Partnership for LearningIntroduction 02 DCU Institute of Education Vision for School-University Partnership 05 ... Upon successful completion, teachers earn a certificate, documenting

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Partnership for Learning

Programme of Continuing Professional Development for Cooperating Schools 2018 - 2019

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Introduction 02

DCU Institute of Education Vision for School-University Partnership 05

Overview of Courses for 18/19 School Year 06

Booking DCU-Based Courses 09

Course Details 10

Certification 28

On-demand Modules: Sanford Inspire Programme 28

Sanford Inspire On-Demand Modules 29

Profile of DCU Facilitators / Trainers 32

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Introduction

Dear Principal, Deputy Principal/s and Teachers

This booklet outlines our 2018/19 Partnership for Learning programme, which is a programme of continuing professional development (CPD) exclusively for our post-primary, Cooperating Schools. The programme was developed in order to enhance DCU’s relationship with schools and to recognise the support provided by schools to DCU students on school placement. The support of Cooperating Schools and teachers is of the utmost importance for successful school placements. The goodwill of school management and teachers is recognised and appreciated by DCU.

Following the DCU incorporation process, the DCU Institute of Education provide initial teacher education for post-primary teachers through the following programmes:

Programmes Director and Administrator

Bachelor of Science in PE and Biology Director: Dr Shivaun O’[email protected]: Ms Madeline [email protected] 884 2009

Bachelor of Science in PE and Maths

Bachelor of Science in Science Education

Professional Master of Education

Bachelor of Religious Education and English Director: Ms Marie Conroy JohnsonAdministrator: Ms Rita [email protected] 2148

Bachelor of Religious Education and History

Bachelor of Religious Education and Music

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Any school hosting a student/s from one or more of these programmes, may avail of CPD courses. The courses are not restricted to Cooperating Teachers and all will be provided free of charge. The face to face courses will take place in the DCU Institute of Education, St Patrick’s Campus. While these are not accredited, DCU certificates of participation will be provided to teachers from our cooperating schools who registered on line for the course/s.

Apart from our campus-based courses, we are also delighted to share with you the online Sanford Inspire Programme. This is an extensive programme of over 80 free, online and on demand modules for teachers which is offered to you through our new partners in National University, San Diego. These self-guided, online courses are research-based and target content in five domains. Each micro-course can be completed in 60 minutes or less. Upon successful completion, teachers earn a certificate, documenting professional development hours earned.

I would ask Principals to circulate this brochure among the staff team and encourage staff to participate in the courses provided. I advise interested schools to book early in order to avoid disappointment as limitations apply to DCU based courses. I welcome any queries, comments or recommendations you may have in relation to the programme of CPD and I look forward to your engagement in the initiative.

Kind Regards,

Dr Shivaun O’BrienAssistant ProfessorAugust 2018

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DCU Institute of Education Vision for School-University Partnership

Building on years of engagement with schools at different levels, the vision aims to ensure that the relationship is more structured and reciprocal. The partnership has three key aspects as outlined in Figure 1.

¬ Supported Placement for Initial Teacher Education: We aim to build on and improve our systems for engaging with schools in relation to school placement

¬ Provision of CPD to Cooperating Schools: We aim to recognise the support of Cooperating Schools and teachers through the provision of a high quality programme of CPD

¬ Research and Development: We aim to explore opportunities for research and development with partner schools

Figure 1: School-University Partnership Model

ContinuingProfessionalDevelopment

SupportedPlacement

PlacementPartnership

Research &Development

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Overview of Courses for 2018/2019 School Year

Course Number Name of Course Dates

PL01 Positive Behaviour Management 2nd October 20189th October 201816th October 2018

PL02 The Role of the Year-Head 2nd October 20189th October 201816th October 2018

PL03 Bullying Prevention and Intervention: Train the Trainer Course

This online course will be delivered from 8th October to 14th December 2018. It also includes two face-to-face skills workshops (DCU St Patrick’s Campus). See course information for bookings.

