Manual for Principals Professional Master of Education in Post-Primary Education
February 2015
Manual for Principals | Professional Master of Education in Post-Primary Education
Dear Principal, The Hibernia College schools partnership programme which is being developed between Hibernia College and schools all over Ireland enriches and informs our Graduate Student Teachers’ (GSTs’) School Experience and Professional Practice (SEPP). It is in response to feedback from, and discussion with, school principals that this School Experience and Professional Practice information document has been produced. We hope that the information contained in the document will be of assistance to you when accepting a Hibernia College graduate student teacher into your school. It outlines the requirements for students in relation to planning and preparation and also sets out the professional conduct that is expected of them as students of Hibernia College. We thank you for your continued support, patience and encouragement, all of which are greatly appreciated.
Kind regards, Mary Dowling Maher Director, School Partnership Professional Diploma in Education (PDE) / Professional Master of Education (Post Primary) 2
Manual for Principals | Professional Master of Education in Post-Primary Education
School Experience and Professional Practice (SEPP) Information HIBERNIA COLLEGE AND THE BLENDED LEARNING APPROACH Hibernia College has developed a blended learning environment which combines the many advantages of distant, online education for geographically dispersed students with the best of face-to-face tuition. This tuition takes place through online tutorials and webinars and face-to-face tutorials (referred to as “onsites”) and conference days. We take the best of traditional college life and computer-assisted learning and blend them to facilitate our postgraduate students in the development of their teaching skills. Our system is designed to be user-friendly and allows us to deliver a thought-provoking, comprehensive and thorough programme in teacher education. The mission of Hibernia College’s blended learning approach is to provide a pedagogicallysound content delivery mechanism which serves student and faculty needs, while conforming to best national (QQI and Teaching Council) and international standards. Each aspect of the programme undergoes an exhaustive quality assurance process and is regularly updated as a result of continuing research and development.
Our blended learning approach consists of the following: • • • • • •
SEPP blocks: three blocks of teaching practice (now referred to as school experience or school placement), totalling 24 weeks (including observation and reflection) MyHELMS: the Higher Education Learning Management System that fully harnesses the many benefits of Web-enabled learning for students and facilitates student online learning as well as constant communication with the college On-demand sessions: interactive, pre-recorded lectures which are delivered online The virtual classroom, Blackboard Collaborate, which facilitates tutorials and webinars An online forum facility: a communication tool that affords the students the opportunity to communicate with the college, their tutors, their study group and their peers Onsite days and conference days: live classroom sessions with tutors where, as well as a subject or pedagogy specific tutorial, students are afforded an opportunity for face-to-face discussion, exploration, clarification and general engagement both with the tutor and student colleagues.
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Manual for Principals | Professional Master of Education in Post-Primary Education Comprehensive tuition includes Foundations of Education (History of Education, Philosophy of Education, Sociology of Education, Psychology of Education and Psychology of Adolescence), Core Teaching Methodologies, Teaching Subject Mastery, Subject Teaching Methodologies, School Experience and Professional Practice (SEPP), 1, 2 and Advanced. (This is the taught aspect of the SEPP module where students are given the skills and knowledge to enable them to become effective teachers.), Foundation Studies 2 (including Curriculum Studies and legal aspects of teaching) and Research Methods, including a Research Project.
SCHOOL EXPERIENCE & PROFESSIONAL PRACTICE (SEPP) SEPP is the core of our Professional Master of Education (PME) programme. It is a period of intensive development for the Graduate Student Teacher (GST). The taught element of SEPP enables the GST to acquire the teaching skills and competencies required in the modern classroom. During the practical element of SEPP, the GST will have the opportunity to experience and participate actively in all aspects of school life. Through these experiences, he/she will learn to link theory and practice and will acquire the understanding and skills necessary for teaching effectively in a range of classroom situations. The GST will be guided and assisted towards this end by the Hibernia College supervisors through systematic observation, assistance, guidance and advice.
A minimum of 24 weeks’ SEPP is mandatory for successful completion of the PME programme. This consists of three blocks of SEPP (please see details in the table below). It is envisaged that the school experience blocks will allow the graduate student teacher to develop his/her lesson preparation, teaching skills and evaluation capabilities. A professional command of the curriculum will be promoted through the Teaching Subject Mastery module. PME SEPP time and lesson requirements Blocks
Duration
Teaching Subject 1
Teaching Subject 2
Block 1 (SEPP1) Block 2 (SEPP2) Block 3 (SEPP3)
7 weeks
Approx. 8 classes
Approx. 4 classes
7 weeks
Approx. 7 classes
Approx. 7 classes
10 weeks
Approx. 7 classes
Approx. 7 classes
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Manual for Principals | Professional Master of Education in Post-Primary Education
OBSERVATION During observation, every student will: • • • • •
Observe teaching across both junior and senior cycle; Obtain information on the school structure, mission and ethos; Provide an overview of the school day; Obtain a copy of the school’s behaviour policy and child protection policy and outline the responsibilities of a teacher within these policies; Obtain information on the school’s extracurricular activities and attend at least one activity
Observation of classes should be across a range of subjects and where possible incorporate both practical and non-practical classes and the observation of team teaching where this is available.
