Teaching profession introduction

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Teaching: the Refl ective ProfessionThe General Teaching Council for Northern Ireland would like to thank the many people who contributed to the development and production of Teaching: the Refl ective Profession. Teaching: the Refl ective Profession Incorporating the Northern Ireland Teacher Competencesfl fl Contents Page Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2. How to use this publication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 3. Teaching in the Knowledge Society and Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Vision and Mission Teachers for the Twenty-First Century Creativity at the Heart of Education Value-Based Practice: Charter and Code 4. The Re ective and Activist Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Introduction Teacher Competences and Re ective Practice 5. Overview of the Teacher Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Professional Competences Dimensions of Development 6. The Competence Statements and Phase Exemplars . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 7. Code of Values and Professional Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Annex 1: The Charter for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 3 fl fi fl ff fi fl fl Foreword It is with a sense of considerable pride that we consequences of education as well as what welcome the publication of this celebration of might be deemed technical pro ciency. teacher professionalism. We in Northern Ireland The General Teaching Council for Northern Ireland are well served by dedicated professionals (GTCNI) has consistently rejected any attempt to who conscientiously endeavour to meet adopt a reductionist approach to professional the needs of those placed in their care. development and the adoption of a competence based analysis underpins the Council’s belief In a period of unparalleled change, it is timely that professional knowledge is by its very nature that the profession takes an opportunity to organic, and to an extent evolutionary, re ecting re ect on a number of highly sign icant issues: a synthesis of research, experiences gained and the moral purposes underpinning expertise shared in communities of practice. our endeavours; This document o ers not just an insight the need for a reciprocity of understandings, into the Council’s understanding as to what in respect of responsibilities, between the constitutes competence, but as importantly, profession and society at large; and will off er a basis for further re ection and discussion. It will facilitate new insights and the knowledge, skills and attributes necessary the development of a new professionalism, to meet new and emerging challenges. which will ensure that Northern Ireland’s young This document addresses all of these issues and people continue to be well equipped to meet recognises the complexities of teaching and the the challenges of a rapidly changing world. reality that successful teachers are those who not only re ect on their classroom practice, Sally McKee Eddie McArdle Chair, GTCNI but are also concerned with the purposes and Registrar, GTCNI 4 fl fi fi 1. Introduction As a body committed to the enhancement it is in the interaction between mission, ethical hallmark of the Council’s advocacy. In short, of teaching as a profession, it is wholly understanding, and professional knowledge that teachers come to their responsibilities and appropriate that the Council should set out its the mystery that is never far from the heart of good discharge them by virtue of the trust placed in understanding as to the nature of teaching and teaching is to be found. Teaching can never be them by parents and by society at large. This the competences that underpin it. In doing so, reduced to a set of discrete skills to be mastered trust, and the professional autonomy associated it engaged with all partners within the broader in some mechanical process of assimilation. To with it, is predicated upon an understanding that education service and, most importantly, adopt such a reductionist approach would be to teachers are committed to excellence and that with classroom practitioners themselves. deny the intellectual basis of our work and the they will promote the health and well-being of richness of the ongoing dialogue and learning those in their care. Moreover, it is essential that The notion of a competence-based approach to that enhances our professional practice. the professional conduct and practice of teachers teacher education is not new and has been in re ects this trust and that teachers are competent use in Northern Ireland for over a decade. The The concept of professional identity has as well as being committed to lifelong learning, as Council, in endorsing this approach, has been already been referred to and it is important to a means by which they can share and renew their conscious that the teacher competences must recognise that this sense of identity is an essential professional knowledge and sense of mission. be considered holistically and not treated as a requirement for the exercise of professional series of discrete entities, divested of values or a autonomy. However, it is not static and it will sense of