Preparation for School Placement (Initial Teacher Education )

Preparation for School Placement

(Initial Teacher Education)

Department of Education & Professional Studies September 2013

Academic Coordination

• Head of Department Dr. Oliver Mc Garr

• Academic Coordinator School Placement & Mentoring Dr. Geraldine Mooney Simmie

• School Placement Development Officers Dr. Emmanuel O’Grady Dr. Ann-Marie Young Pauline Laurenson

School Placement: Our Philosophy

• Department of Education & Professional Studies

‘me becoming a teacher of young people in the classroom and the local context of a changing school environment in Ireland’

• Sociological lens in EN4017: making the familiar strange: interrogating the school in contemporary Irish society and in a turbulent global world.

• University of Limerick (graduate attributes)

knowledgeable, proactive, creative, responsible, collaborative and articulate

School Placement: Our Philosophy

• Leonard and Gleeson (1999)* : teaching as people-oriented, collaborative and critically reflective

• ‘Actual – as opposed to declared – policy and school practice are dominated by technical perspectives that are at odds with the significance of reflective inquiry in teacher education and with the resulting critical awareness of context and policy. Teacher education orientated towards professional development through forms of reflective inquiry is thereby rendered politically marginal (p.49).’

• *Leonard, D. and Gleeson, J. (1999). Context and Coherence in Initial Teacher Education in Ireland: the place of reflective inquiry. Teacher Development, 3(1), 49-63.

School Placement: a critical consciousness

Brookfield (1995)* Becoming a Critically Reflective Teacher

developing, using and continually refreshing your professional judgment through hunting the assumptions and living contradictions of your practice through multiple perspectives – self-evaluation; evaluation with a critical friend (peer, tutor, cooperating/mentor teacher); evaluation with your students and evaluation using the lens of the literature (teacher autonomy)

*Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

School Placement: subject specialism

• Subject matter knowledge

• Propositional knowledge

• Contested nature of knowledge for teaching

• Subject Pedagogies Physical Education, Engineering, Architecture,

Modern Languages, Sciences, English, Geography, Gaeilge, Chemistry

Teaching Council: Guidelines on School Placement

• School placement is a critical part of initial teacher education (ITE) and is designed to give the student teacher an opportunity to learn about teaching and learning, to gain practice in teaching and to apply theory in a variety of teaching situations and school contexts …..thereby developing an appreciation of the complexity of teaching and the variety of roles undertaken by teachers (p.7).

• Teaching Council (2013). Guidelines on School Placement. 1st Edition. Maynooth: Author.

School Placement: a relationship of co-inquiry

• A holistic and person-oriented practice.

• Developing a relationship of co-inquiry with young people and with cooperating teachers, mentor teachers, school principal and deputy principal and your university tutors.

• Teacher education as a continuum and a lifelong partnership in reflective inquiry and mentoring*

• *Mooney Simmie, G. & Moles, J. (2011) Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring. Mentoring & Tutoring: Partnership in Learning, 19 (4), 465-482.

School Placement: Lesson Appraisal Guide LAG

Quality of Relationships*

Coherence and Quality of Planning*

Management of Learning Environment*

Effectiveness of Teaching Strategies*

Reflective Practice*

Professional Conduct and Practice*

Subject and Procedural Knowledge

Coherence of Lesson

Teaching in Diverse Settings

Integration of Literacy and Numeracy

Quality Assessment of/for Learning

School Placement: Academic Regulations*

Preparation and Professional Conduct on the School Placement

2.7 A student who is deemed to be unprepared for the school placement will not be permitted to proceed to the placement

2.8 Where a student is not permitted to proceed to the school placement, a fail grade (F/NG) is awarded

2.9 A student who fails to observe regulations with regard to professional conduct, safety, preparation, attendance or punctuality may be withdrawn from the school placement

2.10 A student who is withdrawn from the school placement is awarded a fail grade (F/NG)

* School Placement Handbook (2013). Section 2: Academic Regulations/Procedures, 10-11. Limerick: University of Limerick.

School Placement: Grading Process

Involves several components reflecting the complexity of teaching

• Pre-SP, Post-SP meeting(s)

• Lesson Appraisal Guides

• SP FILE with Reflection(s)

SP as a pedagogical cycle - plan, act, reflect

Reflected in the grading rubric (SP Handbook, 85-86).

A right to a grade appeal (SP Handbook,74-75).

