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Teaching: the Reflective Profession
Promoting Teacher Professionalism
General Teaching Council for Northern Ireland
The General Teaching Council for Northern Ireland would like to thank the many people who contributed to the development and production of Teaching: the Reflective Profession.
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ContentsPage
Foreword 4
1 Introduction 5
2 Howtousethispublication 6
3 TeachingintheKnowledgeSocietyandEconomy 7
VisionandMission
TeachersfortheTwenty-FirstCentury
CreativityattheHeartofEducation
Value-BasedPractice:CharterandCode
4 TheReflectiveandActivistTeacher 9
Introduction
TeacherCompetencesandReflectivePractice
5 OverviewoftheTeacherCompetences 13
TheProfessionalCompetences
DimensionsofDevelopment
6 TheCompetenceStatementsandPhaseExemplars 16
7 CodeofValuesandProfessionalPractice 44
Annex1:The Charter for Education 47
References 50
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ForewordItiswithasenseofconsiderablepridethatwewelcomethepublicationofthiscelebrationofteacherprofessionalism WeinNorthernIrelandarewellservedbydedicatedprofessionalswhoconscientiouslyendeavourtomeettheneedsofthoseplacedintheircare
Inaperiodofunparalleledchange,itistimelythattheprofessiontakesanopportunitytoreflectonanumberofhighlysignificantissues:
themoralpurposesunderpinningourendeavours;
theneedforareciprocityofunderstandings,inrespectofresponsibilities,betweentheprofessionandsocietyatlarge;and
theknowledge,skillsandattributesnecessarytomeetnewandemergingchallenges
Thisdocumentaddressesalloftheseissuesandrecognisesthecomplexitiesofteachingandtherealitythatsuccessfulteachersarethosewhonotonlyreflectontheirclassroompractice,butarealsoconcernedwiththepurposesand
Ivan Arbuthnot Chair,GTCNI
Eddie McArdle OBERegistrar,GTCNI
consequencesofeducationaswellaswhatmightbedeemedtechnicalproficiency
TheGeneralTeachingCouncilforNorthernIreland(GTCNI)hasconsistentlyrejectedanyattempttoadoptareductionistapproachtoprofessionaldevelopmentandtheadoptionofacompetencebasedanalysisunderpinstheCouncil’sbeliefthatprofessionalknowledgeisbyitsverynatureorganic,andtoanextentevolutionary,reflectingasynthesisofresearch,experiencesgainedandexpertisesharedincommunitiesofpractice
ThisdocumentoffersnotjustaninsightintotheCouncil’sunderstandingastowhatconstitutescompetence,butasimportantly,willofferabasisforfurtherreflectionanddiscussion Itwillfacilitatenewinsightsandthedevelopmentofanewprofessionalism,whichwillensurethatNorthernIreland’syoungpeoplecontinuetobewellequippedtomeetthechallengesofarapidlychangingworld
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1. IntroductionAsabodycommittedtotheenhancementofteachingasaprofession,itiswhollyappropriatethattheCouncilshouldsetoutitsunderstandingastothenatureofteachingandthecompetencesthatunderpinit Indoingso,itengagedwithallpartnerswithinthebroadereducationserviceand,mostimportantly,withclassroompractitionersthemselves
Thenotionofacompetence-basedapproachtoteachereducationisnotnewandhasbeeninuseinNorthernIrelandforoveradecade TheCouncil,inendorsingthisapproach,hasbeenconsciousthattheteachercompetencesmustbeconsideredholisticallyandnottreatedasaseriesofdiscreteentities,divestedofvaluesorasenseofmissionandprofessionalidentity TheCouncilhassoughttoarticulatethecoremissionofeducationand,asimportantly,theethicalcodeunderpinningourworkasprofessionals
Teachers,indischargingtheirresponsibilities,engagefirstandforemostasindividualswithasenseofmoralpurposeandresponsibilityand
itisintheinteractionbetweenmission,ethicalunderstanding,andprofessionalknowledgethatthemysterythatisneverfarfromtheheartofgoodteachingistobefound Teachingcanneverbereducedtoasetofdiscreteskillstobemasteredinsomemechanicalprocessofassimilation Toadoptsuchareductionistapproachwouldbetodenytheintellectualbasisofourworkandtherichnessoftheongoingdialogueandlearningthatenhancesourprofessionalpractice
Theconceptofprofessionalidentityhasalreadybeenreferredtoanditisimportanttorecognisethatthissenseofidentityisanessentialrequirementfortheexerciseofprofessionalautonomy However,itisnotstaticanditwillalwaysbesubjecttoadaptation,modificationandgrowth Thiswillbeparticularlysignificantforteachersastheyrespondtonewprofessionaldemandsandcircumstances However,regardlessofchangingconceptionsofprofessionalpractice,anethicalandvalue-basedapproachtoteacherprofessionalismandprofessionalidentityisthe
hallmarkoftheCouncil’sadvocacy Inshort,teacherscometotheirresponsibilitiesanddischargethembyvirtueofthetrustplacedinthembyparentsandbysocietyatlarge Thistrust,andtheprofessionalautonomyassociatedwithit,ispredicateduponanunderstandingthatteachersarecommittedtoexcellenceandthattheywillpromotethehealthandwell-beingofthoseintheircare Moreover,itisessentialthattheprofessionalconductandpracticeofteachersreflectsthistrustandthatteachersarecompetentaswellasbeingcommittedtolifelonglearning,asameansbywhichtheycanshareandrenewtheirprofessionalknowledgeandsenseofmission
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2. HowtousethispublicationThispublication,inbringingtogethertheCouncil’s Code of Values and Professional Practice,Charter for Educationandacoherentstatementofteachercompetencesoffers,forthefirsttime,acomprehensivediscoursewhichsetsouttheethicalbasisandmoralpurposesofourwork,aswellasaclearunderstandingofthepracticeofteaching Inprovidingacommonframeworkandlanguageitwillfacilitatediscussionandallowforteachers,actingincommunitiesofpractice,tomorereadilyshareexperiencesandunderstandingsaboutthecomplexandvalue-ladenprocessofeducation Inmakingexplicittheknowledge,skillsandvaluesthatteachersshouldexemplify,thispublicationwill:
assistwiththeprocessofpersonalreflectionandtheidentificationofprofessionaldevelopmentneeds;
provideameaningfulbasisforprofessionaldialogueinrespectofprofessionaldevelopment,includingPerformanceReviewandStaffDevelopment(PRSD);
facilitatethedevelopmentanddeliveryofprogrammes–bythoseprovidingteachereducationatinitialandsubsequentphases–appropriatetotheneedsoftheprofession;
providethebasisforcollaborativeplanningaroundidentifiedneedsatvariouslevels:whole-school,keystage,departmentandinterestgroup;
offerafoundationforthoseworkingasmentorsorasschool-basedprofessionallearninganddevelopmentcoordinatorstosupportbeginningteachersandteachersundertakingContinuingProfessionalDevelopment(CPD);
informimportantaspectsofSchoolDevelopmentandSchoolImprovementPlanning;and
helpwiththeestablishmentofawhole-schoolTeachingandLearningStrategy
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3. TeachingintheKnowledgeSocietyandEconomyVisionandMissionItisincreasinglyself-evidentthatthetwenty-firstcenturywillseetheemergenceofwhatmightbecalleda‘knowledgesociety’ Thisprocesshasbeenfosterednotjustbytheemergenceofapost-industrialknowledgeeconomy,butalsobytheenhancedconnectivitybroughtaboutbythefusionofcomputingandtelemetry,whichhascreatedapreviouslyunimaginedlevelofaccesstodataandinformation
Thecomingdecadeswillseeeveracceleratingchangeandtheemergenceofadatarichworldwhereeconomicsuccesswillbedependentuponcreativity,ingenuityandtheabilitytoaccessandsynthesisedata,andworkinteamstoinnovateandproblemsolve Themassproductionofapasterawillnolongerguaranteeeconomicprosperity;rather,successfulorganisations,institutionsandeconomieswillbethosewhocandiscerntrends,identifyneedsandmoveswiftlytomeettheseneeds
Hargreaves(2003)remindsusthattheemergenceoftheknowledgeeconomyandglobalisationis
notwithoutdrawbacks Hepositsthat,inaworldcharacterisedbychangeanduncertainty,weruntheriskofcreatingsocialinstabilitywherepeoplearecashrichandtimepoor,andwherethereislessemphasisoncommunityandcivicwell-being Thisnotionisbynomeansalarmist,indeed,theclosingdecadesofthetwentiethcenturywitnessedsomethingofthisphenomenon
TeachersfortheTwenty-FirstCenturyTeachersworkinanenvironmentcharacterisedbychangeanduncertainty,whereitmightbesaidthat‘change’is,paradoxically,oneofthefewconstants Theironyisthatweineducationareexpectedtodevelopinouryoungpeopletheattributes,skillsandcapacitiesthatwillenablethemtoprosperandsucceedintheknowledgesocietyand,atthesametime,weareexpectedtocounteractandmitigate,toanextent,theproblemsemergingfromanincreasinglyglobalisedeconomy
Theconceptofteachersintheserviceofboththeindividualandsocietysituatesourworkwithinanethicalframeworkandresonatesreadilywiththe
notionofmoralpurposeasadefiningfeatureofprofessionalendeavour Day(2004)remindsusthat:
‘Teachers, now, are potentially the single most important asset in the achievement of a democratically just learning society.’
Hegoesontoconfirmthatacentralpartofourmissionistodevelopandsustainwithinourpupilsasenseofself-worth,andtocreateforthemanunderstandingastopresentandfuturepossibilities IndevelopingitsCharter for Education,seeAnnex1,adocumentendorsedbythebroadereducationserviceandallshadesofpoliticalopinion,theCouncilsoughttoarticulatethisfusionofpragmaticandmoralpurposes ThustheCharterstates:
‘…education is the path to self‑realisation and personal fulfilment, civic well‑being and economic prosperity.’