PL04 Using Cooperative Learning to Deliver Key Skills in Junior and Senior Cycle

10th October 201824th October 20187th November 201821st November 2018

PL05 Implementing a Peer Mediation Programme: Introductory Course


PL06 Differentiation & Inclusive Education in the Classroom

18th October 20188th November 2018

PL07 Music Composing in the Leaving Certificate

23rd October 20186th November 2018

PL08 Let’s Help You to Lead School Self-Evaluation (SSE) in Your School

25th October 201822nd November 201824th January 201928th February 2019

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Course Number Name of Course Dates

PL09 Assessment: Past, Present and Future 8th January 2019

PL10 Nuts and Bolts: Understanding Changes to Assessment at Junior Cycle

22nd January 2019

PL11 Facilitating and Coordinating, Subject Learning and Assessment Review (SLAR) Meetings

5th February 2019

PL12 Formative Assessment: Why and How?

5th March 201919th March 2019

PL13 Exploring Active Teaching and Empowering Learners in the Classroom

16th January 201930th January 201913th February 2019

PL14 Creating a Music Composing Portfolio at Junior Cycle

24th January 201931st January 2019

PL15 Introduction to Legal Issues for Teachers

7th February 201928th February 201914th March 2019

PL16 Integration of ICT in the Classroom 5th March 201919th March 2019

PL17 Activating the Digital Elements of the Key Skills for Junior Cycle in the Classroom

7th March 201921st March 2019

PL18 Learner Voice and the Classroom: Communication, Collaboration and Confidence

25th March 20191st April 20198th April 2019

Leading Assessment in Schools (those who book and participate in all 5 sessions on assessment (PL9, 10,11, 12) will receive a certificate in Leading Assessment in Schools. Alternatively, individual sessions can be booked.

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Booking DCU-Based Courses

DCU based courses can be booked online by going to the following page: www.dcu.ie/ioe/pfl

The only exception to this is PL03 (see course details).

¬ Courses can only be booked by teachers working in one of the DCU Cooperating Schools. These are defined as post-primary schools that are taking one or more of our students on school placement during the 2018/19 school year

¬ Teachers can apply to attend more than one course, but only one course can be booked at a time

¬ Teachers should not attend a course unless a place is booked online

¬ The name of the attendee and their contact details must be supplied at the time of booking so that we can contact attendees with further details

¬ Places on courses will be booked on a first come first served basis and restrictions per school will apply. Places on each individual course are limited to 3 teachers from each of our Cooperating Schools. Only 1 place per school for PL08 (School Self-Evaluation)

¬ Once the full number of places is booked for a course, applicants will be placed on a waiting list

¬ Applicants will be informed if they are booked into the course or if they are on the waiting list

¬ In advance of the course starting, applicants will be asked to confirm if they will be attending and if spaces become available, applicants from the waiting list may be contacted

¬ Bookings can be made from the time this brochure is circulated up until the week before the course is due to start (however the course may be booked out before this date)

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Course Details

Course OutlineThis course, which will take place over three evenings, offers teachers an opportunity to reflect on their approach to behaviour management in their classrooms. It includes:

¬ An introduction to societal and whole school issues that impact on student behaviour

¬ An exploration of the importance of positive student teacher relationships

¬ A summary of the main theories of behaviour management (Positive, Assertive Discipline)

¬ Practical strategies to minimise and respond to low level misbehaviour in the classroom

¬ Responding to the challenging student in the classroom

The course is anchored in practice and draws on the expertise and experiences of the participants. While the course has a practical focus, it examines positive behaviour management in the context of current research findings and best practice.

PL01 - Positive Behaviour Management

Dates2nd October 20189th October 201816th October 2018

Times 5.00pm - 7.00pm

Number of sessions/duration 3 x 2hrs

Maximum No of participants 24

Facilitator/Trainer Harry Freeman

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Course OutlineThis course, which will take place over three evenings, offers year heads and those aspiring to the role of year head an opportunity to reflect on their current practice and develop a vision for their role into the future.

The course will:

¬ Support teachers in defining and establishing their role as year head

¬ Present a range of template administration/support files

¬ Support teachers in developing a team approach within their school

¬ Explore strategies to help teachers manage time effectively

¬ Enable teachers to support pastoral care within the year group, including dealing with difficult students.

