Job Reference
000367
Closing Date
09/06/2026
Location
Coláiste Mhuire
Employment Type
Specific Purpose - Maternity Leave
Hours Per Week
Music 15 hours, English Learning Support 7 hours
Job Description
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 postgraduate qualification in Special Education Needs / Learning Support or is in the process of applying for or completing this qualification.
The applicant must meet the general and special requirements set out by the Teaching Council of Ireland for the advertised subject(s). Full list of recognised qualifications is available on www.teachingcouncil.ie.
Applicants in their final year of a degree/postgraduate diploma that leads to a teaching qualification may apply, subject to the provisions regarding Teaching Council registration. Any offer of interview or employment is pending the applicant’s results meeting the vacancy requirements.
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
Has a strong knowledge of subject matter.
Awareness and understanding of specific requirements of courses/syllabi/specifications.
Keeps up to date with subject matters, syllabus changes and developments in the education system.
Understands cross‑curricular links and can integrate learning across content areas.
Knows, understands and critically evaluates a range of teaching and learning philosophies / theories and applies them appropriately.
Is aware of supports available for 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
Plans and communicates clear, challenging, appropriate and achievable expectations for students.
Knows how to structure and schedule schemes of work, class plans, subject department plans, etc.
Understands the relationship between planning, implementation and evaluation of the curriculum.
Selects, creates and pitches class materials that respond to students’ needs.
Establishes standards of behaviour and maintains discipline in line with the School Code of Behaviour.
Uses a variety of teaching materials and technologies to engage students (e.g., collaboration, technology‑enhanced teaching and learning).
Monitors assessment for learning, gives constructive feedback and helps students reflect on and improve their learning.
Chooses assessment strategies to evaluate student learning and uses the data in planning.
Assesses attainment against benchmarking data and understands its relationship to target setting.
Liaises in written and verbal reports with parents/guardians on student progress and achievement.
Communication and Relationship Building
Fosters positive relationships with students, colleagues, parents, school management and the wider community.
Communicates effectively within the school team environment.
Relates and communicates effectively with students, parents, colleagues and the community.
Supports conflict resolution in all aspects of teaching.
Motivates, inspires and celebrates student effort and success.
Commits to equality and inclusion and respects diversity.
Exercises duty of care to students.
Supports extra‑curricular programmes/activities.
Contributes positively to the school community.
Self‑awareness and Self‑management Skills
Engages in reflective practice and consistently reviews it to ensure it is of the highest standard and responsive to changing teaching demands.
Focuses on personal and professional growth, continual professional development and participation in learning communities.
Has confidence, resilience and optimism to maintain emotional balance in challenging situations.
Is open to constructive feedback and seeks appropriate support, advice and guidance when necessary.
Is aware of the Teaching Council Code of Professional Conduct and Social Media Guidelines and their professional requirements.
Practices within statutory frameworks and regulations, including child protection and health and safety guidelines.
Upholds professional integrity (discretion, confidentiality, loyalty, trust, empathy) in all aspects of teaching.
Models best practice in the student context and the broader school community.
#J-18808-Ljbffr