Inshort,educationmustcontributenotjusttotheindividual’swell-beingbutalsotothecommongood Itisself-evident,giventhistask,
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thattheprofession,ifitistodischargesuchonerousresponsibilities,needsnotonlytheclarityofpurposeprovidedbytheCharter for Education,butalsoaclearframeworkofvaluessuchasthosesetoutintheCouncil’sCode of Values and Professional Practice TheCode,whichpromotesthecorevaluesoftrust,honesty,commitment,respect,fairness,equality,integrity,toleranceandservice, echoesthevaluesunderpinningtheShared Futurepolicyandprogramme ThisalongwiththeChartercommitstheprofessiontoenablingouryoungpeoplenotjusttodevelopasroundedindividualsabletoprosperintheworldbut,asimportantly,tolivetogetherinaculturecharacterisedbytoleranceandrespectfordiversity
CreativityattheHeartofEducationTheimportanceofcreativity,bothinpedagogyandalsoasathemethatunderpinsthelearningexperiencesofpupils,isregardedbyeducationalistsasfundamentaltotheteachingandlearningprocess Withthisinmind,thecompetenceshavebeendesignedtoenhanceprofessionalautonomy,bothatanindividualandcollective
level,inawaythatencouragescreativeandinnovativeapproachestoteachingandwhich,inturn,developsinpupilstheabilitytothinkcreatively Indeed,theabilitytothinkcreatively,andtheinnovationitencourages,iscentraltoanymoderneducationsystemthatstrivestoenhancethelifechancesofchildrenandyoungpeople
Value-BasedPractice:CharterandCodeSockett(1993)suggeststhat:
‘It is…impossible to talk extensively about teachers and teaching without a language of morality.’
TheCharterandCodeprovidethemoralandethicalbasisforourendeavoursasteachers Thesedocuments,takentogether,outlinenotjustthemoralcommitmentsoftheteachingprofessionbutalsotheresponsibilitiestobeassumedbyalloftheotheragenciesinvolvedwiththeliberatingenterpriseofeducation SomemightsuggestthattheCharterandCodereflectanidealismthatsitsillateasewiththerealitiesofschoollife However,suchaviewfailstorecognisethattheprofession,ifitisto
claimtrueprofessionalstatus,mustvalueidealismasanunderpinningcharacteristicoftheprofessionalpersona Again,Sockettputsitmosteloquently:
‘Holding ideals is not exhibiting warm and fuzzy feelings but needs to be valued as part of intensive educational debate about fundamental purposes… the absence of which undermines the heart of professionalism…’
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4. TheReflectiveandActivistTeacherIntroductionHowthenmightwesummariseourunderstandingoftheteacherasaneducatorandmoralagent?TheCouncilconsidersthatthosewhoarehonouredwiththetitleandstatusofteacherwillbeknowledgeable,skilfulandreflectivepractitionerswhowill:
beconcernedwiththepurposesandconsequencesofeducation,aswellaswhatmightbecalledtechnicalproficiency;
bepreparedtoexperimentwiththeunfamiliarandlearnfromtheirexperiences;
haveanapproachcharacterisedbyopen-mindednessandwholeheartedness;
becommittedtoprofessionaldialogueincollaborationwithcolleagues,inschoolandbeyond;
haveworkingpatternscharacterisedbyaprocessofaction,evaluationandrevision;and
inkeepingwiththeCouncil’sCode of Values and Professional Practice,assume,aslife-longlearners,responsibilityfortheirongoingprofessionaldevelopment
DalmauandGudjonsdottir(2002)soughttoidentifythediverserolesthatprofessionaleducatorsembracedependingontheircircumstancesandopportunities Theseincludeactingas:
pedagogues and experts in teaching and learning: activistteacherssharetheirknowledgeandunderstandingsinanongoingprofessionaldialogue;
reflective and critical problem solvers:teacherscontinuouslymonitorpupilprogressandlearningwithintheclassroom;outsidethatenvironmenttheyreflectbothasindividualsandascommunitiesofpracticeontheirpracticeandpupilprogress;
researchers and change agents: inseekingadeeperunderstandingoftheirpractice,orinseekingtoplanforchange,teachersuseavarietyofevaluationandactionresearchtechniquestocollectandinterpretfindings,toinformtheirthinkinganddecisionmaking;and
creators of knowledge and theory builders:intheprocessofreflectivepracticeandactionresearchteachersdevelopnewunderstandingsoflearning,teachingandeducationalchange
TheaboveresonateswiththeCouncil’sconceptofthereflectiveandactivistpractitionerwho,individuallyandcollectively,willreflectonthenatureandpurposesofeducation,andwillseektoactasbothashaperofpolicyandawellinformedcriticofproposalsandreforms
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Theconceptofareflectiveandactivistpractitionerseestheteacherasamoralagentandaninformed,knowledgeablepractitioner,seeFigure1
TheissueofprofessionalknowledgeiscomplexandfluidasSharpe(2004)notes:
‘Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience. The distinctive nature of professional knowledge lies in the interplay between its construction and use. When teachers use their knowledge, use changes what that knowledge is.’
Itfollowsfromtheabovethatasprofessionalknowledgegrowsourunderstandingastowhatconstituteseffectivepedagogyandbestpracticeevolvestoreflectnewunderstandingsandcontexts Therealityisthatprofessionalknowledge,byitsverynature,isorganicand,toanextent,evolutionary,reflectingasynthesisofresearch,experiencesgainedandexpertiseshared
Figure1
Reflective and
Activist Teacher
Valuesand
Attributes
Missionand
Purpose
Knowledge and
Competence
Sense of Professional Autonomy
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TeacherCompetencesandReflectivePracticeInseekingtomakemoreexplicittheattributes,skillsandknowledgethatteachersasprofessionalsshouldpossessandexemplify,theCouncilhassetout27competencestatements,underthreebroadheadings:
ProfessionalValuesandPractice(asenshrinedwithintheCode of Values and Professional Practice);
ProfessionalKnowledgeandUnderstanding;and
ProfessionalSkillsandApplication:
PlanningandLeading;
TeachingandLearning;and
Assessment
InlightofSharpe’sconstructivistunderstandings,astothenatureofprofessionalknowledge,theCouncilrejectsarestrictedviewofteaching
competences Thedevelopmentofcompetencegoeswellbeyondthesimpleacquisitionofknowledgeandskills;althoughcurricularknowledgeandpedagogicalskillsareimportant,weshouldbemindfulthatteachingisbothanintellectualandpracticalactivitywithimportantemotionalandcreativedimensions Teachers,whilereflectingonandevaluatingtheirprofessionalcontext,useacquiredprofessionaljudgementtoselectthemostappropriateoptionsfromarepertoireofteachingstrategiesand,intheprocessofteaching,refineandaddtotheirprofessionalknowledge
Competence:theDevelopmentalContinuumThenewcompetencestatementsarepredicateduponthenotionthattheachievementofcompetenceisadevelopmentalprocesswhich,ofnecessity,transcendsearlyteachereducationandcontinuesthroughoutateacher’scareer Asnotedearlier,thecompetencesarenot
tobeviewedasdiscreteskills,whichoncedemonstratedaremasteredforalltime;rathertheacquisitionofanycompetenceshouldbeseenonacontinuumreflectingthedynamicinterplaybetweenthenatureofprofessionalknowledgeandtheopportunitiesaffordedtoteachersbythecontextoftheirschoolandprofessionallives Thenewcompetencestatements,therefore,effectivelyunderpinallphasesofearlyteachereducationandprofessionaldevelopment Theachievementofcompetencewilldependon:
thenatureandleveloftheteacher’sexperienceandtheirpersonaleffectiveness;
thework-basedcontext;and
therolesteachersexperienceandthedevelopmentopportunitiesarisingfromsuchexperiences
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StructureofStatementsInsettingoutthecompetencestatements,theCouncilhasidentifiedaseriesofaspectsforeachcompetenceandhasfurtherprovidedexemplarsofthecompetenceinpracticecoveringsignificantdevelopmentalmilestones Asnotedabove,theachievementofcompetenceandprofessionalprogressionforteachersisdependent,innosmallmeasure,onthecontextwithinwhichtheteacherworks
TheNatureofReflectionOneoftheprincipleswhichunderpinstheCouncil’sconceptofcompetenceisthecentralityofreflectivepractice ItistheCouncil’sviewthatcompetenceisdevelopedthroughreflectiononpracticeandthroughdialoguewithcolleagues
ThisprocessofreflectivepracticehasrecentlybeenhighlightedbytheEducationandTrainingInspectorate(ETI),initspublication,The Reflective Teacher,inwhichitisnotedthattheteacher’sroleisto:
reflectontheprovisionsmadeforpupils;
assessthequalityofprovisionwithintheirownclassroom;and
decidehowthequalityofteachingiscontributingtoimprovementthroughouttheschool
Whenengaginginreflectionitisnecessarythatteachersexaminethewidercontextoftheirteaching,analysingtheeffectivenessofalessonorseriesoflessonsthroughanattempttoevaluatewhatwaslearned,bywhomandhowmoreeffectivelearningmighttakeplaceinthefuture
Inthiscontext,reflectivepracticeneedstobeinternalisedaspartofateacher’sprofessionalidentity;itcannotsimplybeboltedonasanadditionalskill,ratheritbecomespartoftheprofessionalmind-setanditisintegratedwithinallthecompetencesinaholisticway
ThenotionoftheteacherasaresearcheriscomplementarytotheCouncil’sconceptofreflectivepractice Teachersshouldengageinactionresearchwithintheirownclassroom,schoolorinstitutionand,inaddition,theyshouldtakecognisanceofresearchwithinthebroadereducationcommunity Thus,theCouncil’scompetencediscourseisenrichedanddeepenedbyanemphasisonreflectivepracticeandtheteacherasaresearcher Itiswithinthisbroadconstructivistframeworkthatfullyroundedteacherprofessionalismisnurturedanddeveloped
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5. OverviewoftheTeacherCompetencesAsstatedpreviouslytheCouncil,initsdeliberationsonthecompetences,hasrejectedanyattempttoadoptareductionistapproachtoteachereducation ItisimperativethatthispublicationbereadinitsentiretyandthatitisusedwithinthecontextoftheCouncil’scorephilosophywhichseekstocelebratethecomplexityofteachingand,asimportantly,therealitythatitisconcernedwithvaluesandprofessionalidentityasmuchasknowledgeandcompetences
TheProfessionalCompetencesThecompetencestatementshavebeensetoutunderthreebroadheadings:
ProfessionalValuesandPracticeTeachersshoulddemonstratethatthey:
1 understandandupholdthecorevaluesandcommitmentsenshrinedintheCouncil’sCode of Values and Professional Practice.