¬ Help teachers develop effective skills and skills for conflict management

PL02 - The Role of the Year Head in the Post Primary School

Dates2nd October 2018 9th October 201816th October 2018




Facilitator/Trainer Harry Freeman

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Course OutlineCourse content includes:

¬ Defining Bullying (e.g. cyberbullying, identity-based bullying)

¬ Victims, Bullies and “The Bully Circle”

¬ Consequences of Bullying

¬ DES Circular and Procedures: The Anti-Bullying Policy

¬ Bullying Prevention and intervention strategies

¬ School’s Role/Teacher’s Role/Parents’ Role

¬ Bullying Resources, Methodologies and Support

Register for a place on the programme or for further information please contact:[email protected]

Once the free places are filled, interested teachers can still avail of this course but the normal rate of €100 will apply.

Anti Bullying Centre - DCU is a national research and resource facility dedicated to the study of bullying behaviour in schools and workplaces and to the development of resources and training to support schools, teachers and parents to prevent and intervene in bullying situations. Researchers at ABC were the first in Ireland to undertake research on school bullying, workplace bullying, homophobic bullying and cyberbullying. ABC leads the field of research, resource development and training in bullying in Ireland and is an internationally recognised centre of excellence in bullying research.

PL03 - Bullying Prevention and Intervention Course for Teachers

Dates

This is an online course that includes two face-to-face facilitation skills workshops (DCU St. Patrick’s Campus), delivered over a 10-week period from 8th October to 14th December 2018

Times To be confirmed by course organisers

Maximum No of participants

5 free places are being provided for teachers in Cooperating Schools on a first-come-first-served basis (normal course fee €100)

Facilitator/Trainer Dr Seline Keating

Course Details

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Course OutlineCooperative Learning (CL) provides for a team based active learning approach where students work together to maximise each other’s learning. A culture / ethos of cooperation is established and a wide array of active methodologies have been developed to achieve these goals. By implementing CL, teachers can ensure the delivery of all Key Skills in a holistic manner as the CL methods integrate these skills. Students learn how to communicate and work with others. Leadership roles are distributed and students take responsibility for managing their own and their teams learning. Research results show significant development of interpersonal skills, higher achievement, critical thinking and teamwork. Behaviour, self-esteem and attendance also improve.

PL04 - Using Cooperative Learning to Deliver Key Skills in Junior and Senior Cycle

Dates




Maximum No of participants24 (recommend that 2 teachers from a school attend course together)

Facilitator/Trainer Maria Garvey

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Course OutlineMediation teaches the values and skills needed for the management of relationships, including conflict and is an important part of basic literacy. “Conflict Literacy” or “the Language of Peacemaking” can be referred to as “the fourth R’. A mediator helps disputants to resolve their conflict constructively to reach a (win/win solution). In a school setting it differs from arbitration (which is frequently what busy teachers find space to do).

This introductory Peer Mediation training programme equips teachers with mediation skills and with the means to train students in these skills. In this respect, the programme has significant potential to reduce the level of conflict, prevent small disputes from escalating, contribute to a better teaching and learning environment in the classroom, and support more effective management of behaviour. Mediation training includes skills, attitudes and procedures necessary to resolve conflicts constructively. Students who have learned how to manage their conflicts constructively have a developmental advantage over those who have not. Traditional discipline programmes teach students that adults or authority figures are needed to resolve disputes. Peer Mediation is integrated into the School Code of Conduct.

PL05 - Implementing a Peer Mediation Programme – Introductory Course

Dates


Times 7.00 – 9.00 pm



Facilitator/Trainer Maria Garvey

Course Details

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Course OutlineThis course offers teachers an opportunity to develop a better understanding of the process of differentiation, and how to approach this within their own classroom context.

This course will:

¬ Explore ‘Differentiation & Inclusive Education’ in terms of assessment, teaching and learning

¬ Look at how classroom planning supports ‘Differentiation & Inclusive Education’

¬ Explore a variety of methodologies/strategies that support ‘Differentiation and Inclusive Education

¬ Provide opportunities to share practice

This course is rooted in a practical approach where participants will be encouraged to reflect on, share and develop practice.

PL06 – Differentiation & Inclusive Education in the Classroom

Dates18th October 20188th November 2018




Facilitator/Trainer Gráinne Macken

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PL07 Music Composing in the Leaving Certificate

Dates23rd October 20186th November 2018




Facilitator/Trainer Anna-Marie Higgins

Course Details

Course OutlineSession 1: This refresher workshop concentrates on melody-writing for teachers of Leaving Cert Music students.

