This module is designed to prepare students for advancement in their professional careers, including progression to leadership and management roles in professional educational settings. The module explores theoretical and practical aspects of leadership and management in the context of professional teaching in the Irish context. Models of leadership and management are examined and their implications for practice are assessed. Professional and ethical aspects of leadership and management are explored, with reference to codes of professional practice. There is a focus on relational competencies in this module. Whole school leadership is analysed. Critical explorations of management systems tools and platforms are included, as well as professional interview training for leadership and/or management positions. Students develop a professional development action plan. Delivery is online. The teaching, learning and assessment are underpinned by an action-research methodology, which facilitates critical reflection on professional practice.

1. Discuss theoretical models of leadership and management, with reference to current literature in the field of education.
2. Criticallyreflect uponprofessional andethical codes of professional practice, in the context of leadership and management.

3. Investigate educational leadership and management roles in contexts of relational competencies, school organisational culture and the school as a learning community.
4. Construct a personalised’Professional Development Action Plan’, built upon a self-reflection onleadership and management competenciesand goals.

5. Develop effective job application and interview skills and strategies, for progression to professional leadership and management roles.

Students on this module will be introduced to a range of innovative technology enhanced learning (TEL) tools relevant to post-primary teaching. Participants will adapt, explore and apply these TEL tools in innovative and creative ways within the context of their classroom teaching. They will critically evaluate TEL tools within their own professional practice, develop a Teaching and Learning e-Portfolio and familiarise themselves with educational uses of social media platforms. Delivery is online. The teaching, learning and assessment are underpinned by an action-reflection methodology, which facilitates critical reflection on professional practice.

1. Critically evaluate current literaturerelating to the relationshipbetween technology and teaching and learning.

2. Effectively utilise selected artificial intelligence applications and tools to advance professional teaching innovations in post-primary education settings
3. Apply creative and best practice Universal Design for Learningtechnology-enhanced professional practice.

4. Develop a teaching and learning e-Portfolio that showcases a comprehensive range of TEL learning resources and innovations.

5. Critically evaluate the effective application of TEL in the context of Community of Practice forum posts.

This online or blended learning level 9 module is aimed at students wishing to pursue career advancement and to develop leadership skills in the field of professional education. It facilitates professional educators to develop an electronic Learning and Teaching Portfolio (e-Portfolio) representing their ongoing professional philosophy, teaching, learning and assessment practice, reflection on practice and professional development. The module facilitates practitioners to integrate the theory and practice of learning and teaching, and to showcase best practice teaching evidence: professional planning grids, lesson plans, active learning and assessment strategies, lesson resources and post-lesson critical reflections. Participants are facilitated to develop original and personal philosophies of teaching and learning. Hands-on training workshops are provided to assist web platform development. Platform design, aesthetics and accessible, professional content are enhanced by means of peer reviews. The resulting e-portfolio artefact provides evidence of professional learning, innovative teaching and assessment strategies, reflective and critical thinking processes, and creativity in teaching and learning. Delivery is online. The teaching, learning and assessment are underpinned by an action-research methodology, which facilitates critical reflection on professional practice.

1. Competently discuss literature in relation to teaching and learning e-Portfolios in Higher Education.
2. Critically develop a personal philosophy statement, appropriate to an e-Portfolio platform, which demonstrates applied theory in the field of teaching and learning.

3. Effectively construct a professional web-based teaching and learningplatform, with attention to both design and professional teaching, learning and assessment content

4. Creatively and aesthetically showcase sampleteaching and learning initiatives, innovations andachievements on the e-Portfolio.

5. Evidence professional reflective practice using a selection of theoretical models and practical multimedia modalities.
6. Critically and systematically document subject-specialist pedagogical practices and on-going professional development.

The theme of 'inclusivity' is currently a dominant theme in education, globally. It is an umbrella term that incorporates such varied areas as diversity, accessibility, differentiated learning, universal design for learning, interculturalism, wellbeing, and equality. This module introduces students to theoretical understandings of inclusivity, and its application in the context of teaching and learning. The module explores such areas as accessibility in education, universal design for learning (UDL), multicultural inclusion, gender identity & inclusion, differentiated learning, Additional Education Needs (AEN), and educational disadvantage. The lecturer acts as a facilitator of learning and students are supported by peer mentoring pairs or triads. Creative and innovative active learning methods are used. Individual and team learning activities and assessment activities are included. Delivery is online. The teaching, learning and assessment are underpinned by an action-research methodology, which facilitates critical reflection on professional practice.