ProfessionalKnowledgeandUnderstandingTeacherswillhavedeveloped:
2 aknowledgeandunderstandingofcontemporarydebatesaboutthenatureandpurposesofeducationandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented
3 (i) aknowledgeandunderstandingofthelearningarea/subject(s)theyteach,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskills,keepingcurricular,subjectandpedagogicalknowledgeup-to-datethroughreflection,self-studyandcollaborationwithcolleagues;and
(ii) inIrishmediumandotherbilingualcontexts,sufficientlinguisticandpedagogicalknowledgetoteachthecurriculum
4 aknowledgeandunderstandingofhowthelearningarea/subject(s)theyteachcontributetotheNorthernIrelandCurriculum*andbeawareofcurriculumrequirementsinprecedingandsubsequentkeystages
5 aknowledgeandunderstandingofcurriculumdevelopmentprocesses,includingplanning,implementationandevaluation
6 aknowledgeandunderstandingofthefactorsthatpromoteandhindereffectivelearning,andbeawareoftheneedtoprovidefortheholisticdevelopmentofthechild
7 aknowledgeandunderstandingofarangeofstrategiestopromoteandmaintainpositivebehaviour,includinganacknowledgementofpupilvoice,toestablishaneffectivelearningenvironment
*including the Northern Ireland pre-school curricular guidance that applies in the nursery sector.
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8 aknowledgeandunderstandingoftheneedtotakeaccountofthesignificantfeaturesofpupils’cultures,languagesandfaithsandtoaddresstheimplicationsforlearningarisingfromthese
9 aknowledgeandunderstandingoftheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPracticeandknowthefeaturesofthemostcommonspecialneedsandappropriatestrategiestoaddressthese
10 aknowledgeandunderstandingofstrategiesforcommunicatingeffectivelywithpupils,parents,colleaguesandpersonnelfromrelevantchildandschoolsupportagencies
11 aknowledgeandunderstandingofhowtousetechnologyeffectively,bothtoaidpupillearningandtosupporttheirprofessionalrole,andhowthiscompetenceembedsacrossallofthecompetences
12 aknowledgeandunderstandingoftheinterrelationshipbetweenschoolsandthecommunitiestheyserve,andthepotentialformutualdevelopmentandwell-being
13 aknowledgeandunderstandingofthestatutoryframeworkpertainingtoeducationandschoolingandtheirspecificresponsibilitiesemanatingfromit
ProfessionalSkillsandApplication
PlanningandLeading
Teacherswill:
14 setappropriatelearningobjectives/outcomes/intentions,takingaccountofwhatpupilsknow,understandandcando,andthedemandsoftheNorthernIrelandCurriculum*intermsofknowledge,skillsacquisitionandprogression
15 planandevaluatelessonsthatenableallpupils,includingthosewithspecialeducationalneeds,tomeetlearningobjectives/outcomes/intentions,showinghighexpectationsandanawarenessofpotentialareasofdifficulty
16 deploy,organiseandguidetheworkofotheradultstosupportpupils’learning,whenappropriate
17 planforout-of-schoollearning,includingschoolvisitsandfieldwork,whereappropriate
18 managetheirtimeandworkloadeffectivelyandefficientlyandmaintainawork/lifebalance
TeachingandLearning
Teacherswill:
19 createandmaintainasafe,interactiveandchallenginglearningenvironment,withappropriateclarityofpurposeforactivities
20 usearangeofteachingstrategiesandresources,includingeLearningwhereappropriate,thatenablelearningtotakeplaceandwhichmaintainpacewithinlessonsandovertime
21 employstrategiesthatmotivateandmeettheneedsofallpupils,includingthosewithspecialandadditionaleducationalneedsandforthosenotlearningintheirfirstlanguage
*including the Northern Ireland pre-school curricular guidance that applies in the nursery sector.
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22 secureandpromoteastandardofbehaviourthatenablesallpupilstolearn,pre-emptinganddealingwithinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
23 contributetothelifeanddevelopmentoftheschool,collaboratingwithteachingandsupportstaff,parentsandexternalagencies
Assessment
Teacherswill:
24 focusonassessmentforlearningbymonitoringpupils’progress,givingconstructivefeedbacktohelppupilsreflectonandimprovetheirlearning
25 selectfromarangeofassessmentstrategiestoevaluatepupils’learning,andusethisinformationintheirplanningtohelpmaketheirteachingmoreeffective
26 assessthelevelsofpupils’attainmentagainstrelevantbenchmarkingdataandunderstandtherelationshipbetweenpupilassessmentandtargetsetting
27 liaiseorallyandinwrittenreportsinaneffectivemannerwithparentsorcarersontheirchild’sprogressandachievements
DimensionsofDevelopmentAsteachersprogressintheircareerstheywillencounterdifferentchallengesandexpectations;theygrowinconfidence,shareintheknowledgeofcolleaguesandlearnfromexperience Itcanalsobeanticipatedthattheirpracticewillbecomeprogressivelymoresophisticatedandnuanced Thiswillbeevidencedby:
greatercomplexityinteaching,forexample,inhandlingmixed-abilityclasses,orreluctantlearners,orclassesmarkedbysignificantdiversity,orinter-disciplinarywork;
thedeploymentofawiderrangeofteachingstrategies;
basingteachingonawiderrangeofevidence,readingandresearch;
extendingone’simpactbeyondtheclassroomandfullerparticipationinthelifeoftheschool;
thecapacitytoexerciseautonomy,toinnovateandtoimprovise;and
apronouncedcapacityforself-criticismandself-improvement;theabilitytoimpactoncolleaguesthroughmentoringandcoaching,modellinggoodpractice,contributingtotheliteratureonteachingandlearningandthepublicdiscussionofprofessionalissues,leadingstaffdevelopment,allbasedonthecapacitytotheoriseaboutpolicyandpractice
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6. TheCompetenceStatementsandPhaseExemplarsInpresentingthecompetencesalongwiththephaseexemplars,theCouncilhassoughttoemphasisethattheacquisitionofcompetenceisverymuchrelatedtocontextandphase,whetherthisbeinitialteachereducation,induction,earlyprofessionaldevelopmentorbeyondintocareer-longcontinuingprofessionaldevelopment,seeFigure2 Itcanbesaidthatthephaseexemplarsattempttoarticulatethenecessarywideninganddeepeningofexperiencerelatedtoclassroomandthewhole-schoolcontext
inwhichteacherswork However,theyalsoemphasisethegrowingcollectiveresponsibilitiesinherentinthedevelopmentofprofessionalcommunitiesofpractice,withinwhichtheindividual’sgrowingprofessionalcompetenceissituated TheCounciltakestheviewthatitiswithinthesewiderprofessionalcommunitiesthatschoolimprovementispromotedandsustained
Itisalsoimportantthattheexemplarsarenotviewedasateachereducationcurriculum,orasprescriptivebenchmarkstobeappliedirrespectiveofthespecificcontextwithinwhichteachersworkorthechallengesanddevelopmentopportunitiesaffordedthem;rather,theyarethebasisforreflectionanddialogue,andavehicleforneedsanalysisandforwardplanning
Professional Competence Number Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Generalcompetencestatement Aspectsforclarityofunderstandingandprecision
Essentialknowledge,understandingandskillsacquisitionalongwiththeprinciplesofbasicreflectivepracticeandevaluation
Applicationtopupilandclassroomcontextwithevaluationandadaptation
Applicationtopupil,classroomandwiderschoolcontextwithadaptation,evaluationandrefinement
Applicationtoclassroomandwhole-schoolpractice Evaluationandrefinementtocontext,meetingwidercollectiveresponsibilities
Figure2
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Professional Values and PracticeProfessional Competence 1 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
TeachersshoulddemonstratethattheyunderstandandupholdthecorevaluesandcommitmentsenshrinedintheCouncil’sCodeofValuesandProfessionalPractice
SituatetheirpracticewithinthevalueframeworksetoutbyGTCNI
KnowandunderstandthevaluesintheCodeandcontributetodebateandreflectionontheirapplicationinpractice
Activelyexemplifythevalueswithintheclassroomandwiderschoolcontext
Proactivelyexemplifythevalueswithintheclassroom,schoolandwiderprofessionalcontext
Bepreparedtoengageinreflectionanddebateonthemissionofeducationasencapsulatedwithinaschool’smissionstatementandethos
Demonstrateanunderstandingofthecommitmentstolearners,colleaguesandothersandtheprofession
Knowandunderstandtheircommitmentstolearners,colleaguesandothersandtheprofession
Fulfiltheircommitmentstolearners,colleaguesandothersandthewiderprofession
Proactivelyfulfiltheircommitmentstolearners,colleaguesandothersandthewiderprofession
Bepreparedtoproactivelyfulfiltheircommitmentstolearners,colleaguesandothersandthewiderprofession Whennecessaryhelp,support,liaiseandcollaboratewithcolleaguestoenablethemtomeettheirprofessionalresponsibilities
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Professional Knowledge and UnderstandingProfessional Competence 2 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofcontemporarydebatesaboutthenatureandpurposesofeducationandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented
Knowandunderstandcontemporarydebatesaboutthenatureandpurposesofeducation
KnowandunderstandthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandsomecontemporarydebates
ApplyaknowledgeandunderstandingaboutthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandanunderstandingofcontemporarydebatesforprofessionalpractice
ThroughreflectiononclassroompracticeapplyaknowledgeandunderstandingaboutthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandanunderstandingofcontemporarydebatestoprofessionalpractice
Engagewithotherstopromoteaknowledgeandunderstandingofrelevantcontemporarydebatesaboutthenatureandpurposesofeducationandbeabletocontributetoongoingdebate
Knowandunderstandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented
KnowandunderstandthecontemporarysocialandpolicycontextforeducationinNorthernIreland
ApplyaknowledgeandunderstandingofthecontemporarysocialandpolicycontextforeducationinNorthernIrelandtoprofessionalpractice
Throughreflection,applytoprofessionalpractice,knowledgeandunderstandingofthecontemporarysocialandpolicycontextforeducationinNorthernIreland
EngagewithothersinongoingdebateonthecontemporarypolicycontextforeducationinNorthernIrelandandtheimpactofpolicyonprofessionalpractice