¬ Teachers will consider a range of techniques for composing a 16-bar melody with modulation

¬ Unusual starting phrases will be analysed and developed

¬ Strategies for dealing with common pitfalls will be examined

¬ Skills required for setting text and for dealing with a given structure will be discussed

Session 2: This refresher workshop centres on the harmonisation of a given tune for teachers of Leaving Cert Music students.

¬ Teachers will explore strong and weak progressions in the context of recent exam questions

¬ Bass-line problems will also be addressed and resolved

¬ Participants will draw on basic SATB rules while handling commonly-misunderstood elements of music theory, such as the tritone

Teachers are advised to bring a pencil, eraser and manuscript paper to both sessions

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PL08 - Let’s Help You to Lead School Self-Evaluation (SSE) in Your School

Dates

25th October 201822nd November 201824th January 201928th February 2019

Times 2.00 - 4.30 pm

Number of sessions/duration 4 x 2.5 hrs

Maximum No of participants 25 (1 per school)

Facilitator/Trainer Shivaun O’Brien

Course OutlineThis course aims to support schools through the school self-evaluation process over the course of a school year. The course is geared for those who have responsibility for leading this process in the school during the coming year. We will help you get started in October 2018 and will outline a clear plan for how you may complete the process by April 2019. We will support you one step at a time. Each session prepares the participant to implement the next stage of the process back in their own school. The model encourages wide consultation with the school community and engagement by stakeholders in the process. The content of sessions will include the following:

¬ Getting started with SSE, establishing an SSE team, organising tasks and identifying what data to gather

¬ Preparing questionnaires/ survey tools

¬ Using Google Forms to gather data

¬ Collation and analysis of data

¬ Completion of the SSE Report

¬ Completion of the School Improvement Plan (SIP)

¬ Organising and Facilitating SSE Team meetings

Over the past number of years, this course has been part of a research project carried out by the DCU Centre for Evaluation, Quality & Inspection, the leading Irish research centre for self-evaluation and inspection in Irish schools. While the research project is now complete, the training programme will continue to be provided to schools. Only those intending to complete an SSE process during 18/19 school year should participate in this course.

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Leading Assessment in Schools: PL09, PL10, PL11, PL12

Course OutlineThis series of 5 workshops offer teachers and school leaders the opportunity to explore assessment in Junior Cycle and to develop their own assessment literacy. While the workshops can be attended individually a certificate in leading assessment will be issued to participants who attend all 5 sessions (PL09,PL10, PL11, PL12). Alternatively, individual sessions can be booked.

Leading Assessment in Schools (combining 4 courses as outlined following)

Dates 8th January 201922nd January 20195th February 20195th March 201919th March 2019




Facilitator/Trainer Karol Sadleir

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Course OutlineThis introductory session traces the developments in assessment over the last 30 years in Ireland and provides a context and rationale for current curricular change.

This session outlines the changes to assessment and reporting at Junior Cycle. The changes require teachers to rethink some of our current understandings and practices of assessment and reporting in schools. This workshop will explore how reforms affect our school, our subject departments and our classroom practice.

PL09 – Assessment: Past, Present and Future

Dates 8th January 2019





PL10 - Nuts and Bolts: Understanding the Changes to Assessment at Junior Cycle

Dates 22nd January 2019





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Course Details

Course OutlineTeachers are being asked to create their own Classroom Based Assessment as part of the Junior Cycle Profile of Achievement. While the NCCA will provide teachers with learning outcomes and guidelines, it is up to each subject department to create assessment tasks that are both fit for purpose, fair to the students and manageable for the teacher. This workshop hopes to explore the areas of validity (fit for purpose) and reliability and their implications for subject learning and assessment review meetings (SLARS). It will also look at the role of the facilitator of the SLAR meetings.

PL11 - Facilitating and Coordinating Subject Learning and Assessment Review (SLAR) Meetings

Dates 5th February 2019





Course OutlineThis is an introductory workshop to formative assessment. It will take participants on a whistle stop tour of the literature (the good, the bad and the ugly). It will outline the instances where it has worked as a powerful lever of educational attainment and explore the instances where it hasn’t and the reasons for this. The workshops will also signpost effective ways of embedding formative assessment.

