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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.

Teaching: the Reflective Profession

Incorporating the Northern Ireland Teacher Competences

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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


Development



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


Development



Teacherswillhavedevelopedaknowledgeandunderstandingofcontemporarydebatesaboutthenatureandpurposesofeducationandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented

Knowandunderstandcontemporarydebatesaboutthenatureandpurposesofeducation

KnowandunderstandthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandsomecontemporarydebates

ApplyaknowledgeandunderstandingaboutthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandanunderstandingofcontemporarydebatesforprofessionalpractice

ThroughreflectiononclassroompracticeapplyaknowledgeandunderstandingaboutthenatureandpurposesofeducationasexaminedbykeyfiguresintheTwentiethCenturyandanunderstandingofcontemporarydebatestoprofessionalpractice

Engagewithotherstopromoteaknowledgeandunderstandingofrelevantcontemporarydebatesaboutthenatureandpurposesofeducationandbeabletocontributetoongoingdebate

Knowandunderstandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented

KnowandunderstandthecontemporarysocialandpolicycontextforeducationinNorthernIreland

ApplyaknowledgeandunderstandingofthecontemporarysocialandpolicycontextforeducationinNorthernIrelandtoprofessionalpractice

Throughreflection,applytoprofessionalpractice,knowledgeandunderstandingofthecontemporarysocialandpolicycontextforeducationinNorthernIreland

EngagewithothersinongoingdebateonthecontemporarypolicycontextforeducationinNorthernIrelandandtheimpactofpolicyonprofessionalpractice

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Development



(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



Development



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



Development



Teacherswillhavedevelopedaknowledgeandunderstandingofcurriculumdevelopmentprocesses,includingplanning,implementationandevaluation

Knowandunderstandcurriculumdevelopmentprocesses

Knowandunderstandthemaineducational,culturalandeconomicinfluencesoncurriculumdevelopment

KnowandunderstandcurriculumdevelopmentprocesseswithinNorthernIrelandandtheimplicationsofthisfortheirownteaching

KnowandunderstandcurriculumdevelopmentprocesseswithinNorthernIrelandandtheimplicationsofthisfortheirownclassandthewiderschoolcommunity

CollaboratewithotherstopromoteaknowledgeandunderstandingofcurriculumdevelopmentprocessesinNorthernIrelandandhowthisimpactsatwhole-schoollevel

Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum

Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum

Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculum,andhowtheyrelatetoclassroompractice

Knowandunderstandtherelationshipbetweentheplanning,implementationandevaluationofthecurriculumandhowtheyrelatetoclassroomandwiderschoolpractice

Engagewithothersandcontributetocurriculumplanning,implementationandevaluationatwhole-schoollevel

22



Development



Teacherswillhavedevelopedaknowledgeandunderstandingofthefactorsthatpromoteandhindereffectivelearning,andbeawareoftheneedtoprovidefortheholisticdevelopmentofthechild

Understandwhatisknownaboutthefactorsthataidlearning

Examinetheoriesoflearningandchilddevelopment,includingthephysiologyoflearning

Planningandinteractionswithpupilsshowanunderstandingoftheoriesofchilddevelopmentandthephysiologyoflearning

Planningandinteractionswithpupilsshowanunderstandingoftheoriesofchilddevelopmentandthephysiologyoflearning,andhasagrowingimpactonpupils’learning

Assistotherstaffandparentstounderstandthefactorsthataidlearningsothatthereisaschoolwideimpactonpupils’learning

Understandwhatisknownaboutthefactorsthathinderlearning

Considerthekeyaspectsofemotionalandbehaviouraldifficulties;trauma,childabuse,bullying,discrimination,stereotyping,andpupilmobilityorabsencefromschool

Planningandinteractionswithpupilsshowanunderstandingofthekeyaspectsoftheemotionalandbehaviouraldifficultiesthatsomepupilsmayexperience

Planningandinteractionswithpupilsshowadeeperunderstandingofkeyaspectsoftheemotionalandbehaviouraldifficultiesthatsomepupilsmayexperience