School Placement: Reliability & Validity of Grading Process

Accountability for our processes:

•Academic Coordination team

•Improved School Placement documentation/social media

•Two tutors (sometimes three) and a Grading Process

•Ongoing CPD for all university tutors (internal and external tutors: faculty, teacher educators and retired teachers, school principals, deputy principals and DES inspectors)

•External Examiners and regular internal Review

•Referral Visits for Potential-F and Potential-A Grades

•Compliance with Teaching Council Guidelines and University of Limerick Academic Regulations for Placement Practice (s)

School Placement: Reflection

Lesson Appraisal Guide 11. Reflective Practice

Identification of strengths and deficiencies

Realistic responses to problems experienced

Willingness to pursue particular issues and/or problems over a series of lessons and draw meaningful conclusions

Learning from good practice of others

Response to tutor(s)

Responsibility for own professional development*

Critical reflection supported with literature*

University of Limerick. School Placement Handbook (2013). Section 6, 28-55.

School Placement: reflection as the story of why?

If you feel the class went well you need to engage in a critical interrogation in this regard

Why did it go well?

What aspect(s) went well?

Why did they go well?

What did you do to assist?

What evidence do you have to support this?

What was supportive about the environment at that time? Why?

School Placement: Critical Reflection

social and political dimension*

uneasy social consciousness

connection to theory and the research literature

evidence-informed approach to teaching

• *McGarr, O. and Moody, J. (2010) Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 11 (5), 579-591.

School Placement: Reflective Writing Summary of Requirements SP Handbook (p.44)

Week 1: Weekday Reflections 1 & 2 + End of week Reflection 1

Week 2:

Weekday Reflections 3 & 4

+ End of week Reflection 2

Week 3

Week 4:

Mid-term Reflection

Week 5:

Week 6:

Week 7:

Weekday Reflection 13 & 14

Week 8:

Week 9:

+ Final Reflection

School Placement: SP Handbook Question(s) to Guide your Reflective WritingAt the end of each two-day period think back and answer the following

questions:

What are your overall feelings at the end of the last two days of teaching?

Looking back, what do you want to think about more deeply?

Describe this issue briefly.

Why is this so important for you as a student teacher?

What questions does it raise?

From reflecting on this issue and from reviewing your previous reflections, what insights have you gained? Link to knowledge base.

School Placement Handbook (2013), p.36.

Word Count a weekday reflection: 350 – 450 words.

School Placement: making ‘problematic’ first two weeks

• Reflections WEEK 1 of school placement:

– This week you are asked to focus on the theme of ‘developing awareness of ability grouping as

it affects student learning’ in your reflections and take guidance for this inquiry from the

research findings in Lynch and Lodge (2002).

• Reflections WEEK 2 of school placement:

– This week you are asked to focus on the theme of ‘teaching for respect and celebration of

diversity’ ‘in your reflections and take guidance for this from the research findings of Lynch and

Lodge (2002) and the Teaching Council Codes of Professional Conduct (2012).

EN4017 School as an Institution. Handbook. Reference Number 6060, 30. Print Room. University of Limerick.

BibliographyBrookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco:

Jossey-Bass.

EN4017 School as an Institution. Handbook. Reference Number 6060, 30. Print Room. University of Limerick.

Leonard, D. and Gleeson, J. (1999). Context and Coherence in Initial Teacher Education in Ireland: the place of reflective inquiry. Teacher Development, 3(1), 49-63.

McGarr, O. and Moody, J. (2010) Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 11 (5), 579-591.

Mooney Simmie, G. & Moles, J. (2011) Critical Thinking, Caring and Professional Agency: An Emerging Framework for Productive Mentoring. Mentoring & Tutoring: Partnership in Learning, 19 (4), 465-482.

Teaching Council (2013). Guidelines on School Placement. 1st Edition. Maynooth: Author.

University of Limerick (2012). Handbook of Academic Regulations and Procedures. Limerick: Author.

University of Limerick (2012). Our Graduate Attributes. Limerick: Author.

University of Limerick (2013). School Placement Handbook. Limerick: Author.

