Teaching and learning is the core focus of Kilkenny and Carlow ETB and we are committed to recruiting high quality teachers with appropriate qualifications, expertise and experience.

Qualifications
It is an advantage if the candidate has a post graduate qualification in Special Education Needs/Learning Support or be in the process of applying for or completing this qualification.
Applicants must meet the general and special requirements as set out from time to time by the Teaching Council of Ireland for the advertised subject(s). Further details and a full list of recognised qualifications are available on www.teachingcouncil.ie.
Applicants who are in their final year of degree/postgraduate diploma which will lead to a teaching qualification, but who have not yet completed their final exams and/or received their results, may apply for advertised vacancies, subject to the provisions regarding Teaching Council registration set out below. Any offer of interview or employment is made pending the applicant’s results meeting the requirements of the vacancy.

Registration with the Teaching Council of Ireland (Essential)
Applicants must be currently registered with the Teaching Council of Ireland.
Applicants shall provide a current Registration Certificate, or confirmation of Registration with their Application Form for a teaching position.

Teaching Competences

Persons appointed to teaching positions within Kilkenny and Carlow ETB will be required to show evidence of the following key competences:

• • Professional Knowledge
  • Professional Practice
  • Communication and relationship building
  • Self-awareness and self-management skills

Candidates will be required to describe in no more than 300 words per competency some of their personal achievements to-date that demonstrate the key competencies required for the position as outlined. Candidates should describe situation/s from their own experience, which they think are the best example/s of what they have done which demonstrates the specific competencies. The example(s) may be drawn from candidates experience in various settings including their professional, community or voluntary involvement.

Professional Knowledge

Demonstrate in-depth knowledge, comprehension and understanding of both the subject discipline and pedagogy

Indicators include:

• Has a strong knowledge of subject matter.
• Has an awareness and understanding of specific requirements of course/syllabus/specifications.
• Keeps up to date with subject matter/course syllabus changes and developments in the education system.
• Understands the cross-curricular links to other content areas and is able to integrate learning across and between content areas (e.g. literacy, numeracy, critical thinking).
• Knows, understands and critically evaluates the range of teaching and learning philosophies / theories and knows how to apply them appropriately within their subject (s).
• Is aware of the range of supports available to support curriculum development and implementation.
• Participates in and contributes to educational planning and development within the school e.g. lesson planning, subject department planning, etc.

Professional Practice

Understands the nature of high quality teaching and learning and demonstrates the skills and competencies to illustrate these.

Indicators include:

Planning and Preparation

• Plans and communicates clear, challenging, appropriate and achievable expectations for students.
• Shows knowledge and understanding of how to structure and schedule schemes of work, class plans, subject department plans etc.
• Knows and understands the relationship between the planning, implementation and evaluation of the curriculum.
• Selects, creates and pitches class materials which respond to the needs of students.

Teaching and Learning

• Understands the factors that contribute to a stimulating learning environment and the role of the teacher in supporting this environment.
• Understands the practices that underpin effective classroom teaching and meet the learning styles of a diverse range of students e.g. differentiation, learning intentions, group work, etc.
• Establishes standards of behaviour that enable all students to learn and deals with inappropriate behaviour in the context of school policies.
• Demonstrates in-depth knowledge and understanding of classroom management techniques and skills.
• Effectively manages the range of behaviours/situations that can occur in the classroom in line with School Code of Behaviour maintaining good order and discipline among students.
• Effectively uses a variety of teaching materials and technologies to actively engage students in the learning process e.g. collaboration, technology enhanced teaching and learning.

Assessment

• Focuses on assessment for learning by monitoring student progress, giving constructive feedback and helping students to reflect on and improve their learning e.g. formative and summative assessment.
• Selects from a range of assessment strategies to evaluate student learning, and uses this information in their planning to help make their teaching more effective.
• Assesses the levels of student attainment against relevant benchmarking data and understands the relationship between student assessment and target setting.
• Liaises orally and in written reports in an effective manner with parents/guardians on student progress and achievement.

Communication and relationship building

Establishes effective communication and engagement to ensure positive and effective working relationships with management, colleagues, students, parents and the wider school community.

Indicators include:

• Seeks to foster positive relationships with students, colleagues, parents, school management and the wider school community in a professional, collaborative, supportive and respectful manner.
• Communicates and contributes effectively and collaboratively within the school team environment.
• Shows the capacity and skills to relate to and communicate effectively with students, parents, colleagues, school management and the wider school community.
• Supports conflict resolution in all aspects of teaching role.
• Motivates, inspires and celebrates student effort and success.
• Is committed to equality and inclusion and to respecting and accommodating diversity.
• Understands how to exercise a duty of care to students.
• Participates in and supports the extra-curricular programmes/activities of the school.
• Contributes positively to the school community.

Self-awareness and self-management skills

Is self-aware and has the capacity to self-manage and develop personally and professionally.

Indicators include:

• Engages in reflective practice of their own work and consistently reviews it in order to ensure it is of the highest possible standard and responsive to changing teaching demands.
• Maintains a strong focus on personal and professional growth including continual professional development, participation in professional learning communities, group reflection and practice.
• Has the confidence, resilience and optimism to maintain an emotional balance in challenging situations and the capacity to work through these situations.
• Is open and responsive to constructive feedback regarding their professional practice and, if necessary, seeks appropriate support, advice and guidance.
• Is aware of the Teaching Council Code of Professional Conduct and Social Media Guidelines and is familiar with its professional requirements.
• Practices within the statutory framework and regulations pertaining to education, including child protection and health and safety guidelines.
• Upholds professional integrity for example discretion, confidentiality, loyalty and trust, empathy etc in all aspects of their professional role as a teacher.
• Is aware of the broader student context and their requirement to model best practice in all aspect of their role and relationships in the school community.

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