Droichead
Droichead (bridge in Irish) is the enhanced model of induction for Newly Qualified Teachers (NQTs). It has been designed in collaboration with the profession to reflect the importance of induction for new teachers as they are formally welcomes into the most important profession in society. It is grounded in the belief that those best placed to conduct this formal welcome are experience colleagues who have relevant and in-depth knowledge of teaching in their respective schools.
Droichead (bridge in Irish) is the enhanced model of induction for Newly Qualified Teachers (NQTs). It has been designed in collaboration with the profession to reflect the importance of induction for new teachers as they are formally welcomes into the most important profession in society. It is grounded in the belief that those best placed to conduct this formal welcome are experience colleagues who have relevant and in-depth knowledge of teaching in their respective schools.
Criteria for Registration of the Droichead Process
• 200 hours of
teaching employment – includes tutorials, substitution work, more flexible
now..
• Droichead
Registered School
• School-based
induction (6 hours minimum)
• One Cluster
Meeting per term
• One other
Professional Learning Activity
School Based Induction
• Minimum of 6
hours
• Meet with the
PST Team
• Identification
of DLP, key staff, coordinators
• Familiarisation
with School Policies and Procedures
• Fire Evacuation
Drills, Photocopying, Map of School
• Expectations for
Droichead Process in School, observations etc.
Droichead Standards
- Professionally engaged with school-based induction and additional professional learning activities
- Demonstrated a satisfactory commitment to quality teaching and learning for their pupils/ students
- Demonstrated an ability to engage in reflective practice that supports their professional learning and practice, both individually and collaboratively
PST Team
• There to SUPPORT
you
• Experienced Team
members
• Engage in
professional conversation with them
• They observe you
– but you observe them first
• Make final
recommendation for full-registration
TAISCE
• Record of
everything – Professional Conversations, learning moments, formal informal,
observations, critical feedback, extra curricular activities, personal
reflections
• Private
portfolio
Through Cosán, the Teaching Council is seeking to foster a culture of "powerful professional learning"based on teachers active engagement in their own learning, for their benefit and that of their students. It reflects the Council's understanding of the ways in which teachers learn, based on what teachers informed them of.
It also reflects the councils thinking as to how that learning can be acknowledged and quality assured for the benefit of teachers and their students. It must be remembered however that how teachers will engage with it and enhance the public;s understanding of the importance of their learning has yet to be worked out. This can be done by teachers working in partnership with other stakeholders. Therefore,now that Cosán has been approved by the Council,a development process will begin through which teachers can begin to determine what the framework will look like for them.their students,classrooms and schools in the context of the time and resources available to them. and their personal and professional circumstances. The development phase will also explore how engagement in ongoing learning can be supported by structures,resources and processes at national and local level,and linked with registration in a way that is appropriate and sustainable.
It also reflects the councils thinking as to how that learning can be acknowledged and quality assured for the benefit of teachers and their students. It must be remembered however that how teachers will engage with it and enhance the public;s understanding of the importance of their learning has yet to be worked out. This can be done by teachers working in partnership with other stakeholders. Therefore,now that Cosán has been approved by the Council,a development process will begin through which teachers can begin to determine what the framework will look like for them.their students,classrooms and schools in the context of the time and resources available to them. and their personal and professional circumstances. The development phase will also explore how engagement in ongoing learning can be supported by structures,resources and processes at national and local level,and linked with registration in a way that is appropriate and sustainable.
Continuous Professional Development Courses
Art Therapy (MA), CIT
Having
an interest in art and therapeutic nature of the subject. I feel the area of
art therapy would have a major benefit in relation to working with pupils and
adults with physical, intellectual, linguistic, emotional and social disabilities.
Higher Diploma in the History of Art, UCC
As an
art and design teacher I feel a broad and in depth knowledge regarding the
history of art, which is taught at senior cycle, is essential. I would have a
great interest in completing a CPD in the area in order to develop my knowledge
to facilitate pupils on a greater level.
Postgrad Diploma in Special Needs, UCC
Having a qualification in
Childhood studies with special needs I have a passion for the area of SEN
within second level education. My aim is to complete as many CPD courses in relation
to the area of SEN in order to develop my skills and understanding of the are
to the best standard to fully support and facilitate the individual needs of
each pupil I work with.
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