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Professional Knowledge and UnderstandingProfessional Competence 3 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
(i) Teacherswillhavedevelopedaknowledgeandunderstandingofthelearningarea/subject(s)theyteach,includingthecentralityofstrategiesandinitiativestoimprove,literacy,numeracyandthinkingskills,keepingcurricular,subjectandpedagogicalknowledgeup-to-datethroughreflection,self-studyandcollaborationwithcolleagues
Haveknowledgeandunderstandingofthelearningarea/subject(s)taught,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskillstoallareasoflearning
Haveadetailedknowledgeandunderstandingofthelearningarea/subject(s)taught,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskillstoallareasoflearning
Beabletoapplytheknowledgeandunderstandingofthelearningarea/subject(s)taught,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskillstotheclassroomcontext
Beabletoapplyandevaluatetheknowledgeandunderstandingofthelearningarea/subject(s)taught,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskillstotheclassroomandschoolcontext
Supportotherstoacquire,applyandevaluatetheknowledgeandunderstandingofthelearningarea/subject(s)taught,includingthecentralityofstrategiesandinitiativestoimproveliteracy,numeracyandthinkingskillstotheclassroomandwiderschoolcontext
Keepcurricular,subjectandpedagogicalknowledgeup-to-datethroughreflection,self-studyandcollaborationwithcolleagues
Haverelevantcurricular,subjectandpedagogicalknowledge
Keepcurricular,subjectandpedagogicalknowledgeup-to-datethroughreflection,self-studyandcollaborationwithcolleagues
Keepcurricular,subjectandpedagogicalknowledgeup-to-datethroughreflection,self-studyandcollaborationwithcolleagues,andapplyandevaluatethisintheclassroomandschoolcontext
Engagewithotherstokeepcurricular,subjectandpedagogicalknowledgeup-to-dateandtoapplyandevaluatethisintheclassroomandwiderschoolcontext
(ii) Teacherswillhavedeveloped,inIrishmediumandotherbilingualcontexts,sufficientlinguisticandpedagogicalknowledgetoteachthecurriculum
InIrishmediumandotherbilingualcontexts,havesufficientlinguisticandpedagogicalknowledgetoteachthecurriculum
Havesufficientlinguisticandpedagogicalknowledgetoteachthecurriculum,includingimmersionteachingmethodologies
Extendanddeepenlinguisticandpedagogicalknowledgetoteachthecurriculum,includingtheapplicationofimmersionteachingmethodologiestotheclassroomcontext
Extend,deepenandevaluatelinguisticandpedagogicalknowledgetoteachthecurriculum,includingtheapplicationofimmersionteachingmethodologiestoclassroomandwhole-schoolpractice
Collaboratewithotherstoevaluateanddeveloptheirlinguisticandpedagogicalknowledgeinordertoteachthecurriculumandtheapplicationofimmersionteachingmethodologiestowhole-schoolpolicyandpractice
20
Professional Knowledge and UnderstandingProfessional Competence 4 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofhowthelearningarea/subject(s)theyteachcontributetotheNorthernIrelandCurriculum*andbeawareofcurriculumrequirementsinprecedingandsubsequentkeystages
Knowandunderstandhowthelearningarea/subject(s)theyteachcontributestotheachievementandobjectivesoftheNorthernIrelandcurriculum
Knowandunderstandhowthelearningarea/subject(s)theyteachcontributestotheNorthernIrelandcurriculum
Understandhowthelearningarea/subject(s)theyteachcontributestotheobjectivesoftheNorthernIrelandcurriculum
HaveadeeperknowledgeandunderstandingofhowothersubjectsorareasoflearningcontributetotheNorthernIrelandcurriculum
Assistotherstodevelopanunderstandingastohowthelearningarea/subject(s)theyteachcontributetotheNorthernIrelandcurriculum
Beawareofcurriculumrequirementsinprecedingandsubsequentkeystages
Beawareofcurriculumrequirementsinprecedingandsubsequentkeystages
Teachingdemonstratesaknowledgeandunderstandingofcurriculumrequirementsinprecedingandsubsequentkeystages
Teachingbuildsonwhatpupilshavelearnedinprecedingkeystagesanddevelopslearningreadinessforprogressionintosubsequentkeystages
Engagewithotherstopromotemoreawarenessofcurriculumrequirementsinprecedingandsubsequentkeystagestopromotereadinessforlearningandprogression
*Including the Northern Ireland pre-school curricular guidance that applies in the nursery sector.
21
Professional Knowledge and UnderstandingProfessional Competence 5 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofcurriculumdevelopmentprocesses,includingplanning,implementationandevaluation
Knowandunderstandcurriculumdevelopmentprocesses
Knowandunderstandthemaineducational,culturalandeconomicinfluencesoncurriculumdevelopment
KnowandunderstandcurriculumdevelopmentprocesseswithinNorthernIrelandandtheimplicationsofthisfortheirownteaching
KnowandunderstandcurriculumdevelopmentprocesseswithinNorthernIrelandandtheimplicationsofthisfortheirownclassandthewiderschoolcommunity
CollaboratewithotherstopromoteaknowledgeandunderstandingofcurriculumdevelopmentprocessesinNorthernIrelandandhowthisimpactsatwhole-schoollevel
Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum
Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum
Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum,andhowtheyrelatetoclassroompractice
Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculumandhowtheyrelatetoclassroomandwiderschoolpractice
Engagewithothersandcontributetocurriculumplanning,implementationandevaluationatwhole-schoollevel
22
Professional Knowledge and UnderstandingProfessional Competence 6 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofthefactorsthatpromoteandhindereffectivelearning,andbeawareoftheneedtoprovidefortheholisticdevelopmentofthechild
Understandwhatisknownaboutthefactorsthataidlearning
Examinetheoriesoflearningandchilddevelopment,includingthephysiologyoflearning
Planningandinteractionswithpupilsshowanunderstandingoftheoriesofchilddevelopmentandthephysiologyoflearning
Planningandinteractionswithpupilsshowanunderstandingoftheoriesofchilddevelopmentandthephysiologyoflearning,andhasagrowingimpactonpupils’learning
Assistotherstaffandparentstounderstandthefactorsthataidlearningsothatthereisaschoolwideimpactonpupils’learning
Understandwhatisknownaboutthefactorsthathinderlearning
Considerthekeyaspectsofemotionalandbehaviouraldifficulties;trauma,childabuse,bullying,discrimination,stereotyping,andpupilmobilityorabsencefromschool
Planningandinteractionswithpupilsshowanunderstandingofthekeyaspectsoftheemotionalandbehaviouraldifficultiesthatsomepupilsmayexperience
Planningandinteractionswithpupilsshowadeeperunderstandingofkeyaspectsoftheemotionalandbehaviouraldifficultiesthatsomepupilsmayexperience
Assistotherstaffandparentstounderstandthefactorsthathinderlearningsothatthereisaschoolwideimpactonpupils’learning
23
Professional Knowledge and UnderstandingProfessional Competence 7 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofarangeofstrategiestopromoteandmaintainpositivebehaviour,includinganacknowledgementofpupilvoice,toestablishaneffectivelearningenvironment
Aknowledgeandunderstandingofarangeofstrategiestopromoteandmaintainpositivebehaviour
Knowarangeofstrategiestopromoteandmaintainpositivebehaviour
Selectappropriatestrategiestopromoteandmaintainpositivebehaviourintheclassroomcontextinaccordancewithschoolpolicies
Evaluateandadoptparticularstrategiesreflectingspecificcircumstancesandschoolcontextandpolicies
Collaboratewithotherstodeveloparangeofstrategiestopromoteandmaintainpositivebehaviouratwhole-schoollevel
Anunderstandingofthesignificanceofpupilvoice
Haveanunderstandingoftheneedtotakeaccountofpupils’views
Takeaccountofpupils’viewsrelatingtotheirlearningandbehaviour
Takeaccountofpupils’viewsrelatingtotheirlearningandbehaviourandevaluateteachingstrategiesasappropriate
Engagewithpupilssothattheschoolcanbeawareoftheirviewsrelatingtolearningandbehaviourandusethisawarenesstoadapt,whennecessary,schoolpolicies
Aknowledgeandunderstandingofarangeofstrategiestoestablishaneffectivelearningenvironment
Appreciatethedifferencethattheclassroomenvironment,physicalandsocial,canmaketoeffectivelearning
Understandmorefullytheclassroomenvironmentandhowfactorssuchasdisplayandseatingarrangementsimpactonpupils’learning
Establishaneffectivelearningenvironment,forexample,throughdisplay,roomandresourceorganisationandseatingarrangements
Collaboratewithotherstoestablishaneffectivelearningenvironmentatclassroomandwhole-schoollevel
24
Professional Knowledge and UnderstandingProfessional Competence 8 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingoftheneedtotakeaccountofthesignificantfeaturesofpupils’cultures,languagesandfaithsandtoaddresstheimplicationsforlearningarisingfromthese
Aknowledgeandunderstandingofthesignificantfeaturesofpupils’culturesandanyimplicationsforlearning
Developaninsightintotheculturesfromwhichpupilsmaycome
Appreciatethepotentialimpactofculturaldifferencesonthelearningprocessandbesensitivetodiversityinkeepingwiththeprofession’scorevalues
Proactivelyaddress,withintheclassroomandwiderschoolcontext,issuesemerginginrelationtoculturaldifferencesandthecelebrationofdiversity
Promoteanunderstandingofsignificantfeaturesofpupils’culturesandissuesarisinginrelationtoculturaldifferencesandthecelebrationofdiversityatwhole-schoollevel
Aknowledgeandunderstandingofthesignificantfeaturesofpupils’languagesandanyimplicationsforlearning
ExaminetheimplicationsofpupilsspeakingadifferentlanguageathomeandhowthismayimpactontheirlearningconsideringtheprocessoflanguageacquisitionforlearnerswhosesecondlanguageisEnglish
Applythisunderstandingtotheclassroomcontexttohelpidentifyspecificneedsanddeviseappropriateprogrammes
Evaluatearangeofstrategiestoaddresstheimplicationsofpupilsspeakingadifferentlanguageathometoidentifyspecificneedsandadaptappropriateprogrammes
Collaboratewithotherstoexaminetheimplicationsofpupilsspeakingadifferentlanguageathomeandevaluatehowthismayimpactonteachingandlearningthroughouttheschool
Aknowledgeandunderstandingofthesignificantfeaturesofpupils’faithsandanyimplicationsforlearning
