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
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