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MFL 2015 Rachel Farrell
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- 3. www.pdst.ie • www.pdst.ie/publications -Free PDFs • www.laoiseducationcentre.org/pdstpublications To order print copies at cost price + P & P PDST Active Learning Toolkit
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- 6. www.pdst.ie In-school support www.pdst.ie/schoolsupport School rollnumber schoolsupport2015 It is essential to fill out the on-line application form in order for your application to be considered
- 7. www.pdst.ie What we are Teachersand school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning What we are not Evaluators Policy makers Curriculum developers
Editor's Notes
- #7 PDST offers customised in-school support to all schools. In order to apply schools need to go to : www.pdst.ie/schoolsupport (demonstrate) and follow the link to the application form. Here they log in using their roll number and the password schoolsupport2015. They can then prioritise three areas for support. *Please note schools are generally allocated their first choice and if capacity allows might then be allocated their second/third choices. School support can take many forms: Meetings with principal/deputy/in school management/groups of teachers/subject departments Whole staff days Croke park meetings In class modeling
- #8 There is sometimes a bit of confusion around the remit of the PDST and what our role is within the broader educational system So is important to outline what we are and indeed what we are not in order that people are clear regarding our role as distinct from other partners and agencies. What we are NOT Evaluators : It is not the role of the PDST to evaluate or judge the work of teachers or schools. We are not there to judge a school or teachers practice , their approach to planning etc. That is the role of the inspectorate. Our role is to support schools in developing good practice according to their identified goals and to help them embed that practice through a range of support models. Policy Makers: PDST do not dictate or determine national policy. This comes from the Teacher Ed Section of the DES. All policy and reform imperatives are handed to the PDST and our role is to mediate that policy in the CPD setting and support schools in realising that policy /reform agenda in the school/classroom Curriculum Developers : PDST do not create or write curriculum. We do not write syllabi or subject specs. That is the role of the NCCA. Our role is to take the developed curriculum and design CPD in order to mediate and help embed it in schools/classrooms through a range of models – seminars, workshops, school support etc What we ARE Teachers and school leaders : PDST are all seconded teachers /principals – we have the credibility of having worked as practitioners in classrooms and schools. WE have lived and learned through the profession and so are in a position to understand and empathise with our collegaues in schools Teacher Educators : PDST are Teacher Educators within the Continuing Professional Development phase of the Teacher Ed Continuum ( after Initial Teacher Ed And Induction). Our work is rooted in the educating of adult learners according to their learning needs to support them in working with pupils/students Facilitators /Enablers : The underpinning philosophy of the PDST is empowerment amd enablement of teacher and school leaders as professionals . We do not prescribe or tell teachers and schools what is right for their context nor do we provide ready made solutions to issues that schools understand best in their unique contexts. Our role is to encourage schools to harness internal knowledge and expertise empower schools towards self sufficiency in professional learning towards enhanced teacher practice and improved learning outcomes develop schools as self driven communities of learners towards lessening dependency on external support. Purveyors of lifelong learning : As teacher educators of continuing professional development we believe that CPD is a ongoing journey not a destination. Consequently our supports reflect the changing landscape of education and the need for all of us as educational professionals to stay current with these changes in the interest of providing the best quality teaching and learning experiences for pupils/students