Teacher of Business & Religious Education

Qualifications

Applicants must meet the general and special requirements 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

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.

Professional Knowledge

Demonstrate in-depth knowledge, comprehension and understanding of both the subject discipline and pedagogy.

Indicators include:

• Strong knowledge of subject matter.
• 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 the cross curricular links to other content areas and is able to integrate learning across and between content areas.
• Knows and critically evaluates range of teaching and learning philosophies / theories and how to apply them to 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.
• Shows knowledge and understanding of how to structure and schedule schemes of work, class plans, subject department plans etc.
• Knows and understands the relationship between the 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 role of the teacher in supporting this environment.
• 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 deals with inappropriate behaviour in the context of school policies.
• Demonstrates in-depth knowledge and understanding of classroom management techniques and skills.
• Effectively manages the range of behaviours/situations that can occur in the classroom in line with the School Code of Behaviour.
• Effectively uses a variety of teaching materials and technologies to engage students (e.g. collaboration, technology enhanced teaching).

Assessment

• Focuses on assessment for learning by monitoring student progress, giving constructive feedback and helping students to reflect on and improve their learning.
• Selects from a range of assessment strategies to evaluate student learning and uses this information in planning to improve teaching.
• Assesses levels of student attainment against relevant benchmarking data and understands the relation between student assessment and target setting.
• Liaises orally and in written reports in an effective manner with parents/guardians on student progress and achievement.

Communication and Relationship Building

• Seeks to foster positive relationships with students, colleagues, parents, school management and the wider school community.
• Communicates and contributes effectively and collaboratively within the school team environment.
• Shows capacity to relate to and communicate effectively with students, parents, colleagues and the wider community.
• Supports conflict resolution in all aspects of teaching role.
• Motivates, inspires and celebrates student effort and success.
• Is committed to equality and inclusion and respects diversity.
• Understands how to exercise a 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

• Engages in reflective practice of own work and consistently reviews it to ensure it is of the highest standard and responsive to changing teaching demands.
• Maintains a strong focus on personal and professional growth including continual professional development, participation in professional learning communities, group reflection and practice.
• Has confidence, resilience and optimism to maintain emotional balance in challenging situations and can work through these situations.
• Is open and responsive to constructive feedback regarding professional practice and seeks support, advice or guidance as needed.
• Is aware of the Teaching Council Code of Professional Conduct and Social Media Guidelines.
• Practices within statutory framework and regulations pertaining to education, including child protection and health and safety guidelines.
• Upholds professional integrity, including discretion, confidentiality, loyalty, trust and empathy in all aspects of the teaching role.
• Is aware of the broader student context and the requirement to model best practice in all aspects of their role and relationships in the school community.