MU Accreditation Presentation
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This document provides information about an optional accreditation pathway for leaders completing the Misneach Post Primary course. It offers the opportunity to link the PDST Misneach course of study to a accredited qualification from Maynooth University. The special purpose award is a Certificate in Misneach: Experiences of Senior Leadership in the First Year, which is a Level 9 qualification worth 10 credits. Participants would pay a โฌ700 fee. The focus of the assignment is on reflecting on experiences in the first year of leadership, including opportunities, challenges and learning. Supports provided include a learning journal, reflective practice guidelines, and access to university resources over the academic year.
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MU Accreditation Presentation
- 1. August 2016 Misneach โ Accreditation Pathway
- 2. Optional Accreditation Pathway for Newly Appointed Leaders โข New opportunity for those beginning the Misneach Post Primary course this year โข Chance to link your PDST Misneach course of study to an (optional) accredited qualification with Maynooth University โข Designed in line with the Continuing Professional Development guidelines as outlined in the Teaching Councilโs Policy on the Continuum of Teacher Education (2011, p20-21)
- 3. Award Details โข Special Purpose Award (Certificate) โ Misneach: Experiences of Senior Leadership in the First Year โข Level 9 on the National Framework of Qualifications (NFQ) โข 10 Credits (ECTS) โข Fee of โฌ700 paid by the participant
- 4. Assignment Focus โข Useful piece of work which will aid you as Principal in your โday-to-dayโ role โข Complement the Misneach modular content and PDST Leadership Profile values i.e. Personal Integrity, Moral Purpose, Courage to Act, Situational Awareness and Sustainability through Empowerment. โข Central focus is on the writersโ first year in leadership and their experiences i.e. opportunities, challenges, learning etc. โข Portfolio Structure (6,000 words + supporting โartefactsโ)
- 6. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This often involves examining assumptions of everyday practice. It also tends to involve the individual practitioner in being self-aware and critically evaluating their own responses to practice situations. Reflective Practice One of Many Definitions
- 7. โข Essential for writing a reflective essay โข To deepen my understanding of the role of school leader โข To demonstrate how I am continually trying to improve what I do โข To professionalise my practice (reflective practice) โข To engage in the creation of my theory of what it means to be an effective school leader A Learning Journal
- 8. The Reflective Learning Diary as: โข A collection of anecdotes โข An interpreted story โข A fulcrum for professional development-to enter into dialogues and to expose and explore various interpretations of โThis is what I did, for these reasons. This is what it felt likeโ. โข A means of bringing order to turbulent educational environments โข A means of searching for truth โข A basis for building a better world. (Ghaye, A. and Ghaye, K. 1998)
- 9. Structure and Supports โข Academic year โ September โ June โข Application via the Postgraduate Applications Centre (PAC) โข Student of the university โ library (on-line and in MU), MOODLE, Writing Centre, student card etc โข On-line application available from now. โข Subject to the usual university assessment protocols
- 10. Thank you for listening Any questions? All contact and application details on the available handout