Understanding and supporting adolescent

literacy; the role of all post-primary teachers Department of Education & Professional Studies

September 2013

Objectives for session

• To consider the context for the current national focus on literacy

• To deepen our understanding of the concept of literacy

• To prepare for school placement and begin to consider the role of the teacher in supporting literacy

Literacy and Initial Teacher Education

• "the enduring traditional belief among student teachers that the development of literacy was beyond the remit of the individual subject teacher at second level" (LETS p. 24)

• "An additional challenge was the conflict that secondary classroom teachers have felt between covering course content and finding time to implement reading strategies to assist students in understanding content information" Changing the attitudes of pre-service teachers toward content literacy strategies (Bonnie et al)

Lesson Appraisal Guide

• 8. Integration of Literacy and Numeracy (p.71)

• Integration of literacy and numeracy within the lesson

• Responsiveness to literacy/numeracy issues

The National Policy Context

http://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf http://schoolself-evaluation.ie/

Important consideration

• Find out if your placement school is focusing on literacy for their School Improvement Plan (SIP)

• What actions/ strategies have they planned for this term? Are these reflected in your plans?

• If there is a literacy or numeracy core team, ask if you can join.

Definition of Literacy

• Literacy includes the capacity to read, understand and critically appreciate various

forms of communication including spoken language, printed text, broadcast media and

digital media.

• (Literacy and Numeracy Strategy

Looking at LiteracyLooking at Literacy

SpeakingListeningReading WritingDigital Critical Thinking

Literacy Theory:

• Psycholinguistic (Chomsky)

• "Psycholinguistic ideas fitted historically with the 'language through experience' approach of the 1960s where originality, creativity, first-hand experience, self-discovery and imaginative spontaneity were the hallmarks" (Hall, 2004)

Cognitive and experimental psychological perspective

• A stage model for reading

• Word recognition significant

• The psycholinguistic and cognitive lines of enquiry place emphasis on child as individual and the individual nature of meaning making

Socio-cultural Perspective

• (Vygotsky, Bruner, Wenger)

• Shifts emphasis from individual to the individual in relation to others (the social and cultural context in which literacy occurs)

• A fundamental outcome of this line of enquiry is a recognition of what pupils bring with them in terms of cultural knowledge and experience

A Balanced Approach

• More recent research on literacy teaching advocates a more balanced approach to literacy content and teaching strategies encompassing aspects of skills based and whole language methods. Many highlight it is not a matter of which method is best but rather which approaches are best used to teach a particular specific element ofliteracy for particular groups of students (Education Queensland, 2000).

A dialogic ("talking") classroom• Collective: teachers and students work together

• Reciprocal: teachers and students listen to each other, share ideas and consider alternative viewpoints

• Supportive: students articulate their ideas freely, without fear of being "wrong" and help each other to reach common understandings

• Cumulative: teachers and students build on their own and each other's ideas and link them into coherent lines of thinking and enquiry

• Purposeful: teachers plan and steer classroom talk with specific educational goals

ReadingReadingEducation and reading are circular – Education and reading are circular – the more one has of one, the better the more one has of one, the better the development of the otherthe development of the other

Fluency Vocabulary Knowledge

Text Comprehension

Some ideas to support reading Some ideas to support reading fluency in your classfluency in your class

Create a safe reading environment

Create opportunities for students to read aloud in a way they will be comfortable- pairs/ small groups

Allow students time to practice if you are asking them to read aloud

Teacher models good reading

No round robin

Why is it important to spend time Why is it important to spend time on Vocabulary?on Vocabulary?

Vocabulary knowledge is important to reading because the oral and written use of words promotes comprehension and communication.

However, according to Swanborn and de Glopper (1999) the probability that students will learn new words while reading is relatively low – about 15%.

Content areas teachers should engage in vocabulary instruction strategies to enhance students' vocabulary knowledge and aid comprehension

Teaching Vocabulary

Common Misconceptions

• Teaching vocabulary means teaching formal definitions

• Teaching vocabulary must be teacher-directed

• Each chapter should begin with students looking up definitions in a dictionary or glossary

• Word searches help students learn vocabulary

What works:

• Active engagement

• Acknowledging the word in other contexts

• Intentional teaching of selected words

• Multiple opportunities for practice

• Establishing relationships between words

• A minimum of ten exposures to new vocabulary words is needed for full understanding

• Review & assessment are essential for long term understanding and retention

ReadingReadingEducation and reading are circular – Education and reading are circular – the more one has of one, the better the more one has of one, the better the development of the otherthe development of the other

Fluency Vocabulary Knowledge

Text Comprehension

Supporting Comprehension

• Before Reading:

• Activate prior knowledge

• Set a purpose for reading

• Make connections

• Make predictions

During Reading

Generate questions

Monitor understanding

Synthesise

Review

Teachers should teach the writing of their discipline• “Just as students learn to control different oral registers,

they must also be able to write in different ways for different purposes .... Simply allowing students to write a lot will not necessarily provide sufficient practice in the various types of writing required” (Reppen 2011)

• “The conventions of writing must be explicitly taught and they will not simply be picked up by students for whom the language is unfamiliar.” (Delpit, 1988)

How can I support writing in my subject?

