School Placement University of Limerick Ireland Helen Costello/Dr Ann-Marie Young

1. School Placement University of Limerick Ireland Helen Costello/Dr Ann-Marie Young Academic Director of School Placement Monday 16th October 2017 Erasmus+ Partnership Website: www.ul.ie/soedu Facebook: www.facebook.com/ULSOEDU Twitter: @SchoolOfEd_UL

2. Contact Details • Dr Ciarán Ó Gallchóir • CM077 • Ciaran.ogallchoir@ul.ie

3. Teacher Education Courses UL manages the largest School Placement Programme in Ireland, both in terms of placement numbers and disciplinary spread. Under the programme, 640 placements are secured for students with UL’s network of 730 post-primary schools annually.

4. Teaching Council of Ireland • The Teaching Council is the statutory body that sets and upholds the standards for entry to the profession in Ireland. One of the ways it does this is by reviewing and accrediting programmes of Initial Teacher Education (ITE) provided by Higher Education Institutions (HEIs) in the State. • All ITE programmes in Ireland must have professional accreditation from the Teaching Council, based on the Council's review and accreditation strategy and its accreditation criteria.

5. Student Teacher Programme requirements for UG 4 year degree (as set out by the TC) Supported by: Course Directors Head of School & Lecturers School Placement Development Officers Planning & Preparation workshops Mid-term drop-in clinics Online support Peer network

6. Teaching Council of Ireland • School Placement (SP) is a core part of all teacher education programmes. It involves a collaborative partnership between the university and the participating schools (Guidelines on School Placement 2013). Stakeholders

7. Characteristics of Effective SP • Whole school learning • Partnership • Professional engagement and ownership • Relationships and communication • 3 I’s – Innovation, Integration, Improvement • In line with Policy on the Continuum of Teacher Education (Teaching Council, 2011)

8. University of Limerick School Placement Team School of Education Academic Director – Helen Costello College Teacher – Ciarán Ó Gallchóir Research Assistant – Michaela Hayes Cooperative Education and Careers division School Placement Coordinator – Niamh O’Sullivan School Placement Administrator – Carol Lewis

9. TUS: Teacher-University-SchoolOnline Administration System

10. School Placement Blocks

11. SP Stakeholders

12. The University Tutor HEI Placement Tutor: A HEI Placement Tutor is a person engaged by a HEI to support and mentor student teachers and evaluate their practice while on placement. (Guidelines on School Placement, Teaching Council, 2013) Traditionally, the term “supervisor” was widely used but the Council consider that the term tutor more accurately reflects the nature of the role

13. The University Tutor Teaching Council Guidelines – 17 Roles and Responsibilities outlined including: • Observe the student teacher teaching and engage him/ her in a dialogue when giving constructive feedback • Are cognisant and respectful of the characteristic spirit (ethos) of the school, school policies, the school timetable and any special school-based arrangements. • Are open to learning from the principal, the cooperating teacher(s) and other staff within the school.

14. The University Tutor This semester:

15. Tutor Roles & Responsibilities(each student has 2 tutors, subject specific tutor and education tutor, each tutor makes 2 visits each) • Pre SP meeting on campus • Evaluate planning and preparation • X2 visits during the placement (observation/feedback/evaluation) • Deliver feedback on reflections • Communicate throughout placement • Post SP meeting on campus • Final evaluation/grading

16. Key Question • How can we strike a balance between tutor (mentor) and inspector (assessor) role?

17. Repositioning/reimagining the roles and responsibilities of tutors through the following initiatives: • Removal of grading from 2nd year and PME 1 School Placement – the tutors role as a mentor • Student Evaluation involves high levels of cooperation and communication between tutors • Introduction of tutor representatives/tutor forum to represent tutors views and open new forms of collaborative dialogue • School Placement CPD x2 annually and the introduction of subject specific CPD • Provision of workshops and guest speakers to enhance tutors knowledge of School Placement • Introduction of Tutor Code of Practice