PL12 - Formative Assessment: Why and How? Part 1 &2

Dates5th March 201919th March 2019





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Course OutlineThis course aims to provide teachers with the opportunity to examine a range of student-centred teaching methodologies and explore their potential uses in the classroom. Methods of empowering students as learners will be analysed and practical ways of incorporating these into classroom practice will be investigated.

In summary, this course will:

¬ Provide teachers with a range of active teaching methodologies to use in the classroom

¬ Give teachers practical tools for incorporating Learning to Learn into the classroom

¬ Examine the uses and benefits of Inquiry Based Learning

¬ Explore how the effective use of ICT can help facilitate Active Teaching and Learning

PL13 - Exploring Active Teaching and Empowering Learners in the Classroom

Dates16th January 201930th January 201913th February 2019




Facilitator/Trainer Mary Gormley

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Course Details

Course OutlineCurrently, Music teachers are not obliged to include a free composing component in their classroom teaching. However, our Junior Cycle students will soon have to present a composing portfolio for assessment. This workshop could be the initial step in a teacher’s preparation. It invites participants to dip their toe in the creative process.

Session 1The following ideas will act as a stimulus for the composing activities at this session:

¬ Responding to an auditory or visual stimulus

¬ Arranging an existing piece of music

¬ Creating answering phrases to an existing phrase

¬ Adding music to text

¬ Responding to a story or text

Session 2This session will focus on the following composing tasks:

¬ Creating an advertisement jingle

¬ Creating a ringtone

¬ Devising a piece of electroacoustic music

¬ Creating music for a school event

¬ Composing music as a response to a personal experience

Teachers are advised to bring a laptop and manuscript paper to both sessions.

PL14 - Creating a Music Composing Portfolio at Junior Cycle

Dates24th January 201931st January 2019

Times 7.00 – 9.00 pm



Facilitator/Trainer Anna-Marie Higgins

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Course OutlineThis course, which will take place over three evenings, offers teachers the opportunity to reflect on legal issues relevant to the school context. It will allow participants to become familiar with legislation and case law pertinent to a range of aspects of school life which will inform and enhance their practice. Indicative areas the course will address:

¬ The duty of care

¬ Supervision of students

¬ Child Protection

¬ Data Protection and Copyright

PL15 - Introduction to Legal Issues for Teachers

Dates7th February 201928th February 201914th March 2019




Facilitator/Trainer Paul Hutchinson and Ciara Johnson

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Course Details

Course OutlineThis course will explore some ways in which ICT can be integrated in the classroom. He will do this from the perspective of the different contexts that teachers and schools find themselves in. Participants will get hands on experience with a number of digital applications for teaching and learning and will be encouraged to share their practice with their colleagues in their own schools. Some consideration will also be given to developing school policies around the expected use of online and social media.

PL16 - Integration of ICT in the Classroom

Dates5th March 201919th March 2019

Times 5.00 - 7.00 pm



Facilitator/Trainer Gerard Duff

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Course OutlineKey Skills help students develop the knowledge, skills and attitudes to face the many challenges in today’s world. They are part of the process of lifelong learning and found through all aspects of education, Pre-school, Primary, Junior Cycle, Senior Cycle, Apprenticeship, College and beyond.

This course will explore how the digital elements of the Key Skills may to be embedded in teaching, assessment and learning so that the students engage with them on a regular basis.

These elements are:

¬ Being Creative: Stimulating creativity using digital technology

¬ Managing Information and Thinking: Using digital technology to access, manage and share content

¬ Managing Myself: Using digital technology to manage myself and my learning

¬ Communicating: Using digital technology to communicate

¬ Being Numerate: Using digital technology to develop numeracy skills and understanding

¬ Being Literate: Exploring and creating a variety of texts, including multi-modal texts

¬ Staying Well: Being responsible, safe and ethical in using digital technology

¬ Working With Others: Working with others through digital technology

PL17 - Activating the Digital Elements of the Key Skills for Junior Cyclein the Classroom

Dates7th March 201921st March 2019

Times 5.00 - 7.00 pm



Facilitator/Trainer Gerard Duff

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Course Details

Course OutlineThese sessions will support teachers and principals who wish to promote more learner voice activity in their schools in response to national and international research evidence on potential benefits for students and the school community. This is an opportunity to discuss and examine how listening to young people can impact on relationships, self confidence and engagement within an inclusive framework.

