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 be 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 set out below.
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
Note: The original document requests no more than 300 words per competency describing personal achievements.
Candidates should describe situations from their own experience including 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 how to integrate learning across content areas (e.g. literacy, numeracy, critical thinking).
Knows, understands and critically evaluates the range of teaching and learning philosophies/theories and how to apply them.
Is aware 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.
Shows knowledge of how to structure and schedule schemes of work, class plans, subject department plans, etc.
Knows and understands the relationship between planning, implementation and evaluation of the curriculum.
Selects, creates and pitches class materials which respond to the needs of students.
Teaching and Learning
Understands factors that contribute to a stimulating learning environment and the teacher's role in supporting this.
Understands practices that underpin effective classroom teaching and meet diverse learning styles (e.g. differentiation, learning intentions, group work).
Establishes standards of behaviour that enable all students to learn and adheres to school policies on behaviour.
Demonstrates depth of knowledge in classroom management techniques and skills.
Effectively manages behaviours in line with School Code of Behaviour.
Uses a variety of teaching materials and technologies to engage students (e.g. collaboration, technology-enhanced learning).
Assessment
Focuses on assessment for learning by monitoring progress, giving constructive feedback and helping students reflect and improve (formative and summative).
Selects a range of assessment strategies to evaluate student learning and uses this information in planning.
Assesses attainment against benchmarking data and understands the relationship between assessment and target setting.
Liaises orally and in writing with parents/guardians on student progress and achievement.
Communication and relationship building
Establishes effective communication and engagement to ensure positive working relationships with management, colleagues, students, parents and the wider school community.
Indicators include:
Fosters positive relationships with students, colleagues, parents, management and the wider community in a professional, collaborative and respectful manner.
Communicates effectively within the school team.
Relates well to students, parents, colleagues and management.
Supports conflict resolution in teaching roles.
Motivates and celebrates student effort and success.
Is committed to equality and inclusion and to respecting 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 capable of self-management and professional development.
Indicators include:
Engages in reflective practice and strives for high standards responsive to changing demands.
Pursues ongoing professional development and professional learning communities.
Shows resilience and optimism in challenging situations and maintains emotional balance.
Receives and acts on constructive feedback.
Is aware of Teaching Council Code of Professional Conduct and Social Media Guidelines.
Practices within statutory frameworks and regulations, including child protection and health and safety.
Upholds professional integrity in all aspects of their role.
Models best practice in relationships within the school community.
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