EDUC41420 Professional Practice & Portfolio Development

Academic Year 2021/2022

This module offers students the opportunity to reflect on their professional practice within their school/educational institution setting and to undertake projects to initiate or improve aspects of current practice. Students will be required to reflect on whole-school planning procedures in their school policies and the structures within which they work in order to develop leadership and consultative skills and be able devise models to enable the development of effective working practices within the whole-school community. The module facilitates students in designing, implementing and evaluating collaborative teaching practices within the school community. Site visits to specialist centres, including schools for pupils with Reading Difficulties, for pupils with General Learning Difficulties, and for pupils with Physical Disabilities, are included as part of the programme. The collaboration and transdisciplinary nature of school practice is underlined by inputs from other professionals including NEPS, Child & Adolescent Mental Health Clinics (CAMHS), HSE Social Workers, and NCSE Inclusion Support Service.

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Curricular information is subject to change

Learning Outcomes:


On completion students will be able to:

1. Provide written evidence of their ability to work effectively with parents, teaching colleagues and other professionals.
2. Provide written evidence of their ability to support teaching colleagues in implementing teaching and learning strategies for students with additional needs/disabilities in mainstream and special classes.
3. Contribute to policy formation and whole-school planning in relation to the education and support of pupils with additional needs within the school.
4. Demonstrate skills of record keeping, report writing, and dissemination of information, within national data protection guidelines.
5. Demonstrate the ability to work effectively with children with additional needs/disabilities on an individual or group basis in special and mainstream settings.
6. Demonstrate the capacity to reflect on their practice.
7. Demonstrate the ability to engage in action research.
8. Select appropriate teaching interventions for students with additional needs.
9. Match teaching strategies to learning styles and needs of their students.
10. Design, implement and evaluate appropriate Support Plans for pupils with additional needs.





Student Effort Hours: 
Student Effort Type Hours
Lectures

75

Tutorial

35

Autonomous Student Learning

70

Placement/Work Experience

60

Total

240

Approaches to Teaching and Learning:
Lecture and workshop. Tutor demonstration and simulated test administration
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Equivalents:
Whole School Planning Action (EDUC41020)


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Portfolio: Professional Practice Portfolio. Unspecified n/a Graded Yes

100


Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Ms Phyllis Clegg Lecturer / Co-Lecturer
Ms Cathrina Gaffney Lecturer / Co-Lecturer
Dr Catherine Merrigan Lecturer / Co-Lecturer
Mrs Ann Owens Lecturer / Co-Lecturer