Overview
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 is 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 .
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.
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.
The description may be drawn from experience in 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 cross-curricular links and can integrate learning across content areas (e.g. literacy, numeracy, critical thinking).
Knows, understands and critically evaluates teaching and learning philosophies/theories and how to apply them 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).
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.
Structures and schedules schemes of work, class plans and department plans; understands the relationship between planning, implementation and evaluation of the curriculum.
Selects, creates and pitches class materials to meet student needs.
Teaching and Learning
Understands factors that contribute to a stimulating learning environment and the teacher's role in supporting it.
Understands practices that underpin effective classroom teaching and meet diverse learning styles (e.g., differentiation, learning intentions, group work).
Establishes standards of behaviour and deals with inappropriate behaviour in line with school policies.
Demonstrates knowledge of classroom management techniques and skills.
Effectively manages behaviours in the classroom in line with the School Code of Behaviour.
Uses a variety of teaching materials and technologies to actively engage students (e.g., collaboration, technology-enabled teaching).
Assessment
Focuses on assessment for learning by monitoring progress, giving constructive feedback and helping students reflect on and improve learning (formative and summative assessment).
Uses a range of assessment strategies to evaluate student learning and informs planning to improve teaching.
Assesses attainment against benchmarking data and understands the relationship between assessment and target setting.
Liaises with parents/guardians on student progress and achievement (oral and written reports).
Communication and relationship building
Establishes effective communication and engagement to ensure positive working relationships with management, colleagues, students, parents and the wider school community.
Fosters positive relationships with students, colleagues, parents, management and the wider school community in a professional, collaborative and respectful manner.
Communicates and contributes effectively within the school team environment.
Relates to and communicates effectively with students, parents, colleagues and the wider school community.
Supports conflict resolution in all aspects of the teaching role.
Motivates, inspires and celebrates student effort and success.
Is committed to equality and inclusion and to respecting and accommodating diversity.
Understands duty of care to students.
Participates in and supports extra-curricular programmes/activities.
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 and strives for high standards responsive to changing teaching demands.
Maintains personal and professional growth through development and professional learning communities.
Shows resilience and optimism in challenging situations and seeks support or guidance when needed.
Is open to constructive feedback and aware of the Teaching Council Code of Professional Conduct and Social Media Guidelines.
Practices within statutory frameworks and regulations including child protection and health and safety guidelines.
Upholds professional integrity in all aspects of the teaching role.
Is aware of the broader student context and models best practice in the school community.
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