PL18 - Learner Voice and the Classroom: Communication, Collaboration and Confidence

Dates25th March 20191st April 20198th April 2019

Times 5.00 - 7.00 pm



Facilitator/Trainer Dr Paula Flynn

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Certification

On-demand Modules: Sanford Inspire Programme

DCU Based Courses: A DCU certificate of participation will be provided indicating number of sessions attended.

On-Demand Modules: Certificate of Completion will automatically be issued on completion of any of the Sanford Inspire online modules.

Delivered Quickly, Online and Absolutely Free

We are delighted to inform our Cooperating Schools, of the Sanford Inspire Programme which is now managed by National University in San Diego. The programme includes over 80 on-demand modules that help teachers develop knowledge and skills to improve their practice and inspire their students.

These self-guided, online courses are research-based and target content in five domains. Each micro-course can be completed in 30-60 minutes and includes a tool that teachers can immediately implement in the classroom. Upon successful completion, teachers earn a certificate documenting professional development hours earned.

Getting Started: Go to the Sanford Inspire Website and register for free.Website: www.sanfordinspire.org

For an overview of the components of an On-Demand Module please watch this brief video: http://bit.ly/on-demandmodule

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Domains Topics Modules

Learning Environment

Classroom Procedures ¬ Identifying Necessary Procedures

¬ Designing Effective Procedures

¬ Teaching Procedures

Managing Student Behaviour ¬ Basic Proactive Classroom Management Strategies

¬ Understanding Consequences

¬ Creating Logical Consequences

¬ Delivering Consequences

¬ Causes of Misbehaviour

¬ Creating Classroom Rules

¬ Giving Clear Directions for a Task

¬ Restorative Justice: Rethinking discipline

Safe and Welcoming Environment

¬ Building Relationships with Students

¬ Recognising Bullying Behaviour

¬ Addressing Bullying Behaviour

¬ The Physical Environment of Your Classroom

¬ Social Emotional Learning

Child Well-Being ¬ Identifying Signs of Child Abuse

¬ and Neglect

¬ Understanding the Impact of

¬ Trauma on Students

¬ Supporting Trauma-Exposed

¬ Students

¬ Drug Use in School: A New Look

¬ at an Old Problem

¬ Youth Substance Abuse: Building

¬ Resilience & Reducing Harm

Planning and Delivery

Backwards Design ¬ Backwards Planning Unit Plans

¬ Teaching Close Reading

Checks for Understanding ¬ Delivering Effective Feedback

¬ Using Feedback to Foster Discussion

Components of Direct Instruction

¬ Elements of a Lesson Opening

¬ Elements of a Lesson Closure

¬ Pulling Back the Curtain on Homework

Components of Inquiry ¬ Design a Problem-Based Learning

Experience

Sanford Inspire On-demand Modules

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Planning and Delivery

Differentiation ¬ The Basics of Differentiation

¬ Preparing to Differentiate: Learner Profile

¬ Preparing to Differentiate: Student Interest

¬ Preparing to Differentiate: Student Readiness

¬ Differentiation Strategy: Designing Respectful Learning Tasks

¬ Differentiation Strategy: Performance Tasks

¬ Differentiation Strategy: Student Choice

¬ Strategies to Support Students with Specific Learning Disabilities in Reading

¬ Strategies to Support Students with Specific Learning Disabilities in Writing

¬ Understanding ADHD

¬ Supporting Students with ADHD

¬ Structuring Academic Conversations

Elements of Delivery ¬ Annotation as an Interactive Reading Strategy

¬ Combating Cognitive Overload

¬ Creating Multi-Sensory Experiences to Improve Memory Retention

¬ Engaging Emotions to Improve Memory Retention

¬ Organising Information to Improve Memory Retention

¬ Developing Behaviours for Cooperative Learning

¬ Structuring Cooperative Learning

¬ How to Model Effectively

¬ Preparing for Student Discussions

¬ Using Blooms Taxonomy to Plan Questions

¬ Delivering Questions Effectively

English Language Learners ¬ Contrastive Analysis: Learn and Affirm Language

¬ Supporting Language Development through Social Interaction

¬ Using Morphology to Support English Language Learners

¬ Valuing Bilinguilism

Sanford Inspire On-demand Modules

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Motivation Culture of Achievement ¬ Giving Effective Praise