Developaninsightintotherangeoffaithsthatpupilsmayhold
Understandsignificantfeaturesofpupils’faithsandusethisknowledgetohelptheirlearning,handlingissuessensitively
Understandsignificantfeaturesofpupils’faithsandusethisknowledgetocelebratediversityandfostermutualrespect
Engagewithotherstopromoteanunderstandingofsignificantfeaturesofpupils’faithsandanyimplicationsforlearning
25
Professional Knowledge and UnderstandingProfessional Competence 9 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
TeacherswillhavedevelopedaknowledgeandunderstandingoftheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPracticeandknowthefeaturesofthemostcommonspecialneedsandappropriatestrategiestoaddressthese
KnowandunderstandtheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPractice
Knowandunderstandtheprinciplesunderpinningtheteachingofchildrenwithspecialeducationalneedsandthekeyaspectsof,andteachers’responsibilitiesunder,currentlegislationandguidance
UnderstandtheCodeofPracticeandhowitrelatestopupilsthattheyteach
UnderstandtheCodeofPracticeandhowitrelatestopupilsintheschool
HelpothersunderstandtheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPractice
FulfiltheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPractice
Teachpupilswithspecialeducationalneedsundertheguidanceoftheclassteacher
TeachpupilswithspecialeducationalneedsaccordingtotheCodeofPractice,workingwiththeSENCOandparents
TeachpupilswithspecialeducationalneedsaccordingtotheCodeofPractice,workingmoreeffectivelywiththeSENCOandparents
CollaboratewithotherssothattheycanfulfiltheirresponsibilitiesundertheSpecialEducationalNeedsCodeofPractice
Knowthefeaturesofthemostcommonspecialneeds
Knowthebasicfeaturesofcommonspecialneedssuchas:dyspraxia,dyslexia,dyscalculia,autisticspectrumdisorders,hearingandvisualimpairment
Knowmoreaboutthespecialneedsofpupilsthattheyteachandusethisknowledgetopromoteaninclusiveapproachandtoreferpupilsforextrahelp
Knowthemainfeaturesofmoderateandseverelearningdifficulties;applythistotheirteachingtopromoteinclusionandtoreferpupilsforextrahelp
Helpothersunderstandthefeaturesofthemostcommonspecialneedstoadoptaninclusiveapproachatwhole-schoollevelwhichreflectsthevaryingneedsofpupilswhohavelearningneedsanddisabilities
26
Professional Knowledge and UnderstandingProfessional Competence 10 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofstrategiesforcommunicatingeffectivelywithpupils,parents,colleaguesandpersonnelfromrelevantchildandschoolsupportagencies
Strategiesforcommunicatingeffectivelywithpupils
Developanunderstandingoftherangeofstrategiesforcommunicatingwithpupils,includingthroughlistening,voice,bodylanguage,writingwhilemodellinggoodgrammarandprecisevocabulary
Explore,inaclassroomcontext,arangeofapproachesforcommunicatingwithpupils
Refinestrategiesforcommunicatingclearlywithpupils,includingthroughlistening,voice,bodylanguageandwriting
Collaboratewithotherstodevelopstrategiesforcommunicatingclearlywithpupils
Strategiesforcommunicatingeffectivelywithparents
Considerthesignificanceofparentsaspartnersintheeducativeprocessandtheneedtocommunicateeffectivelywiththem
Workwithintheschoolprotocolsrelatingtocommunicatingwithparents
Developarangeofstrategiesforcommunicatingclearlyandefficientlywithparents
Collaboratewithotherstoreviewandextendtherangeofstrategiesforcommunicatingwithparents
Strategiesforcommunicatingeffectivelywithcolleaguesandpersonnelfromrelevantchildandschoolsupportagencies
Understandthesignificantrolesofstafffromschoolandfromotheragenciesinthelifeofthechild,andtheneedtointeractwithsuchindividualsoragencies
Workwithintheschool’scurrentpracticeandprotocolsinrelationtocommunicationwithcolleaguesandoutsideagencies
Developincreasinglyconfidentandefficientcommunicationwithcolleaguesandoutsideagencies
Collaboratewithotherstodeveloparangeofstrategiesforcommunicatingeffectivelywithcolleaguesandchildandschoolsupportagencies,followingprotocols
27
Professional Knowledge and UnderstandingProfessional Competence 11 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofhowtousetechnologyeffectively,bothtoaidpupillearningandtosupporttheirprofessionalrole,andhowthiscompetenceembedsacrossallofthecompetences
Knowhowtousetechnologyeffectively
Examinetheeducationalprinciplesbehindtheuseoftechnology,suchasdigitalvideo,projectors,computers,graphiccalculators,software,interactivewhiteboards,scanners,controlandsensingtechnologyetc
Keepup-to-dateinknowinghowtousethetechnology,hardwareandsoftwareintheirschool
Keepup-to-dateinknowinghowtousethetechnologyhardwareandsoftwaremoreeffectivelyintheirschool,sharinginformationandskillswithotherstaff
HelpotherstolearnhowtousethetechnologyhardwareandsoftwareintheirschoolandresourcesaccessibleontheInternet
Knowhowtousetechnologyeffectivelytoaidpupillearning
Knowhowtousetheabovetoaidlearninginthesubjectsandagegroupstheyteach
Usetechnologyeffectivelytoaidpupillearning
Usetechnologywithincreasingimpactonpupils’learningandespeciallytodeveloplifelonglearningskills
Supportotherstousetechnologyeffectivelytoaidpupils’learning
Knowhowtousetechnologyeffectivelytosupporttheirprofessionalroleandhowthiscompetenceembedsacrossallofthecompetences
Knowhowtouseword-processing,databasesandspreadsheetpackages,e-mailandtheinternetasprofessionaltools
Usetechnologytorecordandreportpupils’progress,planlessons,findandmakeresources,keepup-to-date,contactcolleaguesandthewidereducationalcommunity
Usetechnologywithincreasingeffectivenesstorecordandreportpupils’progress,planlessons,findandmakeresources,keepup-to-dateandcontactcolleaguesandthewidereducationalcommunity
Workwithcolleaguestousetechnologyeffectivelyatwhole-schoollevelandwithinthewidereducationalcommunity
28
Professional Knowledge and UnderstandingProfessional Competence 12 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingoftheinterrelationshipbetweenschoolsandthecommunitiestheyserve,andthepotentialformutualdevelopmentandwell-being
Understandtheinterrelationshipbetweenschoolsandthecommunitiestheyserve
Recognisethesignificanceofthecommunityinschoollife,suchastheimpactofperceptionswithinthecommunityaboutthevalueofeducation
Developaknowledgeandunderstandingofthespecificsocialcontextoftheschoolandbeawareofschoolpoliciestoaddressissues
Understandthespecificsocialcontextoftheschoolandapplyschoolpoliciestoaddressissues
Engagewithotherstounderstandtheimplicationsoftheinterrelationshipbetweentheschoolandthecommunitiesitservesandcontributetothedevelopmentofschoolpoliciestoaddressissues
Understandthepotentialformutualdevelopmentandwell-being
Recognisethatcommunityviewsregardingthepurposesandadvantagesofeducationcanbeharnessedtoenhancepupiloutcomes,withreciprocalbenefitsintermsofcommunityempowerment
Developanunderstandingofhowtheschoolanditscommunitiesinteractformutualbenefit
Understandhowtheschoolanditscommunitiescanworktogetherformutualdevelopmentandwell-being
Engagewithotherstopromoteanunderstandingastohowtheschoolanditscommunitiescanworktogethertocreateapositiveviewaboutthepurposesandadvantagesofeducation
29
Professional Knowledge and UnderstandingProfessional Competence 13 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillhavedevelopedaknowledgeandunderstandingofthestatutoryframeworkpertainingtoeducationandschoolingandtheirspecificresponsibilitiesemanatingfromit
Understandthestatutoryframeworkpertainingtoeducationandschooling
Knowthestatutoryframeworkwithinwhichteacherswork,schoolsfunctionandpupilslearn,inareassuchas:curricularentitlement;thesafeguardingofchildren;learningdifficultiesanddisabilities;discrimination;andteachers’payandconditions
Understandtheimplicationsofthelegislativecontextforclassroompractice
Understandhowthestatutoryframeworkworksinthebroadercontextoftheschoolandknowthedifferencebetweenwhatisstatutoryandwhatisnon-statutoryinNorthernIreland,andtheimplicationsofthis
Collaboratewithotherstopromoteanunderstandingofhowthestatutoryframeworkworksinpracticeandhelpplanfortheimplications
Understandteachers’responsibilitieswithinthestatutoryframework
Knowthelegalresponsibilitiesofteachers,suchasthedutyofcare
Understandthelegalresponsibilitiesofteachersandkeepup-to-datewiththelegalframework
Keepup-to-datewiththelegalresponsibilitiesofteachersandhowtheytranslateintopractice
Helpcolleaguesunderstandandkeepup-to-datewiththelegalresponsibilitiesofteachersandwhattheymeaninpractice
30
Professional Skills and Application: Planning and LeadingProfessional Competence 14 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillsetappropriatelearningobjectives/outcomes/intentions,takingaccountofwhatpupilsknow,understandandcando,andthedemandsoftheNorthernIrelandCurriculum*intermsofknowledge,skillsacquisitionandprogression
Setappropriatelearningobjectives,takingaccountofwhatpupilsknow,understandandcando
Learningobjectivesaresetthattakeaccountofwhatpupilsknow,understandandcando
Learningobjectivesbuildonwhatpupilsknow,understandandcandotoensurethatpupilsmakeprogress
Learningobjectivesareincreasinglyresponsivetopupils’priorlearningandtakeaccountoftheneedtoplanfordevelopmentandprogression
Liaisewithothersinsettinglearningobjectivesthattakeaccountofwhatpupilsknow,understandandcandoandwhichleadtodevelopmentandprogression
Setappropriatelearningobjectives,takingaccountofthedemandsoftheNorthernIrelandCurriculum
LearningobjectivesaresettotakeaccountofwhatpupilsneedtoknowinrelationtotherequirementsoftheNorthernIrelandCurriculum
LearningobjectivesaredevelopedwhichtakeaccountofwhatpupilsneedtoknowinrelationtotherequirementsoftheNorthernIrelandCurriculum
LearningobjectivesareincreasinglyrefinedanddifferentiatedtotakeaccountofwhatpupilsneedtoknowinrelationtotheNorthernIrelandCurriculum
LiaisewithothersinsettinglearningobjectivesthattakeaccountofwhatpupilsneedtoknowinrelationtotheNorthernIrelandCurriculum
*Including the Northern Ireland pre-school curricular guidance that applies in the nursery sector.