• DO I?

• Ask students to write frequently- not just left to high stakes situations?

• Show students examples of 'good' writing in the subject and explain why it is good

• Invest time in pre-writing activities: brainstorming, group/pair work, graphic organisers

• Build in writing activities during class time (not always for homework)

• Build in opportunities for peer and self assessment of writing?

• Give formative feedback on written tasks?

• Publish and celebrate students' writing

• Explicitly teach the types of writing associated with the subject dicipline

I do, you watch

I do, you help

You do, I help

You do, I watch

Explicit Instruction Explicit Instruction ModelModel

A final note....

• You will not be expected to address all the aspects of literacy in every lesson.

• Literacy should not be seen as something "extra"- it should be an integral part of subjects where speaking, listening, reading and writing occur.

• Literacy is a gateway or tool to deepen students' understanding of my subject.

• Literacy is about getting students to "think", deepen their understanding and articulate their knowledge of a subject.

Planning for Teaching and classroom management

LECTURE 2

Planning for Teaching and classroom management

Planning

-Coherence

-Curriculum

-Schemes of work

-Lesson plans

-Aims and objectives

-Selection and Structuring of Subject Matter

-Organisation of Learning Experience

-Mixed Ability Teaching

-Assessment

Classroom management

-Sources of classroom management

issues

Coherence in Schemes of Work and Lesson Plans

-Goals

-(Aims and Objectives) -Organisation of Learning Experience

-Organisation of learning experiences = pedagogy, teaching methods.-Organisation of learning environment may be completed in bullet point format

-Assessment

Curriculum as pedagogy – Stenhouse’s (1975) four processes of schooling

• Training in new skills e.g. baking a cake, constructing a joint, declining irregular French verbs

• Initiation into the culture and values of society – often through the ‘hidden curriculum’.

• Instruction – transmission of knowledge e.g. the events of history, the periodic table…

• Induction – into thought processes of the various disciplines e.g. thinking like a scientist, technologist…

• What combination are you aiming for?

• Skills, competences and dispositions?

Scheme of Work

• You should have one Scheme for each class group that you will teach

• First six headings are straightforward: Subject; Topic; Class; Number of Pupils; Number of Lessons; Length of Lessons

• Pupils’ level of knowledge and capacity: mixed ability teaching

Lesson Plans

• Previous knowledge and experience

• Coherence between aims, objectives, learning experiences and assessment

• Typically one aim per lesson, three objectives

• Resources for active learning, group work etc

• Organisation of learning experience Teacher Activities: Pupil Activities can be very revealing

• Who is doing all the work? Are you getting them to do something for themselves?

Selection and Structuring of Subject Matter

• What is the educational justification for your subject matter? Why is it worthwhile?

• Justify your structuring of the scheme of work

cognitive structure? appeals to the affective? motivation? text-book?

examinations? learning? relevance? celebrates diversity?

Aims and Objectives (Outcomes)

• An aim is a general statement of intent so the normal ratio of aims to objectives is 1:3

• Aims are broader and more long-term than objectives

• Check for balance: cognitive, affective and psychomotor outcomes

• Refer to processes e.g. learning experiences, classroom organisation.

• Objectives specify aims in greater detail and should reflect the aims

• Behavioural objectives suit what Stenhouse (1975) calls training and instruction but not induction or initiation.

Assessment• What is its purpose? Promote learning? Diagnose problems? Give a

• Authentic or traditional assessment (EN4006)

• For coherence it is best to have assessment alongside objectives

• Assessment is not something you do at the end; it needs to be ongoing

• Assessment OF learning and Assessment

FOR learning?

Mixed Ability Teaching

• Understanding individual differences i.e. differentiation as OECD recommended e.g. different learning styles, different intelligences etc.

• Understanding the importance of issues to do with language in the classroom e.g. readability of text books

• Using whole class teaching judiciously

• Use of active learning methodologies

• Handling small groups

• Interacting with individual children

• Flexibility and adaptability and responsiveness

Sources of some classroom management issues

-Learning experiences – mixed ability and diversity issues

-School culture (EN4024 and EN4006)

Professionalism on School Placement

EN4017

The Definition of Professionalism

• What is professionalism?