Assistotherstaffandparentstounderstandthefactorsthathinderlearningsothatthereisaschoolwideimpactonpupils’learning

23



Development



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



Development



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



Development



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



Development



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



Development



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



Development



Teacherswillhavedevelopedaknowledgeandunderstandingoftheinterrelationshipbetweenschoolsandthecommunitiestheyserve,andthepotentialformutualdevelopmentandwell-being

Understandtheinterrelationshipbetweenschoolsandthecommunitiestheyserve

Recognisethesignificanceofthecommunityinschoollife,suchastheimpactofperceptionswithinthecommunityaboutthevalueofeducation

Developaknowledgeandunderstandingofthespecificsocialcontextoftheschoolandbeawareofschoolpoliciestoaddressissues

Understandthespecificsocialcontextoftheschoolandapplyschoolpoliciestoaddressissues

Engagewithotherstounderstandtheimplicationsoftheinterrelationshipbetweentheschoolandthecommunitiesitservesandcontributetothedevelopmentofschoolpoliciestoaddressissues

Understandthepotentialformutualdevelopmentandwell-being

Recognisethatcommunityviewsregardingthepurposesandadvantagesofeducationcanbeharnessedtoenhancepupiloutcomes,withreciprocalbenefitsintermsofcommunityempowerment

Developanunderstandingofhowtheschoolanditscommunitiesinteractformutualbenefit

Understandhowtheschoolanditscommunitiescanworktogetherformutualdevelopmentandwell-being

Engagewithotherstopromoteanunderstandingastohowtheschoolanditscommunitiescanworktogethertocreateapositiveviewaboutthepurposesandadvantagesofeducation

29



Development



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


Development



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



Development



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



Development



Teacherswilldeploy,organiseandguidetheworkofotheradultstosupportpupils’learning,whenappropriate

Deployadultstosupportpupils’learning

Understandthepotentialbenefitsarisingfromthedeploymentofotheradultstosupportlearning

Identifytherolesandresponsibilitiesofadditionaladults,anddeploythemeffectivelytohelppersonalisepupils’learning

Evaluatethestrengthsofadditionaladultsanddeploythemeffectivelytooptimisetheircontributiontopersonalisedlearning

Liaisewithotherstodeployadultseffectivelyatclassroomandwhole-schoollevel

Guideandorganisetheworkofotheradultstosupportpupils’learning

Understandtheroleoftheteacherandotheradultsinthesupportingoflearning

Incollaborationwithotheradults,andbuildingontheirexpertise,planandorganisehowtheyaretosupportlearning

Incollaborationwithotheradults,evaluateexistingarrangementsandplanandorganisehowtheyaretosupportlearning

Liaisewithotherteacherstoorganisetheworkofadultssupportingpupils’learning

33



Development



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



Development



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


Development



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



Development



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



Development



Teacherswillemploystrategiesthatmotivateandmeettheneedsofallpupils,includingthosewithspecialandadditionaleducationalneedsandforthosenotlearningintheirfirstlanguage

Employstrategiesthatmotivateandmeettheneedsofpupilswithspecialandadditionaleducationalneeds

Developanunderstandingof,andanabilitytoemploy,appropriatestrategies

Employ,withsupportandadvice,strategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities

Employandevaluate,withincreasingeffectiveness,strategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities

Adviseothersonstrategiesthatmotivateandmeettheneedsofpupilswithlearningdifficultiesanddisabilities

Employstrategiesthatmotivateandmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage

Developmultisensorystrategiesthatmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage

Withsupport,employmultisensorystrategiesthatmeettheneedsofpupilswhoarenotlearningintheirfirstlanguage

Extendtherepertoireofstrategiestoensuretheinclusionandprogressofpupilswhoarenotlearningintheirfirstlanguage

Adviseothersonstrategiesthatensuretheinclusionandprogressofpupilswhoarenotlearningintheirfirstlanguage

38



Development



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

39



Development



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


Development



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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Development



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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Development



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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Development



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;

49

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

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