18. Schools • Schools in Ireland ‘host’ student teachers on the basis of goodwill – no structured or formalised system of school-university partnerships • Incentive vs. Obligation? • Multidirectional learning

19. Required Provision in Schools • 2 observation days prior to placement • Provide timetable – minimum 12 periods and three non-direct teaching periods

20. School Placement as a model for Learning Partnerships?

21. School-University Partnerships “New and innovative school placement models…using a partnership approach, whereby HEIs and schools actively collaborate in the organisation of the school placement” (Teaching Council 2013)

22. “Partnership refers to the processes, structures and arrangements that enable the partners involved in school placement to work and learn collaboratively in teacher education” (Teaching Council, 2013)

23. SP as a contested space within the continuum?

24. Future Possibilities Established teacher CPD linked with ITE/School placement process – Cosán (Pathway – in-service) NQT Induction programme teams in schools linked with ITE/School placement process – Droichead(Bridge - induction)

25. School Placement Lesson Appraisal Guides Introduction to School Placement Visits and Post-Lesson Feedback & Evaluation Website: www.ul.ie/soedu Facebook: www.facebook.com/ULSOEDU Twitter: @SchoolOfEd_UL

26. Lesson Appraisal Guides • LAG’S provide structured reporting templates framed by a reporting/grading rubric • Captures the entire process from Pre-meetings, lesson observations, post-meetings and school placement evaluation

27. Teaching Expectations • What indicators/evidence of practice would a tutor be looking for? • What might we expect from a student in Placement 1 and Placement 2?

28. 4th Year LAG • SP File/Folder • Coherence and Quality of Planning • Management of Learning Environment • Subject and Procedural Knowledge • Effectiveness of Teaching Strategies • Teaching in Diverse Settings

29. 4th Year LAG • Coherence of Lesson • Integration of Literacy and Numeracy • Quality Assessment of/for Learning • Quality of Relationships • Reflective Practice • Professional Conduct and Practice

30. Review of LAG • Do you think this LAG fairly represents what could be expected of student teachers in 4th Year?

31. Review of LAG • As a tutor, are there any headings/areas you would feel uncomfortable giving feedback on? • Are there any areas you feel we have overlooked?

32. Observation in Action • Prior to lesson • Meet with school representatives • ‘Reassure’ student teacher • Check SP folder/documentation • During lesson • Silent observer • Record keeper

33. Observation in Action • We are going to watch a short video clip of a student teacher on School Placement • Using the LAGs provided please record your observations

34. Sharing Feedback Based on our LAGs; • What did we think of this lesson? • Using the headings to frame conversation • How did you feel about this structure to frame feedback?

35. Observation in Action 2 • In pairs, we are going to watch another short video clip from placement • Using page 3 of the Post Lesson Appraisal identify the following; • Strengths • Areas for Development

36. Observation in Action 2 • As a role play activity, interchange between student and tutor Remember • With a focus on formative feedback and AFL the tutor’s role is to facilitate rather than direct

37. Student/Tutor Role Play • Some useful questions; • Did the lesson go as you intended? • What were the strong points? • What were the less strong points? • What would you do differently? • While also incorporating Strengths and Areas for Development

38. Reflective Practice • Finally, teacher education in UL has a strong emphasis on Reflective Practice • The four-year programme is conceptualised around a ‘spiralled framework’ (Leonard and Gleeson, 1999, 37) • 1st Self – 2nd Classroom – 3rd School and Society – 4th Self as a Professional

39. Reflective Practice • Reflective practice is incorporated into School Placement through; • Written reflections • x2 Midweek + x1 End of Week reflections • Tutor & Student Teacher dialogue • Captured in LAGs • But engagement in reflective thought is limited…

40. Key Question • How can we support true reflection while on placement?

41. Thank You • From the School Placement Team, thank you for your time and we hope you enjoy the rest of your trip to Ireland.