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MCEP104
Working in Schools and with School Communities

MQF Level: 7

ECTS Value: 4 ECTS

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

This module is intended to introduce course participants to the Education System, Colleges, Schools and the General School community with whom they will be working. The module will equip course participants with effective ways of how to work with students, schools, school personnel, parents/guardians and other stakeholders addressing client needs. Course participants will also be given opportunity to reflect upon how to work with students and communities from different backgrounds. In this module the course participants will also be given training and knowledge in the note taking and file keeping required for the profession. The importance of GDPR and confidentiality encountered in their workplace will also be considered.

By the end of this module, the learner will be able to:

Competences

a. Collaborate effectively with multiple stakeholders while addressing the clients’ needs;

b. Navigate between systems’ boundaries, multiple roles and different values and beliefs;

c. Foster an understanding and sensitivity towards diversity, multiculturalism as well as different socio-economic differences in perceiving and reacting to society at large;

d. Maintain files according to standards with attention given to detail to facilitate handing over;

e. Ensure documented information is appropriate to all readers such as legal guardians;

f. Comply with GDPR and Confidentiality regulations.

Knowledge 

a. Outline different models that support the working relationships within multiple contexts;

b. Identify multi-disciplinary, inter-disciplinary and trans-disciplinary ways of working in and within the school community;

c. Outline National Frameworks and Policies related to social inclusion;

d. Define confidentiality within an institution and GDPR requirements;

e. Demonstrate knowledge of the different systems and how the systems effect learners.

Skills

a. Develop awareness about one’s position while working within different systems and with multiple stakeholders;

b. Reflect about the principles, values and attitudes that guide one’s position;

c. Develop action plans of collaborative working practices within systems;

d. work sensitively within diverse communities taking into consideration the different needs and strengths of all students and communities;

e. Document and keep file records which are both concise and comprehensive of the action plans and work carried out with clients;

f. Apply GDPR and Confidentiality regulations when working within multiple systems and documenting information.

Assessment Methods

This module will be assessed through: Assignment.

Suggested Readings

Core Readings List 
  1. Constructing Multicultarism at school; negotiating tensions in talk about ethnic diversity by Sam Kirkham 2016. https://doi-org.ife.idm.oclc.org/10.1177/0957926516634548
  2. Daniela Mercieca(2009) Working with Uncertainty: Reflections of an Educational Psychologist on Working with Children, Ethics and Social Welfare, 3:2, 170-180, DOI: 1080/17496530902951939
  3. Paquette, D. & Ryan, J. (2011) Bronfenbrenner’s Ecological Systems Theory, Research Gate
  4. Bartolo, P. A. (2015). The role of psychologists in inclusive settings. International Perspectives on Inclusive Education, 49–63. https://doi.org/10.1108/s1479-363620150000004003
 
Supplementary Reading List
  1. Walter, P. (2011) Constructing Public Schooling Today: Derision, Multicultarism, Nationalism, College of Educational University of Washington,  61, Iss. 4,   413-432. 
  2. Miles, M.A. & Moore, M (2011) Responding to Diversity in Schools: An Inquiry – based approach.
  3. Bartolo, P. A. (2010). Why psychology for diversity? School Psychology International, 31 (6), 567-580, doi: 10.1177/0143034310386532
  4. Lacey, P. (2006). Support partnerships: Collaboration in action. London: David Fulton.
  5. Lasser, J. & Klose, L. M. (2007). School psychologist’ ethical decision making: Implications from selected social psychological phenomena. School Psychology Review, 36 (3), 484-500
  6. Ministry of Education (1999b). National minimum curriculum. Malta: Ministry of Education.
  7. Ministry of Education, Youth, Employment (2005a). Inclusive and Special Education Review. Malta: Ministry of Education. Retrieved from: http://www.knpd.org/pubs/pdf/inceduc_rpte.pdf
  8. Ministry of Education, Youth, Employment (2005b). For all children to succeed: A new network organisation for quality education in Malta. Malta: Ministry of Education. Retrieved from: https://www.meef.gov.mt/MediaCenter/Docs/1_for_all_children_to_succeed.pdf
  9. Ministry of Education, Youth, Employment (2007). Transition from primary to secondary schools. A review. Malta: Ministry of Education. Malta: Ministry of Education. Retrieved from: http://www.doi.gov.mt/EN/archive/school%20reform/School%20review.pdf
  10. Ministry of Education, Youth, Employment (2009). Special Schools Reform. Retrieved from:  http://planipolis.iiep.unesco.org/upload/Malta/Malta_Special_Schools_Reform_ENG.pdf
  11. Ministry of Education, Employment and Family, (2011).  The National Curriculum Framework 2011: Towards a quality education for all. Counsultation document 1: executive summary. Retrieved from: https://www.meef.gov.mt/MediaCenter/Docs/1_BOOK%201%20ENG.pdf
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