AUGUST 2016

Tánaiste – Accreditation Pathway

Optional Accreditation Pathway for Newly Appointed Leaders

• New opportunity for those beginning the Tánaiste Post Primary course this year

• Chance to link your PDST Misneach course of study to an (optional) accredited qualification with Maynooth University

• Designed in line with the Continuing Professional Development guidelines as outlined in the Teaching Council’s Policy on the Continuum of Teacher Education (2011, p20-21)

Award Details

• Special Purpose Award (Certificate) – Tánaiste: Experiences of Senior Leadership in the First Year

• Level 9 on the National Framework of Qualifications (NFQ)

• 10 Credits (ECTS)

• Fee of €700 paid by the participant

Assignment Focus

• Useful piece of work which will aid you as Deputy Principal in your ‘day-to-day’ role

• Complement the Tánaiste modular content and PDST Leadership Profile values i.e. Personal Integrity, Moral Purpose, Courage to Act, Situational Awareness and Sustainability through Empowerment.

• Central focus is on the writers’ first year in leadership and their experiences i.e. opportunities, challenges, learning etc.

• Portfolio Structure (6,000 words + supporting ‘artefacts’)

Structure and Supports

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

• Essential for writing a reflective essay• To deepen my understanding of the role of school leader• To demonstrate how I am continually trying to improve what I do• To professionalise my practice (reflective practice)• To engage in the creation of my theory of what it means to be an

effective school leader

A Learning Journal

The Reflective Learning Diary as:

• A collection of anecdotes • An interpreted story• A fulcrum for professional development-to enter into dialogues

and to expose and explore various interpretations of ‘This is what I did, for these reasons. This is what it felt like’.

• A means of bringing order to turbulent educational environments

• A means of searching for truth• A basis for building a better world. (Ghaye, A. and Ghaye, K. 1998)

Structure and Supports• Academic year – September – June

• Application via the Postgraduate Applications Centre (PAC)

• Student of the university – library (on-line and in MU), MOODLE, Writing Centre, student card etc

• On-line application available from now.

• Subject to the usual university assessment protocols

THANK YOU FOR LISTENINGANY QUESTIONS?

All contact and application details on the available handout