31
Professional Skills and Application: Planning and LeadingProfessional Competence 15 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillplanandevaluatelessonsthatenableallpupils,includingthosewithspecialeducationalneeds,tomeetlearningobjectives/outcomes/intentions,showinghighexpectationsandanawarenessofpotentialareasofdifficulty
Planlessonsthatenableallpupils(includingthosewithspecialneeds)tomeetthelearningobjectives
Planshaveclearobjectives,relevantcontent,resourcesandwell-sequencedactivities
Planshaveclearobjectives,relevantcontent,resourcesandwell-sequencedactivitiesthatenableallpupilstomakeprogress Planningisinformedbyassessmentofpupils’progress
Planningismoreefficientandeffectivethroughself-evaluation,includingtheoutcomesofassessmentofallpupils
Collaboratewithotherstoplanlessonsthatenableallpupilstomeetthelearningobjectives
Planlessonsshowinghighexpectations
Plansshowhigh,butrealistic,expectationsbearinginmindtheageandattainmentrangeoftheclass
Plansshowhigh,butrealistic,expectationsofallpupils,andreflectdifferentattainmentlevelsofpupilsandotherpersonalandsocialmattersthatmayimpactontheirlearning
Highexpectationsofallpupilsareevidentinplanningandareinformedbyself-evaluation,includingtheoutcomesofassessmentofallpupils
Collaboratewithotherstoplanlessonsshowinghighexpectations
Planlessonsshowinganawarenessofpotentialareasofdifficultyandconfusionforpupils
Plansshowanawarenessofareasofpotentialdifficultyandconfusionforpupils
Plansacknowledgethepriorlearningofpupilsandpotentialareasofdifficultyandconfusion
Planningisinformedbythepriorlearningofthepupilsandareasofpotentialdifficultyandconfusionidentifiedthroughappropriateassessmentstrategies
Collaboratewithotherstoplanlessonsshowinganawarenessofpotentialareasofdifficultyandconfusionforpupils
32
Professional Skills and Application: Planning and LeadingProfessional Competence 16 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswilldeploy,organiseandguidetheworkofotheradultstosupportpupils’learning,whenappropriate
Deployadultstosupportpupils’learning
Understandthepotentialbenefitsarisingfromthedeploymentofotheradultstosupportlearning
Identifytherolesandresponsibilitiesofadditionaladults,anddeploythemeffectivelytohelppersonalisepupils’learning
Evaluatethestrengthsofadditionaladultsanddeploythemeffectivelytooptimisetheircontributiontopersonalisedlearning
Liaisewithotherstodeployadultseffectivelyatclassroomandwhole-schoollevel
Guideandorganisetheworkofotheradultstosupportpupils’learning
Understandtheroleoftheteacherandotheradultsinthesupportingoflearning
Incollaborationwithotheradults,andbuildingontheirexpertise,planandorganisehowtheyaretosupportlearning
Incollaborationwithotheradults,evaluateexistingarrangementsandplanandorganisehowtheyaretosupportlearning
Liaisewithotherteacherstoorganisetheworkofadultssupportingpupils’learning
33
Professional Skills and Application: Planning and LeadingProfessional Competence 17 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillplanforout-of-schoollearning,includingschoolvisitsandfieldwork,whereappropriate
Planforout-of-schoollearning
Appreciateandexplorethepotentialofout-of-schoolresourcesandenvironments(bothphysicalandvirtual)toenhanceandpersonalisepupils’learning
Planandencourageout-of-schoolactivitiesthatconsolidate,buildon,enrich,personaliseandextendlearning
Exploitmorefully,opportunitiesforout-of-schoolactivitiesthatconsolidate,buildon,enrich,personaliseandextendpupils’learning
Assistotherswiththedevelopmentofideasforout-of-schoolactivitiesthatconsolidate,buildon,enrich,personaliseandextendpupils’learning
Planforschoolvisitsandfieldwork
Seekopportunitiestoassistwithschoolvisitsandfieldwork
Withsupport,planvisitsandfieldworktoenrichandextendpupils’learning
Whereappropriate,planvisits,visitorsandfieldworktoenrichandextendpupils’learning
Collaboratewithotherstoinitiatevisitsandfieldworktoenrichpupils’learning
34
Professional Skills and Application: Planning and LeadingProfessional Competence 18 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillmanagetheirtimeandworkloadeffectivelyandefficientlyandmaintainawork/lifebalance
Managetheirtimeandworkloadeffectivelyandefficiently
Beabletomaintainabalanceintheirworkinglife,bothincollegeandschoolsettingsandmanagetimewithincreasingefficiency
Astheyearprogresses,manageworkloadincreasinglyefficientlythroughknowingwhattoprioritise Monitorhowlongisspentonplanning,markingetc
Beawareoftimespentondifferenttasksandbecomemoreefficientinmanagingworkload
Supportothersinprioritisingandmanagingtheirworkload
Maintainawork/lifebalance
Beawareofwork/lifebalanceissues–learningfromtheexperienceofothers
Auditwork/lifebalanceastheyearprogressesandseektoaddressanyimbalance
Beawareofhowoneismanagingworkloadandstress,andacttoimprovework/lifebalance
Supportotherstomaintainawork/lifebalanceinthefaceofadditionalresponsibilities
35
Professional Skills and Application: Teaching and LearningProfessional Competence 19 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillcreateandmaintainasafe,interactiveandchallenginglearningenvironment,withappropriateclarityofpurposeforactivities
Createandmaintainasafe,interactiveandchallenginglearningenvironment
Appreciatetheimportanceofcreatingasafe,interactiveandchallenginglearningenvironmentandhowothersseektocreatesuchanenvironment
Create,withadvice,asafe,interactiveandchallenginglearningenvironment,consideringfactorssuchasseatingarrangements,theorganisationofresourcesanddisplaysthatsupport,celebrateandinspirelearning
Createasafe,interactiveandchallenginglearningenvironment,consideringseatingarrangements,theorganisationofresourcesanddisplaysthatsupport,celebrateandinspirelearning
Giveadvicetoothersonhowtocreateasafe,interactiveandchallenginglearningenvironmentatclassroomandwhole-schoollevel
Createandmaintainalearningenvironment,withappropriateclarityofpurposeforactivities
Learnfromothershowtosetuppurposefulactivities
Setuppurposefulactivitiesthatenablepupilstomeetlearningobjectives
Setuppurposefulactivitieswithincreasingeffectivenessthatenablepupilstomeetlearningobjectives
Supportothersinthedevelopmentofpurposefulactivitiesthatenablepupilstomeetlearningobjectives
36
Professional Skills and Application: Teaching and LearningProfessional Competence 20 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillusearangeofteachingstrategiesandresources,includingeLearningwhereappropriate,thatenablelearningtotakeplaceandwhichmaintainpacewithinlessonsandovertime
Usearangeofteachingstrategiesthatenablelearningtotakeplace
Usearangeofteachingstrategiesappropriatetotheage,ability,interestsandexperiencesofpupils
Usearangeofteachingapproacheseffectivelytopromotehighlevelsoflearningandachievement
Teachingreflectsincreasinglythejudiciousandeffectiveuseofarangeofteachingstrategiesandisinformedbyself-evaluation
Supportothersintheuseofarangeofteachingstrategiesthatenablelearningtotakeplace
Usearangeofresourcesthatenablelearningtotakeplace
Useresourcesthatmotivateandsupportallpupils’learning
Useresourceseffectivelytomotivateandsupportallpupils’learning
Useresourcesselectivelyandeffectivelytomotivateandsupportallpupils’learning Theselectionanduseofresourcesisinformedbyself-evaluation
Collaboratewithothersintheuseofarangeofresourcesthatenablelearningtotakeplace
Usearangeofteachingstrategiesandresourcesthatmaintainpacewithinlessonsandovertime
Captureandmaintainpupils’attention,interestandinvolvementthroughthechoiceofteachingstrategyandresources
Captureandmaintainpupils’attention,interestandinvolvementthroughthechoiceofteachingstrategyandresources Ensuregoodpacethroughcarefulplanningandorganisation
Informedbyself-evaluation,useismadeofarepertoireofteachingstrategiesandresourcestopromoteandsustainhighlevelsofattainment
Collaboratewithotherstousearangeofteachingstrategiesandresourcesthatmaintainpacewithinlessonsandovertimeandwhichpromoteandsustainhighlevelsofattainment
37
Professional Skills and Application: Teaching and LearningProfessional Competence 21 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillemploystrategiesthatmotivateandmeettheneedsofallpupils,includingthosewithspecialandadditionaleducationalneedsandforthosenotlearningintheirfirstlanguage
Employstrategiesthatmotivateandmeettheneedsofpupilswithspecialandadditionaleducationalneeds
Developanunderstandingof,andanabilitytoemploy,appropriatestrategies
Employ,withsupportandadvice,strategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities
Employandevaluate,withincreasingeffectiveness,strategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities
Adviseothersonstrategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities
Employstrategiesthatmotivateandmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage
Developmultisensorystrategiesthatmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage
Withsupport,employmultisensorystrategiesthatmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage
Extendtherepertoireofstrategiestoensuretheinclusionandprogressofpupilswhoarenotlearningintheirfirstlanguage
Adviseothersonstrategiesthatensuretheinclusionandprogressofpupilswhoarenotlearningintheirfirstlanguage
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Professional Skills and Application: Teaching and LearningProfessional Competence 22 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillsecureandpromoteastandardofbehaviourthatenablesallpupilstolearn,pre-emptinganddealingwithinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
Secureandpromoteastandardofbehaviourthatenablesallpupilstolearn
Learn,fromanexaminationoftheworkofotherteachers,howtosecureandpromoteastandardofbehaviourthatenablesallpupilstolearn
Withsupport,establishapurposefullearningenvironment,setclearexpectationsandgroundrules,andrespondpositivelytogoodbehaviour
Setclearexpectationsandgroundrulesaboutbehaviour,andrespondpositivelytogoodbehaviourpromotingpupils’selfcontrolandresponsibility
Collaboratewithotherstosecureandpromoteastandardofbehaviourthatenablesallpupilstolearn