mission and professional identity. The always be subject to adaptation, mod ication Council has sought to articulate the core mission and growth. This will be particularly sign icant of education and, as importantly, the ethical for teachers as they respond to new professional code underpinning our work as professionals. demands and circumstances. However, regardless of changing conceptions of professional practice, Teachers, in discharging their responsibilities, an ethical and value-based approach to teacher engage fi rst and foremost as individuals with a professionalism and professional identity is the sense of moral purpose and responsibility and 5 fi ff ff fl 2. How to use this publication This publication, in bringing together the facilitate the development and delivery of inform important aspects of School Development Council’s Code of Values and Professional Practice, programmes – by those providing teacher and School Improvement Planning; and Charter for Education and a coherent statement of education at initial and subsequent phases help with the establishment of a whole-school teacher competences o ers, for the fi rst time, a – appropriate to the needs of the profession; Teaching and Learning Strategy. comprehensive discourse which sets out the ethical provide the basis for collaborative planning basis and moral purposes of our work, as well as around ident ied needs at various levels: a clear understanding of the practice of teaching. whole-school, key stage, department In providing a common framework and language and interest group; it will facilitate discussion and allow for teachers, acting in communities of practice, to more readily off er a foundation for those working as mentors share experiences and understandings about the or as school-based professional learning complex and value-laden process of education. In and development coordinators to support making explicit the knowledge, skills and values that beginning teachers and teachers undertaking teachers should exemplify, this publication will: Continuing Professional Development (CPD); assist with the process of personal re ection and the identifi cation of professional development needs; provide a meaningful basis for professional dialogue in respect of professional development, including Performance Review and Sta Development (PRSD); 6 fi fi 3. Teaching in the Knowledge Society and Economy not without drawbacks. He posits that, in a world notion of moral purpose as a de ning feature of Vision and Mission characterised by change and uncertainty, we run professional endeavour. Day (2004) reminds us that: It is increasingly self-evident that the twenty-fi rst the risk of creating social instability where people century will see the emergence of what might ‘Teachers, now, are potentially the single are cash rich and time poor, and where there be called a ‘knowledge society’. This process most important asset in the achievement of a is less emphasis on community and civic well- has been fostered not just by the emergence of democratically just learning society.’ being. This notion is by no means alarmist, indeed, a post-industrial knowledge economy, but also the closing decades of the twentieth century by the enhanced connectivity brought about He goes on to con rm that a central part of our witnessed something of this phenomenon. by the fusion of computing and telemetry, mission is to develop and sustain within our pupils which has created a previously unimagined a sense of self-worth, and to create for them an Teachers for the Twenty-First Century level of access to data and information. understanding as to present and future possibilities. Teachers work in an environment characterised by In developing its Charter for Education, see The coming decades will see ever accelerating change and uncertainty, where it might be said that Annex 1, a document endorsed by the change and the emergence of a data rich world ‘change’ is, paradoxically, one of the few constants. broader education service and all shades where economic success will be dependent upon The irony is that we in education are expected to of political opinion, the Council sought to creativity, ingenuity and the ability to access and develop in our young people the attributes, skills articulate this fusion of pragmatic and moral synthesise data, and work in teams to innovate and and capacities that will enable them to prosper purposes. Thus the Charter states: problem solve. The mass production of a past era and succeed in the knowledge society and, at the will no longer guarantee economic prosperity; rather, ‘…education is the path to self-realisation and same time, we are expected to counteract and successful organisations, institutions and economies personal fulfilment, civic well-being and mitigate, to an extent, the problems emerging will be those who can discern trends, identify economic prosperity.’ from an increasingly globalised economy. needs and move swiftly to meet these needs. The concept of teachers in the service of both the In short, education must contribute not just to Hargreaves (2003) reminds us that the emergence individual and society situates our work within an the individual’s well-being but also to the of the knowledge economy and globalisation is ethical framework and resonates readily with the common good. It is self-evident, given this task, 7 fl that the profession, if it is to discharge such onerous level, in a way that encourages creative and claim true professional status, must value idealism responsibilities, needs not only the clarity of innovative approaches to teaching and which, as an underpinning characteristic of the professional purpose provided by the Charter for Education, but in turn, develops in pupils the ability to think persona. Again, Sockett puts it most eloquently: also a clear framework of values such as those set creatively. Indeed, the ability to think creatively, ‘Holding ideals is not exhibiting warm and fuzzy out in the Council’s Code of Values and Professional and the innovation it encourages, is central to any feelings but needs to be valued as part of intensive Practice. The Code, which promotes the core values modern education system that strives to enhance educational debate about fundamental purposes… of trust, honesty, commitment, respect, fairness, the life chances of children and young people. the absence of which undermines the heart of equality, integrity, tolerance and service, echoes the professionalism…’ values underpinning the Shared Future policy and Value-Based Practice: Charter and Code programme. This along with the Charter commits the Sockett (1993) suggests that: profession to enabling our young people not just to develop as rounded individuals able to prosper in the ‘It is…impossible to talk extensively about teachers world but, as importantly, to live together in a culture and teaching without a language of morality.’ characterised by tolerance and respect for diversity. The Charter and Code provide the moral and ethical basis for our endeavours as teachers. These Creativity at the Heart of Education documents, taken together, outline not just the The importance of creativity, both in pedagogy moral commitments of the teaching profession and also as a theme that underpins the learning but also the responsibilities to be assumed by all experiences of pupils, is regarded by educationalists of the other agencies involved with the liberating as fundamental to the teaching and learning enterprise of education. Some might suggest that process. With this in mind, the competences the Charter and Code re ect an idealism that sits ill have been designed to enhance professional at ease with the realities of school life. However, such autonomy, both at an individual and collective a view fails to recognise that the profession, if it is to 8 fl fl fl fl fl fi fl 4. The Reflective and Activist Teacher in keeping with the Council’s Code of researchers and change agents: in seeking a Introduction Values and Professional Practice, assume, as deeper understanding of their practice, or How then might we summarise our understanding life-long learners, responsibility for their in seeking to plan for change, teachers use of the teacher as an educator and moral agent? The ongoing professional development. a variety of evaluation and action research Council considers that those who are honoured with techniques to collect and interpret fi ndings, to the title and status of teacher will be knowledgeable, Dalmau and Gudjonsdottir (2002) sought to identify inform their thinking and decision making; and skilful and re ective practitioners who will: the diverse roles that professional educators embrace depending on their circumstances creators of knowledge and theory builders: in be concerned with the purposes and and opportunities. These include acting as: the process of re ective practice and action consequences of education, as well as what research teachers develop new understandings might be called technical pro ciency; pedagogues and experts in teaching and of learning, teaching and educational change. learning: activist teachers share their be prepared to experiment with the unfamiliar knowledge and understandings in an The above resonates with the Council’s concept and learn from their experiences; ongoing professional dialogue; of the re ective and activist practitioner who, individually and collectively, will re ect on the have an approach characterised by open- re ective and critical problem solvers: teachers nature and purposes of education, and will mindedness and wholeheartedness; continuously monitor pupil progress and seek to act as both a shaper of policy and a well learning within the classroom; outside be committed to professional dialogue informed critic of proposals and reforms. that environment they re ect both as in collaboration with colleagues, individuals and as communities of practice in school and beyond; on their practice and pupil progress; have working patterns characterised by a process of action, evaluation and revision; and 9 fl fl ff fl The concept of a re ective and activist practitioner sees the teacher as a moral agent and an informed, knowledgeable practitioner, see Figure 1. Values Mission The issue of professional knowledge is and and Attributes Purpose complex and fl uid as Sharpe (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 Reflective which exists in use, is ethical in its use and is changed by experience. The distinctive nature of and professional knowledge lies in the interplay between Activist its construction and use. When teachers use their knowledge, use changes what that knowledge is.’ Teacher It follows from the above that as professional knowledge grows our understanding as to what constitutes e ective pedagogy and best practice Sense of Knowledge evolves to re ect new understandings and Professional and contexts. The reality is that professional knowledge, Autonomy Competence by its very nature, is organic and, to an extent, evolutionary, re ecting a synthesis of research, experiences gained and expertise shared. Figure 1 10 ff fl fl fi competences. The development of competence to be viewed as discrete skills, which once Teacher Competences and goes well beyond the simple acquisition of demonstrated are mastered for all time; rather the Reflective Practice knowledge and skills; although curricular knowledge acquisition of any competence should be seen In seeking to make more explicit the attributes, and pedagogical skills are important, we should on a continuum re ecting the dynamic interplay skills and knowledge that teachers as be mindful that teaching is both an intellectual between the nature of professional knowledge professionals should possess and exemplify, and practical activity with important emotional and the opportunities aff orded to teachers by the Council has set out 27 competence and creative dimensions. Teachers, while re ecting the context of their school and professional lives. statements, under three broad headings: on and evaluating their professional context, use The new competence statements, therefore, acquired professional judgement to select the eff ectively underpin all phases of early teacher Professional Values and Practice (as enshrined most appropriate options from a repertoire of education and professional development. The within the Code of Values and Professional Practice); teaching strategies and, in the process of teaching, achievement of competence will depend on: Professional Knowledge and Understanding; and re ne and add to their professional knowledge. the nature and level of the teacher’s Professional Skills and Application: experience and their personal e ectiveness; Competence: the Developmental Continuum Planning and Leading; the work-based context; and The new competence statements are predicated upon the notion that the achievement of Teaching and Learning; and the roles teachers experience and competence is a developmental process which, the development opportunities Assessment. of necessity, transcends early teacher education arising from such experiences. and continues throughout a teacher’s career. In light of Sharpe’s constructivist understandings, As noted earlier, the competences are not as to the nature of professional knowledge, the Council rejects a restricted view of teaching 11 fl fl fl ff fl fl ff fl fl fi fl This process of re ective practice has In this context, re ective practice needs to be Structure of Statements recently been highlighted by the Education internalised as part of a teacher’s professional In setting out the competence statements, the and Training Inspectorate (ETI), in its identity; it cannot simply be bolted on as Council has ident ied a series of aspects for publication, The Refl ective Teacher, in which an additional skill, rather it becomes part of each competence and has further provided it is noted that the teacher’s role is to: the professional mind-set and it is integrated exemplars of the competence in practice within all the competences in a holistic way. covering sign ificant developmental milestones. re ect on the provisions made for pupils; As noted above, the achievement of competence The notion of the teacher as a researcher is assess the quality of provision within and professional progression for teachers complementary to the Council’s concept of re ective their own classroom; and is dependent, in no small measure, on the practice. Teachers should engage in action research context within which the teacher works. within their own classroom, school or institution and, decide how the quality of teaching is contributing in addition, they should take cognisance of research to improvement throughout the school. The Nature of Reflection within the broader education community. Thus, the When engaging in re ection it is necessary that Council’s competence discourse is enriched and One of the principles which underpins the teachers examine the wider context of their teaching, deepened by an emphasis on re ective practice Council’s concept of competence is the centrality analysing the e ectiveness of a lesson or series of and the teacher as a researcher. It is within this of re ective practice. It is the Council’s view that lessons through an attempt to evaluate what was broad constructivist framework that fully rounded competence is developed through re ection on learned, by whom and how more e ective learning teacher professionalism is nurtured and developed. practice and through dialogue with colleagues. might take place in the future. 