All of the above should inform the student teacher’s reflection. The student teacher should discuss their observation with the observed teacher before and after the lesson and thank the teacher for the opportunity to observe him/her at work.
A school experience attendance sheet must be completed by the graduate student teacher, signed by the Principal, Mentor or Class Teacher and returned to the College on completion of the SEPP block. Student teachers are required by the College to observe school life both in and out of the classroom, to include: • • •
The school’s organisational structures and practices The school’s culture and ethos The topology of the school
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Manual for Principals | Professional Master of Education in Post-Primary Education
PREPARING FOR TEACHING GSTs are expected to prepare themselves professionally for their SEPP through preparatory reading and advance planning in addition to completion of a number of course modules, including the taught aspect of the School Experience Professional Practice module.
PREPARATORY READING GSTs are expected to have studied the curriculum and syllabus content for the relevant class level before the first day of SEPP.
PROFESSIONAL CONDUCT GSTs of Hibernia College are expected to display a professional attitude when working in schools. This should be reflected in all aspects of their work in schools and should include the following: • • • • • • • •
Professionalism in regard to attire, appearance and deportment in the classroom Punctuality and adherence to the school day,( i.e. remaining in the school for the entire school day_ Respect for the principal, subject teachers and all members of the school community Respect for the dignity of each child in the class Respect for the School Experience supervisor and an openness to his/her guidance, advice and recommendations Professionalism in refraining from engaging in discussion or remarks about colleagues, parents, or students which are not related to the work of the classroom Confidentiality at all times regarding students, class and school Observance of the school rules, adherence to school policies and the conducting of the class in accordance with the ethos of the school.
Prior to the practical element of School Experience, GSTs will have studied the Teaching Council Code of Professional Conduct for Teachers.
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Manual for Principals | Professional Master of Education in Post-Primary Education
ATTENDANCE Attendance details, including absenteeism and lateness, must be recorded on the SEPP Attendance Sheet. This sheet should then be counter-signed at the end of each week by the Subject Teacher or Principal and at the end of the SEPP block by the Principal, Mentor or Class Teacher. SEPP Attendance sheets should be returned by the GST to the Hibernia College Administrator at the end of the SEPP block.
ILLNESS In a case where a student falls ill whilst on SEPP and is unable to attend school, he/she must first contact the School, then the Supervisor and then the College. This must be done before 9.00 a.m. of the day in question.
INSURANCE Hibernia College students are insured by Hibernia College for the duration of their School Experience.
PLANNING DOCUMENTATION Schemes of work (SOWs) and lesson plans must be made available online by the GST for review by the SEPP supervisor before they are implemented in the classroom. Hibernia College will provide each GST with an online portfolio on MyHELMS which will facilitate the GST in showing SOWs and lesson plans to supervisors. These SOWs and lesson plans and all related resources should also be available in hardcopy format in a loose-leaf binder for inspection, as required by the principal, class teacher, supervisors and external examiners.
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Manual for Principals | Professional Master of Education in Post-Primary Education The portfolio comprises three main sections: Introduction and Overview; Planning, Preparation and Practice and Additional Activities and Reflective Practice.
GSTs must have their portfolio with them at all times during SEPP. Any student who has neither an up to date SEPP Portfolio present at the time of a supervised visit, nor a complete portfolio uploaded to MYHELMS will be awarded a mark of 0% for the overall visit.
IMPROVEMENTS IN GRADUATE STUDENT TEACHERS’ SKILLS As SEPP is developmental in nature, we expect to witness an improvement in the GST’s skills from one SEPP to the next in relation to a deeper understanding of the processes as outlined to them in Hibernia College. We also expect the GST to develop a deeper understanding of the curriculum and an appreciation of the learning needs of the students in his/her care. In response to these needs, the GST will plan his/her teaching to facilitate learning. A thorough assessment of the teaching and learning processes by the GST will also be expected.
SUPERVISION The GST will be guided and assisted by the Hibernia College supervisors through systematic observation, assistance, guidance and advice. The GST will upload his/her SOWs and daily lesson plans on MyHELMS and Supervisors will check these documents before visiting the classroom (see Schemes of Work and Lesson Plans above). In this way, the supervisor gains a valuable insight into the strengths and/or the challenges facing the GST in the classroom. Thus assessment and evaluation of the GST’s performance does not depend entirely on the face-to-face visit and performance can be assessed holistically. This process encapsulates the essence of Hibernia College’s blended learning approach and ensures that assessment of the GST’s performance is fair and thorough.
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Manual for Principals | Professional Master of Education in Post-Primary Education
TEACHING, LEARNING AND ASSESSMENT Our aim is that GST’s will teach as wide a range of class levels as possible, maximising both their teaching experience and their understanding of the workings of schools. A vital element of school experience is the opportunity afforded to observe and collaborate with a number of experienced class teachers. For this reason, it is desirable that the GST should experience a variety of schools across the 24 weeks.
If for any reason you wish to contact the College, please ring 01-6610168 and ask to speak to Mary Dowling-Maher, Director of Schools Partnership.
We thank you for your continued support, patience and encouragement, all of which are greatly appreciated.
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