Pre-emptinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
Withsupportanddrawingonwhatisknownaboutbestpractice,pre-emptinappropriatebehaviourbysettingclearexpectationsaboutresponsibilities
Pre-emptinappropriatebehaviourbysettingclearexpectationsandgroundrulesaboutresponsibilitiesandconsequences,workingwithintheschool’sbehaviourpolicy
Pre-emptinappropriatebehaviourbyusingarangeofstrategiesdrawingonwhatisknownaboutbestpractice
Collaboratewithotherstopre-emptinappropriatebehaviourbyimplementingschoolpoliciesconsistentlyandbyconsideringwhatisknownaboutbestpractice
Dealwithinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
Withsupport,dealwithinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
Withsupport,whennecessary,dealwithinappropriatebehaviourinthecontextofschoolpoliciesandwhatisknownaboutbestpractice
Drawingonresearchandexperienceofbestpractice,dealwithinappropriatebehaviourinthecontextofschoolpolicies
Collaboratewithotherstomanagebehaviourbyimplementingschoolpoliciesconsistentlyandbyconsideringwhatisknownaboutbestpractice
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Professional Skills and Application: Teaching and LearningProfessional Competence 23 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillcontributetothelifeanddevelopmentoftheschool,collaboratingwithteachingandsupportstaff,parentsandexternalagencies
Contributetothelifeoftheschool
Understandschoolpoliciesandpracticesandtheirimpactonteachingandlearningwithintheschool
Adoptschoolpoliciesandpracticesandattendmeetingsasappropriate Doduties Participateinschoolevents
Contributetothedevelopmentofsomeschoolpoliciesandpractices
Leadthedevelopmentofsomeschoolpoliciesandpractices;leadmeetingsandschoolevents
Contributetothedevelopmentoftheschool
Seekopportunitiestoattendstaffmeetings
Takeanactivepartinstaffmeetings,taskgroups,etc
Manageasubjectoraspectofschoollife
Leadandmanageasubjectoraspectofschoollife
Collaboratewithteachingstaff
Planandcollaboratewiththeteacherwhoseclass(es)youteach
Collaboratewithimmediatecolleagues,asappropriate,onplanning,administration,assessment,etc
Collaboratewithteachersacrosstheschool,sharingideas,etc
Collaboratetosupportwhole-schooldevelopment
Collaboratewithsupportstaff
Collaboratewithsupportstaffwhoareworkingintheclass(es)youteach
Collaboratewithsupportstaffwhoareworkingintheclass(es)youteach
Collaboratewithsupportstaffacrosstheschooltoaidpupils’development
Collaboratewithsupportstaffforwhole-schooldevelopment
Collaboratewithparents
Understandtheimportanceofcollaboratingwithparentsandexploitingallopportunitiestodoso
Beconfidentinrelatingtoparentsinformallyandformally
Collaboratewithparentstoaidpupils’progressandraiseachievement
Supportothersincollaboratingwithparentstoaidpupils’progressandraiseachievementthroughouttheschool
Collaboratewithexternalagencies
Knowtheroleofexternalagencies
Collaboratewiththeexternalagencieswhoareinvolvedwithpupilsthatyouteach
Collaboratewithexternalagenciestoaidpupils’welfare,progressandtoraiseachievement
Beproactiveinseekingthehelpof,andworkwith,externalagenciestopromotepupils’welfare,progressandtoraiseachievement
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Professional Skills and Application: AssessmentProfessional Competence 24 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillfocusonassessmentforlearningbymonitoringpupils’progress,givingconstructivefeedbacktohelppupilsreflectonandimprovetheirlearning
Monitorpupils’progress
Monitorpupils’progressthroughobservation,marking,targetedquestioning,anddiscussion
Monitorpupils’progressthroughmarking,observation,targetedquestioning,anddiscussion
Monitorpupils’progresswithgreaterresponsivenesstotheirindividualneedsandwithanincreasingimpactontheirprogress
Liaisewithotherstomonitorpupils’progress
Giveconstructivefeedback
Offerimmediatefeedbacktoreinforcelearning,challengepupils’understandingandpromoteprogression Markagainsttheplannedlearningobjectivesandnotestrengthsaswellasareasforimprovement
Offerimmediatefeedbacktoreinforcelearning,challengepupils’understandingandpromoteprogression Markagainsttheplannedlearningobjectivesandnotestrengthsaswellasareasforimprovement
Offerimmediatefeedbackwithgreaterresponsivenesstopupils’individualneedsandanincreasingimpactontheirprogress
Supportotherstogiveconstructivefeedbackwhichpromoteseffectiveteachingandlearningatwhole-schoollevel
Helppupilsreflectonandimprovetheirlearning
Useeffectivequestioningandself-assessmenttasksforpupilstoreflectonandimprovetheirlearning
Useeffectivequestioningandself-assessmenttasksforpupilstoreflectonandimprovetheirlearning
Useeffectivequestioningandself-assessmenttaskswithgreaterresponsivenesstopupils’individualneedswithincreasingimpactontheirprogress
Collaboratewithotherstoencouragepupilstoreflectonandimprovetheirlearning
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Professional Skills and Application: AssessmentProfessional Competence 25 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillselectfromarangeofassessmentstrategiestoevaluatepupils’learning,andusethisinformationintheirplanningtohelpmaketheirteachingmoreeffective
Usearangeofassessmentstrategiestoevaluatepupils’learning
Knowabout,andbeabletouse,arangeofipsative,formativeandsummativeassessments Appreciatetheirusesandlimitations
Identifycommonmisconceptionsandintervenetoaddresspupils’errorsandmakeevidence-basedassessmentsagainstrelevantcriteria
Involvepupilsinassessingboththeirlearningstrategiesandperformance
Supportotherstousearangeofassessmentstrategiestoevaluatepupils’learning
Usethisinformationinplanningtomaketeachingmoreeffective
Useinformationfromipsative,formativeandsummativeassessmentsintheirlessonplanningandgroupingofpupils
Useinformationfromipsative,formativeandsummativeassessmentstomaketeachingmoreresponsivetopupils’needs
Useinformationfromipsative,formativeandsummativeassessmentswithincreasingresponsivenesstopupils’needsandimpactonpupils’progress
Collaboratewithotherstouseassessmentinformationintheirplanningtomaketeachingmoreeffectiveatclassroomandwhole-schoollevel
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Professional Skills and Application: AssessmentProfessional Competence 26 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillassessthelevelsofpupils’attainmentagainstrelevantbenchmarkingdataandunderstandtherelationshipbetweenpupilassessmentandtargetsetting
Assessthelevelofpupils’attainmentagainstrelevantbenchmarkingdata
Developanunderstandingofarangeofapproachestopupilassessmentandhowitcanbereferencedtoappropriatebenchmarkingdata
Withsupportandusingexistingschoolproceduresandassessmentprotocols,assesspupils’attainmentagainstrelevantbenchmarkingdata
Assesspupils’attainmentandanalyseitagainstrelevantbenchmarkingdata
Liaisewithotherstoassesspupils’attainmentagainstrelevantbenchmarkingdata
Understandtherelationshipbetweenpupilassessmentandtargetsetting
Understandbestpracticeinsettingtargetsanditsrelationshipwithpupils’learningandprogression
Employbestpracticeintargetsettingtopromotepupils’learningintheclassroomcontext
Evaluateandadoptbestpracticeindifferentiatedtargetsettingtopromotepupils’learningintheclassroomcontext
Collaboratewithotherstoemploybestpracticeindifferentiatedtargetsettingtopromotepupils’learningandprogression
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Professional Skills and Application: AssessmentProfessional Competence 27 Phase Exemplars
Competence Statement Aspect of Competence Initial Teacher Education InductionEarly Professional
Development
Continuing Professional Development, Collaborative
Practice and School Improvement
Teacherswillliaiseorallyandinwrittenreportsinaneffectivemannerwithparentsorcarersontheirchild’sprogressandachievements
Liaiseorallyinaneffectivemannerwithparentsorcarersontheirchild’sprogressandachievements
Inkeepingwithagreedprotocolsforstudentteachers,seekopportunitiestolearnaboutthewaysinwhichteachersengagewithparentsandothersinasharingofinformationregardingpupils,ordetailsofpupils’progress
Withdueregardtoschoolpolicy,liaisebothformallyandinformallywithparentsandcarers,givingclearmessagesinasensitiveandprofessionalmanner
Liaiseorallybothformallyandinformallywithparentsandcarers,givingclearmessagesinasensitiveandprofessionalmanner
Giveadvicetoothersonhowtoliaiseorallyinaneffectivemannerwithparentsorcarersontheirchild’sprogressandachievements
Liaiseinwrittenreportsinaneffectivemannerwithparentsorcarersontheirchild’sprogressandachievements
Seekopportunitiestolearnfromexperiencedteachershowtheywritereportsonpupils’progress
Inconsultationwithothers,writereportsbasedonassessmentinformationthatareclear,honest,positiveandavoideducationaljargon
Writereportsbasedonassessmentinformationthatareclear,honest,positiveandavoideducationaljargon
Giveadvicetoothersregardingthewritingofreportsbasedonassessmentinformationthatareclear,honest,positiveandavoideducationaljargon
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7. CodeofValuesandProfessionalPracticeForewordOneofthehallmarksofanyprofessionisthecommitmentofitsmemberstoacodeofethicswhichsetsoutprofessionalvaluesandresponsibilities InestablishingourCodeofValuesandProfessionalPracticeweareaffirmingourcommitmenttothesevaluesandsettingoutouraspirations Theachievementoftheseloftygoalswillrequirediligenceandenergyalliedtoaclearsenseofpurposeandanunderstandingofthesignificance,forbothpupilsandsocietyatlarge,ofourendeavours
Theimportancetosocietyoftheprocessofschoolingandtheworkofteachersshouldnotbeunderestimated Indeed,educationliesattheheartofbothsocialandeconomicprogress Itempowersandcelebrates;itshapessocietyandeffectivelysecuresfuturewell-being Itisappropriatethatthosewhoareentrustedwiththisroleshouldpubliclyaffirmtheircommitmenttoexcellence Thecodificationoftheunderlyingvalues,responsibilitiesandaspirationsoftheprofessioniseloquenttestimonytotheprofession’scommitmenttoexcellenceinandforall