12 ff fl fi ffi 5. Overview of the Teacher Competences As stated previously the Council, in its deliberations 4. a knowledge and understanding of how the Professional Knowledge and Understanding on the competences, has rejected any attempt learning area/subject(s) they teach contribute Teachers will have developed: to adopt a reductionist approach to teacher to the Northern Ireland Curriculum and education. It is imperative that this publication be aware of curriculum requirements in 2. a knowledge and understanding of be read in its entirety and that it is used within preceding and subsequent key stages. contemporary debates about the nature the context of the Council’s core philosophy and purposes of education and the social 5. a knowledge and understanding of which seeks to celebrate the complexity of and policy contexts in which the aims of curriculum development processes, including teaching and, as importantly, the reality that it is education are de ned and implemented. planning, implementation and evaluation. concerned with values and professional identity 3. (i) a knowledge and understanding of as much as knowledge and competences. 6. a knowledge and understanding of the the learning area/subject(s) they teach, factors that promote and hinder e ective including the centrality of strategies and learning, and be aware of the need to provide The Professional Competences initiatives to improve literacy, numeracy for the holistic development of the child. The competence statements have been and thinking skills, keeping curricular, set out under three broad headings: subject and pedagogical knowledge 7. a knowledge and understanding of up-to-date through re ection, self-study a range of strategies to promote and Professional Values and Practice and collaboration with colleagues; and maintain positive behaviour, including an acknowledgement of pupil voice, to establish Teachers should demonstrate that they: (ii) in Irish medium and other bilingual contexts, an eff ective learning environment. su cient linguistic and pedagogical 1. understand and uphold the core values and knowledge to teach the curriculum. commitments enshrined in the Council’s Code of Values and Professional Practice. including the Northern Ireland pre-school curricular guidance that applies in the nursery sector. 13 ff fi ffi fi ff ff 8. a knowledge and understanding of the need to 13. a knowledge and understanding of 17. plan for out-of-school learning, including school take account of the sign icant features of pupils’ the statutory framework pertaining to visits and fi eld work, where appropriate. cultures, languages and faiths and to address education and schooling and their spec ic 18. manage their time and workload e ectively and the implications for learning arising from these. responsibilities emanating from it. effi ciently and maintain a work/life balance. 9. a knowledge and understanding of their Professional Skills and Application responsibilities under the Special Educational Teaching and Learning Needs Code of Practice and know the features Planning and Leading Teachers will: of the most common special needs and Teachers will: appropriate strategies to address these. 19. create and maintain a safe, interactive and challenging learning environment, with 14. set appropriate learning objectives/outcomes/ 10. a knowledge and understanding of strategies appropriate clarity of purpose for activities. intentions, taking account of what pupils know, for communicating e ectively with pupils, understand and can do, and the demands of parents, colleagues and personnel from 20. use a range of teaching strategies and resources, the Northern Ireland Curriculum in terms of relevant child and school support agencies. including eLearning where appropriate, that knowledge, skills acquisition and progression. enable learning to take place and which 11. a knowledge and understanding of how maintain pace within lessons and over time. 15. plan and evaluate lessons that enable all pupils, to use technology e ectively, both to including those with special educational aid pupil learning and to support their 21. employ strategies that motivate and meet needs, to meet learning objectives/outcomes/ professional role, and how this competence the needs of all pupils, including those with intentions, showing high expectations and embeds across all of the competences. special and additional educational needs and an awareness of potential areas of di culty. for those not learning in their fi rst language. 12. a knowledge and understanding of the interrelationship between schools and the 16. deploy, organise and guide the work communities they serve, and the potential of other adults to support pupils’ for mutual development and well-being. learning, when appropriate. including the Northern Ireland pre-school curricular guidance that applies in the nursery sector. 14 ff fi fi ff ff fl 22. secure and promote a standard of behaviour 26. assess the levels of pupils’ attainment the deployment of a wider range that enables all pupils to learn, pre-empting against relevant benchmarking data and of teaching strategies; and dealing with inappropriate behaviour understand the relationship between basing teaching on a wider range of in the context of school policies and pupil assessment and target setting. evidence, reading and research; what is known about best practice. 