General Teaching Council Northern Ireland

 


Competence Research

Teaching: the reflective profession

Teacher Competence Related 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

A Passion for Teaching

ATL Annual Lecture - 2006

Teachers: a Comprehensive Success

A Shared Future for Education

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

Better Mathematics - Evaluation and Prompts for Self-Evaluation and Improvement in Post-Primary Schools


 

Early literacy pattern in Irish Medium Schools

Northern Ireland Numeracy Strategy Quality Assurance Report

Quality Assurance Inspection of the Northern Ireland Literacy Strategy (Raising Achievement Programme 2003-2004)

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

Among Schoolchildren - Seamus Heaney

Education 2020 - Religion, Pluralism and Education

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

Education 2020 - Education Law in 2020

 

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  Keeping safe
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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