IntroductionTeachersasagrouphavealwaysunderstoodtheprofessionalnatureoftheirtask Theyhavealwaysbeenconsciousofthespecialpurposebehindtheirendeavoursandhow,inessence,theyshapethefutureofsocietythroughtheirworkwiththoseyoungpeopleentrustedtotheircare Thatdutyofcare,alliedtoasenseofprofessionalresponsibility,isthehallmarkoftrueprofessionals Indischargingthisresponsibility,teachershavebeenguidedbyasetofvaluesthat,todate,havebeenimplicitratherthanexplicit
Valuesareoftenseenasaspirationsordrivingforces,oftennotopenlyarticulated,whicheffectivelyshapepeople’slivesanddeterminewheretheywilldirecttheirenergiesandwhattheywillholdtobeofimportance Manywithinourcommunityhavebothunderstoodandbenefitedfromtheprofession’simplicitvalues,andthecommitmentandprofessionalismthatwereaninevitableoutcomeofthese Thereis,however,meritinarticulatingthosevaluesifonlytocelebratethe
highethicalstandardsthatunderpintheworkofteachersinNorthernIreland ThisCodeprovidesourteachers,forthefirsttime,withanexplicitandpublicstatementofvaluesandprofessionalpractice ThevaluesenshrinedwithintheCodearealsothosethatunderpintheworkoftheGeneralTeachingCouncilforNorthernIrelandandwillinformitsdeliberationsinregardtointernalpolicydevelopmentandexternalpolicyinitiatives
TheCodeseeksto:
setoutclearlythecorevaluesunderpinningprofessionalpractice;
encourageattitudesandconductcommensuratewiththecorevaluesoftheprofession;
provideaframeworkforevaluatingbothpoliciesandpractice;and
enhancethestatusoftheprofessionintheeyesofthepublic
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CoreValuesThecorevaluesoftheprofessionareasfollows:
Trust Honesty Commitment
Respect Fairness Equality
Integrity Tolerance Service
Acommitmenttoserveliesattheheartofprofessionalbehaviour Inaddition,membersoftheprofessionwillexemplifythevalueslistedaboveintheirworkandintheirrelationshipswithothers;recognising,inparticular,theuniqueandprivilegedrelationshipthatexistsbetweenteachersandtheirpupils Inkeepingwiththespiritofprofessionalserviceandcommitment,teacherswillatalltimesbeconsciousoftheirresponsibilitiestoothers:learners,colleaguesandindeedtheprofessionitself
Manyofthecommitmentsoutlinedbelowarealsounderpinnedbylegislationandtheprofessionwillalwaysseek,asaminimum,tocomplywithboththespiritanddetailofrelevantlegislativerequirements
CommitmenttoLearnersTeacherswill:
maintainprofessionalrelationshipswiththosepupils/learnersentrustedtotheircarewhichrespectthepupil/learnerasapersonandencouragegrowthanddevelopment;
acknowledgeandrespecttheuniqueness,individualityandspecificneedsofeachpupilandthusprovideappropriatelearningexperiences;and
aimtomotivateandinspirepupilswithaviewtohelpingeachrealisetheirpotential
CommitmenttoColleaguesandOthersTeacherswill:
workwithcolleaguesandotherstocreateaprofessionalcommunitythatsupportsthesocial,intellectual,spiritual/moral,emotionalandphysicaldevelopmentofpupils;
promotecollegialityamongcolleaguesbyrespectingtheirprofessionalstandingandopinionsand,inthatspirit,bepreparedtoofferadviceandshareprofessionalpracticewithcolleagues;
cooperate,whereappropriate,withprofessionalsfromotheragenciesintheinterestsofpupils;
ensurethatrelationshipswiththeparents,guardiansorcarersofpupils,intheircapacityaspartnersintheeducationalprocess,arecharacterisedbyrespectandtrust;and
respectconfidentialinformationrelatingtopupilsorcolleaguesgainedinthecourseofprofessionalpractice,unlessthewell-beingofanindividualorlegalimperativerequiresdisclosure
CommitmenttotheProfessionTeacherswill:
asreflectivepractitioners,contributetothereviewandrevisionofpoliciesandpracticeswithaviewtooptimisingtheopportunitiesforpupilsoraddressingidentifiedindividualorinstitutionalneeds;and
inkeepingwiththeconceptofprofessionalintegrityassumeresponsibilityfortheirongoingprofessionaldevelopmentneedsasanessentialexpressionoftheirprofessionalism
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47
Annex1: TheCharterforEducationIntroductionEducation,ifitistobemeaningful,inaworldcharacterisedbyconstantchangeandacceleratingglobalisation,mustnotonlydrawsustenanceandunderstandingfromthepast,butmustequallyrecognisetheuncertaintiesoftodayandtheopportunitiesoftomorrow
Theproblemfacingallinvolvedintheeducationofouryoungpeopleisthatthenewknowledgeeconomyitselfgeneratespressuresthatseektoshapetheeducativeprocesstoitsneeds,andalsocanpromoteanotionofeducationthatisovertlyutilitarian Thisisnottodenytheimportanceofeducationasavehicleforeconomicwell-being;ratherthepointtobemadeisthateducationisaboutthewholeoflife,itisabouttherealisationofpotentialinallaspectsoflife
TheUNESCODelorsreport(1996)Learning: The Treasure Withinidentifiedwhatitdescribedasfouressentialpillarsoflearning Twoaredirectlyrelatedto
theknowledgeeconomy,namelyLearning to Know: arecognitionthatknowledgeisthebasisoffuturedevelopmentandisgrowingatanexponentialrate,andLearning to Do:whichdescribeshowtoapplyknowledgeinacreativeandproductiveway ThetworemainingpillarsidentifiedbytheDelorsreportareequallyimportant Learning to Be: whichfocusesontheareaofpersonalunderstandinganddevelopment,andtheneedtorecognisethenotionofpersonalworthandpersonalresponsibility,andLearning to Live Together: whichisparticularlyappositeinaworldcharacterisedbyuncertaintyandconflictandincreasingmarginalisationofsocieties,communitiesandindividualswhodonot,orcannot,fiteasilywiththenormsorpatternsrequiredforourglobalisedeconomyandtheknowledgesociety
Inshort,educationhasobvious,andindeedvital,socialandeconomicpurposes Equally,itmustembraceallandmeettheincreasingdemands
ofsociety,whilstremainingintheserviceoftheindividual Inembracingall,educationmustseektodevelopsocialcapital,engenderacommitmenttoexcellenceandcontributetothecommongood
Alloftheaboveleadsinevitablytotherecognitionthat:
education,indevelopingsocialcapital,facilitatespersonaldevelopmentandempowermentandcontributestocommunalwell-beingandsocialcohesion;
education,inallitsphasesandaspects,iscentraltotheknowledgeeconomyandeconomicprosperity;
education,initsfullestsense,embracesboththeformalandinformalandisthe
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responsibilitynotjustofprofessionals,butofstudents,parentsandsocietyasawhole;
acommitmentto,andappropriateinvestmentineducation,inallphases,isanessentialinvestmentinNorthernIrelandasaneconomicentityand,asimportantly,asastablesocietyrespectfulofdiversityandindividualneeds;and
teachingisthecoreprofessionfortheknowledgeeconomyinthatitisthebedrockofknowledgedevelopmentinalldomains
Ifwe,asasociety,aretorealisetheaspirationsabovethenitisessentialthatallshareacommonunderstandingofthenatureandpurposesofeducationandthatwecommitourselvesasindividualsand,whereappropriate,asorganisations,toensuringthattheconditionsrequiredtofacilitatetheprocessesofeducationareinplace TothisendtheCharteraffordsallanopportunitytoevidencetheircommitment
ItwillbetheresponsibilityofalltotranslatethecommitmentsoftheCharterintoactionsthataresupportiveofitsaspirationsandwhichwilleffectivelyfacilitatetheirrealisation Thecreationofasystemthatensuresthatouryoungpeopleandindeedoursocietyatlargedevelopsandprospers,requiresthatallinvolvedinthesacredprocessesofeducationmeettheirresponsibilitiesandthatweworkincommunitytocreatetomorrow’sprosperityandwell-being
TheCharterforEducationinNorthernIrelandThisCharterconfirmsthateducationisthepathtoself-realisationandpersonalfulfilment,civicwell-beingandeconomicprosperity We,whoarechargedwithfacilitatingtheeducationofourchildrenandyoungpeople,dedicateourselvestodevelopingaworld-classeducationsystemfor
NorthernIreland Wearecommittedtocreatingthecultureandcircumstancesthatensurethatallwhoseekempowerment,enrichmentandaffirmationthrougheducationareaffordedboththeopportunitiesandthesupportthattheymay:
learntoknow;
learntodo;
learntobe;and
learntolivetogether
Inundertakingthistaskwe:
commitourselvestothepromotionofeducationasaliberatingenterprisetobeenjoyedbyall;
believethateducationisalifelongjourneythroughwhichallcandeveloptheabilitytoparticipatefullyinsocietyandleadlivesthatarebothlifecreatingandfulfilling;
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callforthedevelopmentofaneducationservicethatensuresexcellenceforall,irrespectiveofabilityorneeds;
acknowledgetheprimaryroleofparents,familiesandsocietyinthecontextofeducation;
affirmthecontributiontosocietymadebyteachersandallothersengagedinmeetingtheeducationalanddevelopmentalneedsofyoungpeople;
arecommittedtoacultureofempowermentwherethevoiceoftheprofessionalcommunityisheardandrespected;
recognisetherightofallengagedintheprocessesofeducationtoongoingprofessionaldevelopmentappropriatetotheirneeds;
recognisethedebilitatingeffectsofsocial,culturalandeconomicdeprivationandcommitourselvestoaddressingsuchissues;
arecommittedtoensuringthattheneedsofthevulnerableareappropriatelycateredforinoursystem;
arecommittedtoensuringthatinitiativesandprogrammesatallphasesofeducationareappropriatelyfunded;and
believethatthebasisofallsoundpolicydevelopmentliesinconsultation,appropriateresearchanddatacollation
Day,C (2004)A Passion for Teaching. London:Routledge
Delor,J (1996)Learning the Treasure Within.Paris:UNESCOPublishing
Dalmau,M C andGudjonsdottir,H (2002)Framing Professional Discourse with Teachers. In:Loughran,J andRussell,T (eds)Improving Teacher Education Practice Through Self-Study. London:Routledge
EducationandTrainingInspectorate (2005)The Reflective Teacher.Bangor:DepartmentofEducation
Hargreaves,A (2003)Teaching in the Knowledge Society. England:McGraw-HillOpenUniversityPress
Sharpe,R (2004)How do Professionals Learn and Develop? Implications for Staff and Education Developers. In: Baume,D andKahn,P (eds)Enhancing Staff and Educational Development. London:Routledge
Sockett,H (1993)The Moral Base for Teacher Professionalism.NewYork:TeachersCollegePress
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References
General Teaching Council for Northern IrelandAlbany House73 - 75 Great Victoria Street Belfast BT2 7AF
Tel: (028) 9033 3390Fax: (028) 9034 8787Email: [email protected]
www.gtcni.org.uk
P00197 • July 2011