Annual Report 2025 Entire Book - Flipbook - Page 67
Professional Learning and Supports for
PPLI Development Oocers
58 PPLI teachers supported
Actions: 2.E.1
2.E.5
25 sessions delivered
Overview:
PPLI continued to provide professional learning supports to our Development Oocers (teachers) across a
variety of school and delivery contexts. The programme supported teachers working in face-to-face, online
and blended environments and renected the increasing diversity of experience and language backgrounds
across the team.
Main aims:
•
Improve and sustain the quality of language provision across a variety of teaching and learning contexts.
•
Support the implementation of more recently introduced and lesser-taught Leaving Certiocate language
speciocations.
•
Strengthen teacher capacity for face-to-face, online and blended teaching.
•
Provide diferentiated professional learning responsive to teacher experience and language background.
•
Support collaboration, professional conodence and well-being of teachers.
•
Address emerging needs in the efective use of AI in teaching and learning.
Activity:
Professional learning was delivered through three integrated strands: induction and onboarding for new
staf; ongoing continuing professional development (CPD); and targeted support for online and blended
teaching. These strands were complemented by mentoring, school visits, classroom observation and
language-specioc professional activities, ensuring coherence and continuity throughout the year.
Induction and Onboarding
Structured induction supported newly appointed teachers with curriculum orientation, planning,
classroom practice and formative assessment. Support also included mentoring, school visits and guidance
on working within whole-school structures such as collaboration with Modern Foreign Languages
coordinators, guidance counsellors and special educational needs coordinators.
Ongoing CPD
The CPD programme covered pedagogical themes including the action-oriented approach, assessment,
student engagement, and subject development. Language-specioc CPD and Communities of Practice
supported curriculum implementation and the sharing of efective strategies. Opportunities were provided
for experienced teachers to share practice and for newer teachers to build conodence and networks.
Targeted Support for Online and Blended Teaching
New online teachers received training in online teaching models, planning structures, assessment, and
renective practice. More experienced online teachers engaged in advanced sessions on digital approaches,
diferentiation, Universal Design for Learning, and the integration of AI. Follow-up clinics supported practical
implementation.
- PPLI ANNUAL REPORT 2025 -
67