1. Apply theoretical dimensions of accessibility in education to practice, with a particular emphasis on Additional Education Needs and Universal Design for Learning (UDL) principles.
2. Design and implement innovative classroom initiatives and resources to support interculturalism.
3. Develop, implement and evaluate lesson plans and resources that incorporate effective differentiation strategies, in the context of Additional Education Needs.
4. Debate current perspectives on gender socialisation, gender identity and gender inclusion in the post-primary context.

5. Analyse specific challenges relating to educational disadvantage in a selected school setting and develop one educational response, either classroom-based or whole school.

This module is designed to support students to develop a comprehensive theoretical and practical understanding of wellbeing in education, with particular emphasis on the post-primary context. Following this module, students will be able to confidently implement wellbeing strategies in professional teaching and contribute to both classroom and whole-school contexts. From a theoretical perspective, the module explores philosophical, psychological, sociological and health perspectives on wellbeing and human flourishing. Wellbeing strategies in the real world of the school and classroom are examined and participants are equipped to confidently facilitate practical wellbeing strategies with students. There is a particular focus on the recent reforms and publications pertaining to wellbeing in the post-primary context. Delivery is online. The teaching, learning and assessment are underpinned by an action research methodology which facilitates critical reflection on professional practice.

1. Conduct a literature analysis investigation on wellbeing literature, including selected wellbeing policy and framework documents.

2. Discuss selected philosophical, psychological and sociologicalperspectives on wellbeing, with an emphasis on educational contexts.

3. Examine the roles of self-reflection and emotional intelligence in enhancing teachers’ and pupils’ personal wellbeing and mental health.
4. Critically assess perspectives on wellbeing in the context of recent post-primary reforms.

5. Effectively facilitate selectedwellbeing practical strategies in whole school and classroom settings.

Understanding and addressing climate change and sustainable development challenges has become a pertinent educational theme internationally. Target 4.7 of the United Nations Education for Sustainable Development Goals (SDG) requires that 'all learners acquire the knowledge and skills needed to promote sustainable development' (UN, 2015). This concept of Education for Sustainable Development (ESD) includes learning about sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity. It requires education to speak to the urgency of the current global crises, including climate change, biodiversity, and sustainable consumption and production. This involves students engaging with and considering global issues and wicked problems, and understanding their relevance to their own classrooms, communities and regions. This module aims to equip students with key literacy, competencies and pedagogies that are relevant for the teaching of these topics in a post-primary setting. By participating in this module, students will be able to contribute in an informed manner to school planning, development, and evaluation of education for sustainable development, climate and social justice, and global citizenship education. A problem-based learning (PBL) and collaborative learning (CL) model of enquiry is employed in this module, where participants explore the topic within communities of practice (CoP) in order to develop related skills and critical pedagogy . On completion of the module, students will have the knowledge and skills to incorporate these concepts effectively into their classroom teaching, learning and assessment strategies.

1. Critically analyse literature and policy pertaining to climate change, education for sustainable development and global citizenship education.
2. Review current literature using advanced literature analysis, including documentary analysis.
3. Understand the positioning of climate and sustainable development education, and its relevance to contemporary post-primary education.
4. Critically engage with different theoretical perspectives on the complexity of climate action and sustainable development.
5. Develop active and /or enquiry-based pedagogies that address global challenges within the context of their teaching or subject discipline.

This online ten-credit module provides a supportive and structured educational experience for students who are developing a comprehensive research proposal aligned with the programme module 'Thesis in Education Practice'. The module facilitates advanced literature research, foundational training in primary research methodologies and methods, and the mastery of academic referencing. The module supports students to devise an individualised and effective research design plan, write an initial literature analysis paper, develop robust pilot data-gathering instruments, and complete a research ethics application, in the context of a comprehensive research proposal. Delivery is fully online.

Action research and practitioner research methodologies and frameworks are explicitly highlighted in the delivery of this module, in that this module prepares students to progress to an action research or practitioner research thesis in the field of education practice. Students acquire a competent level of knowledge of these methodologies. Moreover, the teaching, learning and assessment strategies in the module are underpinned by an action research methodology which facilitates critical reflection on professional practice.

1. Develop a concise research design plan for a thesis in education practice research project.
2. Construct a high-quality literature analysis paper on the selected thesis in education topic.
3. Compile a comprehensive thesis proposal application, to include an initial literature exploration, the primary action research or practitioner research methodology, and the data gathering instruments for the initial pilot phase.
4. Develop an ethics document to support the Thesis in Education Practice research project.
5. Contribute to the co-exchange of practitioner research and action research knowledge within a community of practice.