Motivation Theory ¬ Be the Spark: Nurturing Student Inspiration

¬ Student Motivation Theory

¬ Helping Students Believe They ‘Can’ Achieve

¬ Helping Students ‘Want’ to Achieve

Student Growth and Achievement

Assessment ¬ Assessing Students During Cooperative Learning

¬ Authentic Assessment

¬ Formative Assessment

Setting Goals ¬ Understanding SMART Goals

Tracking Progress ¬ How to Grade Effectively

Professional Practices

Professional Conduct ¬ Coping with Teacher Stress

¬ The Importance of Working with Parents

¬ Addressing Barriers to Parent Involvement

¬ Strategies for Communicating with Parents

¬ Strategies for Engaging Parents

¬ Maintaining Professional Relationships with Students

¬ Professionalism in the Age of Social Media

¬ Teacher Activism: How to Get Involved

¬ Working with Colleagues

Reflective Practitioner ¬ Examining Teacher Practices Through

Inquiry

Culturally Responsive Pedagogy

¬ Affirming Difference and Valuing Background Knowledge

¬ Linking Identity and Achievement Through Cultural Competence

¬ Teachers as Agents of Change

¬ Using Critical Consciousness to Challenge Inequity

¬ Using Warm Demand to Build Student Achievement

¬ Working Against Racial Bias

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Profile of DCU Facilitators / Trainers

Gerard DuffGerard is a graduate of the University of Limerick and is currently on secondment from Borrisokane Community College to Junior Cycle for Teachers (JCT) as Team Leader, Technologies. Previous to this he was a tutor with NCTE, involved in the delivery of in-service to teachers of Design and Communication Graphics. He has a particular interest in the use of ICT in the classroom to support teaching, learning and assessment.

Paula FlynnPaula is an assistant professor in the School of Inclusive and Special Education in DCU Institute of Education. Over the last decade she has conducted a number of collaborative studies in the area of learner/student voice, which includes research on behalf of the National Council for Curriculum and Assessment (NCCA) on curricular co-construction and development at post primary level, and an all Ireland study in primary schools on the links between pupil voice and teachers’ beliefs on behalf of the Centre for Cross Border Studies (SCoTENs). Her particular interest is on promoting children’s voices within an inclusive, children’s rights participatory framework. Paula previously held an appointment as assistant professor in Inclusive Education at the School of Education in Trinity College Dublin from where she graduated in 2012 with a Ph. D. on student voice engagement with young people identified with social, emotional and behavioural difficulties. She previously worked as an English teacher at post primary level.

Harry FreemanHarry Freeman currently works as an independent education consultant. From 2002 – 2015 he worked with the Professional Development Service for Teachers (PDST), where his primary role was that of national advisor to the Leaving Certificate Applied Programme. Harry has delivered CPD to school leaders and teachers in over 400 post primary schools across Ireland. The numerous workshops he has facilitated include: Middle Leadership, Active Teaching Methodologies, Differentiation, Assessment for Learning, and School Self-Evaluation. He is also director of the Master in Education degree course in Positive Behaviour Management in Trinity College Dublin. Previously, Harry taught Mathematics and Information Technology in Marino College, Dublin 3. His website can be accessed at www.cmci.ie

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Maria GarveyMaria initiated and designed the M.Ed (Cooperative Learning) programme in Trinity College Dublin. In addition, she leads the business pedagogy module of the PME in TCD. For Hibernia College she authors, tutors and assesses modules (Relationships in Education) for the MATL programme. Highly experienced in conducting and supervising research, Maria’s PhD focused on identifying perpetrators and targets of hidden bullying in schools. Formerly, Maria worked as Development Officer with the Second Level Support Service (SLSS) and as Advisor with the Professional Development Service for Teachers (PDST) in providing Continuing Professional Development. Here she produced resources which continue to support active team-based teaching methodologies and peer mediation training. She studied Cooperative Learning and Conflict Resolution with Professors David and Roger Johnson at the Cooperative Learning Centre, University of Minnesota.

