The first professional competence is concerned solely with “the understanding and the teacher’s ability to uphold the core values and commitments enshrined in the Council’s Code of Values and Professional Practice.”
The next eleven competences state that teachers should obtain a knowledge and understanding of the current issues in education, the social and policy contexts that education is defined by. Teacher’s should keep up to date with current educational issues and know subject areas, literacy, numeracy and thinking skill strategies, pedagogy, the curriculum and current subject knowledge, this can be achieved through reflective practice, professional development and good communication with their colleagues. Under this heading an awareness …show more content…
The GTCNI expects that’s teachers will plan, implement and evaluate lessons that are appropriately challenging and use all available resources, including other staff, to support pupils. Anecdotally, the hardest expectation may be the achievement of a work/life balance. Planning and learning enforce the idea that every classroom environment must be made safe with a challenging and engaging learning environment, with different focuses on a range of lessons, resources and strategies for learning. All children must be taken into account when implementing these strategies, these strategies must meet the needs of pupils with special additional educational needs and those children with English as their second language. Behaviour management schemes and knowing how to address inappropriate behaviour within the school. Learning from peers and contributing to school life will develop the teacher’s professional expertise further. As part of the assessment and planning cycle, teachers should use assessment for learning strategies evaluating the children’s work and give time to constructive feedback, in addition the results of these assessments should inform their future planning. In assessing student progress teachers can make use of standardised and non-standard measures to collect and analyse data on individual pupils, their class and year group. Teachers will liaise with colleagues, parents/carers and other professionals to ensure an effective working partnership that is in the best interest of the
The next eleven competences state that teachers should obtain a knowledge and understanding of the current issues in education, the social and policy contexts that education is defined by. Teacher’s should keep up to date with current educational issues and know subject areas, literacy, numeracy and thinking skill strategies, pedagogy, the curriculum and current subject knowledge, this can be achieved through reflective practice, professional development and good communication with their colleagues. Under this heading an awareness …show more content…
The GTCNI expects that’s teachers will plan, implement and evaluate lessons that are appropriately challenging and use all available resources, including other staff, to support pupils. Anecdotally, the hardest expectation may be the achievement of a work/life balance. Planning and learning enforce the idea that every classroom environment must be made safe with a challenging and engaging learning environment, with different focuses on a range of lessons, resources and strategies for learning. All children must be taken into account when implementing these strategies, these strategies must meet the needs of pupils with special additional educational needs and those children with English as their second language. Behaviour management schemes and knowing how to address inappropriate behaviour within the school. Learning from peers and contributing to school life will develop the teacher’s professional expertise further. As part of the assessment and planning cycle, teachers should use assessment for learning strategies evaluating the children’s work and give time to constructive feedback, in addition the results of these assessments should inform their future planning. In assessing student progress teachers can make use of standardised and non-standard measures to collect and analyse data on individual pupils, their class and year group. Teachers will liaise with colleagues, parents/carers and other professionals to ensure an effective working partnership that is in the best interest of the