Webster's Dictionary, "the conduct, aims, or qualities that characterise or mark a profession or a professional person."

• While this defines the word, it does little to help you to understand which qualities and characteristics are important.

• There is much more to being a professional than simply acquiring the best training and skills. Becoming an expert in teaching is only one part of earning the respect of colleagues and students. A large part of achieving recognition as a professional has to do with the way that you present yourself to others. It is a mindset that becomes easier to apply as you progress further and becomes an inspiration for others to follow.

http://www.teachingcouncil.ie/_fileupload/Professional%20Standards/code_of_conduct_2012_web%2019June2012.pdf

Becoming a Professional Teacher Codes of Professional Conduct

for Teachers (Teaching Council, 2012)

Respect:

“Teachers respect students, parents, colleagues,

school management, co-professionals and all in the school community

and work to establish and maintain an atmosphere of mutual respect in their

schools”

The school placement is an opportunity to develop expertise as a new teacher and commit to respect the school ethos and learn

from teachers, pupils and peers.

1. Ensure full-attendance throughout the school day and be punctual for all classes.2. Inform the school and cooperating teacher as early as possible if unable to attend due to illness or other factors.3. Observe a professional dresscode: clean and professional clothing appropriate for teaching. Be aware of policies.4. Follow the school placement guidelines regarding the requested number and focus of classes.5. Dedicate time to planning and reflecting on lessons and associated resources in advance of teaching and be prepared to share lesson plans with cooperating teachers.

6. Keep school placement file up to date with the inclusion of all lessons taught, reflective writing and resources.7. Maintain a professional relationship with all pupils, colleagues, parents and carers.8. Address all health and safety issues that arise in relation to teaching, facilities and resources. 9. Be proactive in observing a range of classes taught by other teachers and engaging with the teachers about their approach to teaching and learning.10. Discuss your development as a teacher with cooperating teachers and learn as much as you can about the teaching profession.11. Be actively involved in extra-curricular/school activities.

School Placement Documentation

12. Professional Conduct and Practice• Respect for learners and all members of the school community.• Exercise of duty of care.• Ownership and responsibility for decisions.• Evidence of maturity and confidence.

University of Limerick. School Placement Handbook (2013). Section 6, 28-55.

Communication with Tutors

• Ensure your tutors have your mobile number and email address

• Send completed timetables to tutors ASAP

• It is your responsibility to let the tutor know if classes change and/or classes do not go ahead due to trips/exams/shows/assemblies etc.

School Information

Tutor Information

Name of school

Name of principal

Phone number of school

Directions to school

Name of cooperating teachers

Copy of timetable for tutor

Any official days off during TP

Putting the pieces together!

Be prepared for

anything

Relate to your

Students, it is worth it!

Your peers are your

biggest allies

Enjoy the

experience

Represent your subject well

Allow pupils to learn and enjoy your classes, that

means thorough planning and reflecting, and at

times thinking outside the box!

Above all - Enjoy

Lecture 3

• Beginning teachers’ emotions

• Need to cultivate relationships for a positive learning environment

• Some basic strategies

Emotions of a beginning teacher- “the lack of emotional abilities is a factor involved

in disruptive behaviours, especially the capacity for emotional self- regulation and self-control” (Esturgó-Deu and Sala-Roca 2010 p.836)

• The “model teacher” As teachers, we are not often encouraged to display

imperfection; we pride ourselves on exuding characteristics that are more its antitheses: strength, capability, and authority…we create two mutually exclusive identities: one as human and the other as teacher. This dichotomy can create tremendous tensions both inside and among us (Shapiro 2010 p.619)

Strategy not tactics

• Not about power and domination

• The relationships you cultivate with pupils Try to get to know your students as much as

possible Try and be as open and approachable as possible

• The goal is to promote a positive learning environment

• Suspend judgement about actions

Basic Strategies - prevention

Expectations - establish your expectations of a class when you first meet them and be specific

Study the School Behaviour PolicyWait for silenceAwareness - SCAN THE ROOMNon-verbal cluesUse “eye contact” where possibleProximityPraise

Basic Strategies - interactions

Your Attitude - Be as manneredly as possible Focus on the positive firstTactical Ignoring

• NEVER IGNORE behaviour concerning safety issues or dangerous behaviour, Give them a choice

ALWAYS follow throughDon’t get into an argumentDon’t take it personallyDon’t be too hard on yourself

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