Mary GormleyMary Gormley is a Science and Mathematics teacher in Celbridge Community School which is a new start-up school in County Kildare. Prior to this Mary has taught in Coolmine Community School and in the Centre for Talented Youths in DCU. She has also worked on the PME programmes in both Maynooth University and DCU. Mary has completed the Post Graduate Certificate in 21st Century Teaching and Learning and she is currently competing her Masters in Trinity College.

Anna-Marie HigginsAnna-Marie has devised and delivered many workshops for the Professional Development Service for Teachers (PDST) and for the Post-Primary Music Teachers’ Association (PPMTA), on topics such as music composition, technology and the creation of resources. She co-authored the ‘Notes’ series of text and workbooks for Leaving Cert Music students. She is also an examiner at the practical and written sections of the Leaving Cert Music exam. Her PhD focused on developing a pedagogy for electroacoustic composition at post-primary level. To date, she has presented papers on musique concrete, CPD and research methods in Canada, the Czech Republic, Italy, Spain, France, England and Ireland. She has lectured in Music in Froebel College of Education and has guest lectured in St Patrick’s Drumcondra, MIC and TCD. She has been a placement tutor in UCD and Maynooth. Anna-Marie taught Music and French in Manor House School in Raheny for over 30 years. Her home page is at amhiggins.iePaul Hutchinson and Ciara Johnson

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Paul and Ciara are practising barristers with a particular interest in Education Law. They have authored, tutored and assessed modules on the post-graduate Diploma/MA degree programme ‘Education and the Law’ in St. Angela’s College, Sligo/NUIG and are module leaders on the programme. They lecture on a wide range of legal areas and cases relevant to school personnel including Management Bodies, Boards of Management, Senior Management, Teachers and other school personnel.

Shivaun O’BrienShivaun is an assistant professor in the School of Policy and Practice, DCU, Institute of Education. She is a Director of School Placement and lectures on a number of undergraduate and post-graduate teacher training programmes as well as the Doctorate in Education. She is a qualified post-primary teacher with an M.Ed and PhD. She worked for Louth and Meath Education and Training Board (LMETB) as Education Development Officer for five years where she was part of the Senior Management Team before taking up her position in DCU. She has directly facilitated SSE in numerous schools and for the past four years has supported and trained key personnel in schools to facilitate the SSE process. Her research focuses on school self-evaluation, models of support for SSE, data use in schools and including student and parent voice in SSE processes.

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Gráinne MackenGráinne Macken is a Regional Leader with Junior Cycle for Teachers (JCT). Her role within JCT is to contribute to the design, development and facilitation of continuing professional development (CPD) programmes for teachers and school leaders across the country. In partnership with the NCCA, Gráinne also leads an Erasmus Plus Student Voice project, which aims to empower students in an authentic and meaningful way. Gráinne is currently pursuing a Doctorate in Education in Queens University, Belfast. She has completed a Master in Education in Trinity College Dublin, with a research focus on the impact of educational policy reforms on working cultures in post-primary schools in Ireland. Gráinne also has a Master in Economics from University College Dublin. Gráinne is seconded from Athlone Community College, where she is a teacher of English and Economics.

Karol SadleirKarol Sadleir is the former deputy director with responsibility for assessment with Junior Cycle for Teachers (JCT). Prior to this she was an English advisor for JCT and a literacy and English advisor for PDST. She taught English and Religion in the Donahies Community School where she was also the career guidance counsellor. She is currently studying the assessment changes at Junior Cycle as part of her doctorate in Education and has recently taken up the role of deputy principal in Pobailscoil Neasain in Baldoyle.

For more information:Dr Shivaun O’[email protected]

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Purposefully different,consistently excellent

Dr. Shivaun O’BrienDirector of School Placement DCU

E: [email protected]/ioe/pfl

Documents

Partnership for LearningIntroduction 02 DCU Institute of Education Vision for School-University Partnership 05 ... Upon successful completion, teachers earn a certificate, documenting