is over and bring it to your post-SP supervisor meeting.

SP COMPLETION FORM INITIALS OF SUPERVISOR

Include a hard copy and fill in at end of each day No section required in your file

Submission of File Pre SP 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 P MEd handbook for late submission of assignments.

Meeting with Supervisors Two pre-SP meetings with your supervisor will take place during SP Prep Week. See SP Prep Week Overview below 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. Year 1 students normally receive two supervisory visits on SP. The following college personnel may visit your classroom during SP: Assigned SP Supervisors (accompanied on occasion by supervisors undergoing induction); Incidental supervisors; External supervisors 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. You can 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 P MEd 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.


Section 5: SP Prep Week Overview PMEd 1 Deireadh Fómhair Luan 15 Máirt 16

SP Preparation: no meetings or lectures

Submit file at designated time File to include: Checklist with all relevant items in order of checklist  2 Copies of Title page  National Vetting Disclosure Form  2 Copies of Timetable  2 copies of directions to school  Froebel logo for display  Orientation Day questionnaire  Stages of development  Child observation task  4 Lesson Plans  Project Web  Activity Centres Planner  Weekly Planner 1 Note: Download, print and include all other file elements from checklist By 5pm on File Submission Day:  Email copy of title page, timetable and school directions to your Supervisor. In the subject line, please enter your Name and Year Group  Upload title page, timetable and school directions to Moodle. If there is a change in your timetable, please upload the revised timetable, ensuring that you date same.

Céadaoin 17

SP Prep and Classroom Resources

Déardaoin 1st SP Prep Meeting (Morning time arranged by School Placement Officer) 18 Focus of Meeting: Discussion of submitted file and in particular the four submitted

lesson plans. Note: Student does not submit any more lesson plans at this meeting. Instead students are given time to prepare three more lesson plans in time for afternoon meeting 2nd SP Prep Meeting (Afternoon time as arranged by Supervisor) At this meeting student submits a further three lesson plans for discussion at this meeting. Aoine 19

SP Prep


Section 6: Child Protection and Placement

Before commencing school placement all students should consult the following guiding documents for teachers and all professionals working with children: Children First: National Guidance for the Protection and Welfare of Children (2017) Available at: https://www.dcya.gov.ie/documents/publications/20171002ChildrenFirst2017.pdf Child Protection Procedures for Primary and Post-Primary Schools (DES, 2011) Available at: https://www.education.ie/en/Schools-Colleges/Information/ChildProtection/child_protection_guidelines.pdf 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). At its meeting on 13th December 2017, the Governing Authority approved the new Maynooth University Child Protection Policy. Revised Procedures have also been agreed. Both documents are now published on the University’s website https://www.maynoothuniversity.ie/university-policies/university-regulations.

The Designated Liaison Persons in Maynooth University are Mary Kelly 708 6610 And Niamh Lynch 708 3825

If you have any queries in regard to Child Protection, please contact Séamie Ó Néill, Head of Education seamie.oneill@mu.ie


Section 7: Assessment of School Placement It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. October placement is Pass / Fail on performance and file. January Placement is Graded on performance and file. Classroom Performance and File Preparation must be passed independently. Where there is an overall fail for Classroom Performance or File Preparation, or both, one supplemental SP must be undertaken. 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. Students will have one supervisor and two visits on October School Placement. Following SP, the supervisor will provide the student with formative feedback using the Areas of Assessment Document as a guide.

1


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 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 non-refundable fee will be charged to students. The fee for the current year is â‚Ź100. 50% of this fee must be paid in advance of Orientation Day and 50% before SP begins. Where do I get my Vetting Disclosure form? On receipt of clearance from the National Vetting Bureau, the Admissions Office emails the Disclosure Form directly to the student. The Form of Undertaking is supplied by Vera Timmons.

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 (e.g. paired co-taught lessons). 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,

Do we have to evaluate all Play Activity Centres? As stated in the handbook, all lesson plans and Play Activity Centres must be evaluated. These evaluations can be short and precise. When it comes to evaluation of Play Activity Centres,

students can, on a daily basis, evaluate each individual centre or do an overall evaluation of Play Activity Centres. Students can change the format from day to day as long as they ensure that Play Activity centres are evaluated. In the past we have found that evaluations can be descriptive rather than analytical, so it is not a question of writing reams, but being focused and precise. 2

PMEd1 SP Oct 2018 Handbook  
PMEd1 SP Oct 2018 Handbook  
Advertisement