27. liaise orally and in written reports in an extending one’s impact beyond the classroom 23. contribute to the life and development of eff ective manner with parents or carers on and fuller participation in the life of the school; the school, collaborating with teaching and their child’s progress and achievements. support staff , parents and external agencies. the capacity to exercise autonomy, to innovate and to improvise; and Dimensions of Development Assessment As teachers progress in their careers they will a pronounced capacity for self-criticism and Teachers will: encounter di erent challenges and expectations; self-improvement; the ability to impact on they grow in con dence, share in the knowledge colleagues through mentoring and coaching, 24. focus on assessment for learning by monitoring of colleagues and learn from experience. It modelling good practice, contributing to the pupils’ progress, giving constructive feedback to can also be anticipated that their practice will literature on teaching and learning and the help pupils re ect on and improve their learning. become progressively more sophisticated public discussion of professional issues, leading and nuanced. This will be evidenced by: 25. select from a range of assessment strategies sta development, all based on the capacity to evaluate pupils’ learning, and use this to theorise about policy and practice. greater complexity in teaching, for example, information in their planning to help in handling mixed-ability classes, or reluctant make their teaching more e ective. learners, or classes marked by sign icant diversity, or inter-disciplinary work; 15 fi fi fl fi fl 6. The Competence Statements and Phase Exemplars In presenting the competences along with the in which teachers work. However, they also It is also important that the exemplars are not phase exemplars, the Council has sought to emphasise the growing collective responsibilities viewed as a teacher education curriculum, emphasise that the acquisition of competence is inherent in the development of professional or as prescriptive benchmarks to be applied very much related to context and phase, whether communities of practice, within which the irrespective of the spec ic context within which this be initial teacher education, induction, individual’s growing professional competence teachers work or the challenges and development early professional development or beyond into is situated. The Council takes the view that it is opportunities aff orded them; rather, they are the career-long continuing professional development, within these wider professional communities that basis for re ection and dialogue, and a vehicle see Figure 2. It can be said that the phase school improvement is promoted and sustained. for needs analysis and forward planning. exemplars attempt to articulate the necessary widening and deepening of experience related to classroom and the whole-school context Figure 2 Professional Competence Number Phase Exemplars Continuing Professional Early Professional Competence Statement Aspect of Competence Initial Teacher Education Induction Development, Collaborative Development Practice and School Improvement General competence statement. Aspects for clarity Essential knowledge, Application to pupil and Application to pupil, Application to classroom of understanding understanding and classroom context with classroom and wider school and whole-school practice. and precision. skills acquisition along evaluation and adaptation. context with adaptation, Evaluation and re nement with the principles of evaluation and re nement. to context, meeting wider basic re ective practice collective responsibilities. and evaluation. 16 fl fl Professional Values and Practice Professional Competence 1 Phase Exemplars Continuing Professional Early Professional Competence Statement Aspect of Competence Initial Teacher Education Induction Development, Collaborative Development Practice and School Improvement Teachers should demonstrate that Situate their practice Know and understand Actively exemplify the values Proactively exemplify Be prepared to engage in they understand and uphold the within the value the values in the Code within the classroom and the values within the re ection and debate on core values and commitments framework set and contribute to wider school context. classroom, school and wider the mission of education as enshrined in the Council’s Code of out by GTCNI. debate and re ection professional context. encapsulated within a school’s Values and Professional Practice. on their application mission statement and ethos. in practice. Demonstrate an Know and understand Fu lfil their commitments Proactively fu lfil their Be prepared to proactively fu lfil understanding of their commitments to to learners, colleagues commitments to learners, their commitments to learners, the commitments to learners, colleagues and others and the colleagues and others and colleagues and others and learners, colleagues and others and wider profession. the wider profession. the wider profession. When and others and the profession. necessary help, support, liaise the profession. and collaborate with colleagues to enable them to meet their professional responsibilities. 