Dáil Éireann Debate, Wednesday - 19 January 2022
826. Deputy Ged Nash asked the Minister for Education her views on the issues raised in correspondence by final year bachelor of education students at a university (details supplied) regarding the upcoming adapted school placement; and if she will make a statement on the matter. [2006/22]
View answerAt the outset, I want to acknowledge the key role being played by student teachers in supporting our schools during the pandemic, particularly at the present time in providing substitution cover. Their willingness to support the system at this exceptional time is highly valued and is vitally important to ensure that our schools remain open for pupils.
I do understand that this has been a challenging time for student teachers as they undertake their studies in the midst of the pandemic.
The letter you refer to highlights a number of issues and the Department understands that the students have had ongoing engagement with the relevant higher education institution to get additional clarifications on many of these issues over recent days.
From my own Department’s perspective, additional clarity has been provided to the students in relation to some elements of the Framework for Adapted School Placement arrangements. The Framework is intended to apply for the period from when schools re-opened after Christmas and it may extend up to the February mid-term break. The Framework is based on the periods of planned school placement. It is important to emphasise that it does not require any extension in the time period that student teachers spend on school placement.
As would have been the case with this planned school placement period, student teachers will continue to be located in their host school for these adapted school placement arrangements.
However the arrangement provides for student teachers to be paid for any substitution work that they undertake during these adapted school placement periods.
As stated in the Framework, the Teaching Council, which is professional standards body for teaching, has confirmed that these Adapted School Placement arrangements will not adversely impact initial teacher education programmes’ professional accreditation status nor will they be an impediment to the professional registration of the future graduates who have carried out placement under the Framework.
My Department, the Teaching Council, the HEIs and other stakeholders will monitor these Adapted School Placement arrangements on an ongoing basis and will continue to provide additional clarity if and when required.
