Competence Research
| Number | Teacher Competence | Research Link |
|---|---|---|
| 1 | Teachers should demonstrate that they understand and uphold the core values and commitments enshrined in the Council's Code of Values | |
| 2 | Teachers will have developed a knowledge and understanding of contemporary debates about the nature and purposes of education and the social and policy contexts in which the aims of education are defined and implemented | |
| 3 | i) Teachers will have developed a knowledge and undestanding of the learning area/subjects they teach, including the centrality of strategies and initiatives to improve, literacy, numeracy and thinking skills, keeping curricular, subject and pedagogical knowledge up-to-date through reflection, self-study and collaboration with colleagues ii) Teachers will have developed, in Irish medium and other bilingual contexts, sufficient linguisitics and pedagogical knowledge to teach the curriculum | Thinking Skills across the Curriculum Early literacy pattern in Irish Medium Schools |
| 4 | Teachers will have developed a knowledge and understanding of how the learning area/subjects they teach contribute to the NI Curriculum and be aware of curriculum requirements in preceding and subsequent key stages | |
| 5 | Teachers will have developed a knowledge and understanding of curriculum development processes, including planning, implementation and evaluation | |
| 6 | Teachers will have developed a knowledge and understanding of the factors that promote and hinder effective learning, and be aware of the need to provide for the holistic development of the child | Neuroscience and Education: Issues and Opportunities |
| 7 | Teachers will have developed a knowledge and understanding of a range of strategies to promote and maintain positive behaviour, including an acknowledgement of pupil voice, to establish an effective learning environment | |
| 8 | Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils' cultures, languages and faiths and to address the implications for learning arising from these | |
| 9 | Teachers will have developed a knowledge and understanding of their responsibilities under the Special Educational Needs Code of Practice and know the features of the most common special needs and appropriate strategies to address these | Counselling Survey |
| 10 | Teachers will have developed a knowledge and understanding of strategies for communicating effectively with pupils, parents, colleagues and personnel from relevant child and school support agencies | |
| 11 | Teachers will have developed a knowledge and understanding of how to use technology effectively, both to aid pupil learning and to support their professional role, and how this competence embeds across all of the competences | Computer Literacy in UK Education - an evolving strategy Education 2020 - The Changing Culture of Teaching and Learning Information Technology in Special Education (book chapter)
|
| 12 | Teachers will have developed a knowledge and understanding of the interrelationship between schools and the communities they serve, and the potential for mutual development and well-being | |
| 13 | Teachers will have developed a knowledge and understanding of the statutory framework pertaining to education and schooling and their specific responsibilities emanating from it | Thirty Years On: What is Special Education
|
| 14 | Teachers will set appropriate learning objectives/outcomes/intentions, taking account of what pupils know, understand and can do, and the demands of the NI Curriculum in terms of knowledge, skills acquisition and progression | |
| 15 | Teachers will plan and evaluate lessons that enable all pupils, including those with special educational needs, to meet learning objectives/outcomes/intentions, showing high expectations and an awareness of potential areas of difficulty | The Pushkin Trust: experiential learning and children with special educational needs |
| 16 | Teachers will, when appropriate, deploy, organise and guide the work of other adults to support pupils' learning | |
| 17 | Teachers will plan for out-of-school learning, including school visits and field work, where appropriate | |
| 18 | Teachers will manage their time and workload effectively and efficiently and maintain a work/life balance | |
| 19 | Teachers will create and maintain a safe, interactive and challenging learning environment, with appropriate clarity of purpose for activities | |
| 20 | Teachers will use a range of teaching strategies and resources including eLearning where appropriate, that enable learning to take place and which maintain pace within lessons and over time | Improving Teaching and Learning in Schools (TLRP) |
| 21 | Teachers will employ strategies that motivate and meet the needs of all pupils, including those with special and additional educational needs and for those not learning in their first language | Report of a Survey on English as an Additional Language |
| 22 | Teachers will secure and promote a standard of behaviour that enables all pupils to learn, pre-empting and dealing with inappropriate behaviour in the context of the school policies and what is known about best practice | |
| 23 | Teachers will contribute to the life and development of the school, collaborating with teaching and support staff, parents and external agencies | |
| 24 | Teachers will focus on assessment for learning by monitoring pupils' progress, giving constructive feedback to help pupils reflect on and improve their learning | The role of teachers in Assessment for Learning Assessment in Secondary Schools |
| 25 | Teachers will select from a range of assessment strategies to evaluate pupils' learning, and use this information in their planning to help make their teaching more effective | Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation |
| 26 | Teachers will assess the levels of pupils' attainment against relevant benchmarking data and understand the relationship between pupil assessment and target setting | |
| 27 | Teachers will liaise orally and in written reports in an effective manner with parents or carers on their child's progress and achievements |
Please note: This page is under development and more research will be added on an ongoing basis
Latest News
01 Sep 10ATL's Andy Brown seeks more joint working between schools
The incoming president of ATL is calling on more partnership working between schools
31 Aug 10
Schools Inspectors promote self-evaluation to raise standards
The ETI has updated ‘Together Towards Improvement’
GTCNI Updates
17 Aug 10RTU Summer School
The GTCNI session at the RTU Summer School has taken place
11 Aug 10
GTCNI Student Teacher Award 2010
Steven Condy and Belinda Walters receive the prestigious GTCNI Student Teacher Award
© Copyright 2006 Biznet IIS