17 fl fl fi Professional Knowledge and Understanding Professional Competence 2 Phase Exemplars Continuing Professional Early Professional Competence Statement Aspect of Competence Initial Teacher Education Induction Development, Collaborative Development Practice and School Improvement Teachers will have developed a Know and understand Know and understand Apply a knowledge and Through re ection Engage with others to promote a knowledge and understanding of contemporary debates the nature and understanding about the on classroom practice knowledge and understanding of contemporary debates about the about the nature and purposes of education nature and purposes of apply a knowledge and relevant contemporary debates nature and purposes of education purposes of education. as examined by key education as examined understanding about the about the nature and purposes and the social and policy contexts gures in the Twentieth by key fi gures in the nature and purposes of of education and be able to in which the aims of education Century and some Twentieth Century and education as examined contribute to ongoing debate. are defi ned and implemented. contemporary debates. an understanding of by key fi gures in the contemporary debates for Twentieth Century and professional practice. an understanding of contemporary debates to professional practice. Know and understand Know and understand Apply a knowledge and Through re ection, Engage with others in ongoing the social and policy the contemporary understanding of the apply to professional debate on the contemporary contexts in which the social and policy contemporary social and practice, knowledge and policy context for education in aims of education context for education policy context for education understanding of the Northern Ireland and the impact are defi ned and in Northern Ireland. in Northern Ireland to contemporary social and of policy on professional practice implemented. professional practice. policy context for education in Northern Ireland. 18 fl fl ffi fl ffi fl ffi Professional Knowledge and Understanding Professional Competence 3 Phase Exemplars Continuing Professional Early Professional Competence Statement Aspect of Competence Initial Teacher Education Induction Development, Collaborative Development Practice and School Improvement (i) Teachers will have developed a Have knowledge and Have a detailed Be able to apply Be able to apply and Support others to acquire, apply knowledge and understanding understanding of knowledge and the knowledge and evaluate the knowledge and evaluate the knowledge of the learning area/subject(s) the learning area/ understanding of understanding of the and understanding of the and understanding of the they teach, including the subject(s) taught, the learning area/ learning area/subject(s) learning area/subject(s) learning area/subject(s) taught, centrality of strategies and including the centrality subject(s) taught, taught, including the taught, including the including the centrality of initiatives to improve, literacy, of strategies and including the centrality centrality of strategies and centrality of strategies and strategies and initiatives to numeracy and thinking skills, initiatives to improve of strategies and initiatives to improve literacy, initiatives to improve literacy, improve literacy, numeracy and keeping curricular, subject literacy, numeracy initiatives to improve numeracy and thinking skills numeracy and thinking thinking skills to the classroom and pedagogical knowledge and thinking skills to literacy, numeracy to the classroom context. skills to the classroom and wider school context. up-to-date through re ection, all areas of learning. and thinking skills to and school context. self-study and collaboration all areas of learning. with colleagues. Keep curricular, subject Have relevant Keep curricular, subject and Keep curricular, subject and Engage with others to and pedagogical curricular, subject pedagogical knowledge up- pedagogical knowledge up- keep curricular, subject and knowledge up-to-date and pedagogical to-date through re ection, to-date through re ection, pedagogical knowledge up- through re ection, self- knowledge. self-study and collaboration self-study and collaboration to-date and to apply and study and collaboration with colleagues. with colleagues, and evaluate this in the classroom with colleagues. apply and evaluate and wider school context. this in the classroom and school context. (ii) Teachers will have developed, In Irish medium Have su cient Extend and deepen Extend, deepen and Collaborate with others to evaluate in Irish medium and and other bilingual linguistic and linguistic and pedagogical evaluate linguistic and and develop their linguistic and other bilingual contexts, contexts, have pedagogical knowledge to teach the pedagogical knowledge pedagogical knowledge in order su cient linguistic and su cient linguistic knowledge to teach the curriculum, including the to teach the curriculum, to teach the curriculum and pedagogical knowledge and pedagogical curriculum, including application of immersion including the application the application of immersion to teach the curriculum. knowledge to teach immersion teaching teaching methodologies of immersion teaching teaching methodologies to the curriculum. methodologies. to the classroom context. methodologies to classroom whole-school policy and practice. and whole-school practice. 19

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