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teacher competences and attributes which underpin professional excellence. The .. 6 GTCNI Review of Teacher Competences Structured Questionnaire Use of a Range of Strategies and Resources. Differentiation Strategies. 14, Motivation Strategies. ICT Strategies and Resources. 11, Field Trips. Hagan, Martin () Developing teacher competence and professionalism in. Northern Ireland: an analysis of ‘Teaching: the reflective profession’ (GTCNI.

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Professional Competences – General Teaching Council For Northern Ireland

Teachers will plan for out-of-school learning, including school visits and field work, where appropriate. Teachers will have developed a knowledge and understanding of strategies for communicating effectively with pupils, parents, colleagues and personnel from relevant child and school support competencees.

Questionnaire — Tell us what do you think? Teachers will liaise orally and in written reports in an effective comprtences with parents or carers on their child’s progress and achievements. Teachers will secure and promote a standard of behaviour that enables all pupils to learn, pre-empting and dealing with inappropriate behaviour in the context of the school policies and what is known about best practice.

Competence Research – General Teaching Council For Northern Ireland

Computer Literacy in UK Education – an evolving strategy. Designed and Developed by i3 Digital. Teachers will employ strategies that motivate and meet the needs of all pupils, including those with special and additional educational needs and for those not learning in their first language. Digest of Statistics Teachers will have developed a knowledge and understanding of the factors that promote and hinder effective learning, and be aware of the need to provide for the holistic development of the child.

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Global Dimension Online Course. We believe that education is most effective when students participate actively in their own learning and engage in critical reflection on their competence.

General Teaching Council Northern Ireland

This page is under development and more research will be added on an ongoing basis. Post Primary – Irish Medium. Teachers will focus on assessment for learning by monitoring pupils’ progress, giving constructive feedback to help pupils reflect on and improve their learning.

Teachers should demonstrate that they understand and uphold the core values and commitments enshrined in the Council’s Code of Values.

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Global Dimension in Education. Researching creatively with pupils in Assessment for Learning AfL classrooms on experiences of participation and consultation. Comprtences Complaints Procedure Teachers will assess the levels of pupils’ attainment against relevant benchmarking data and understand the relationship between pupil assessment and target setting. Introduction to Global Dimension. Our courses are constantly under review to ensure that they give students the very best opportunity to develop the abilities, skills and qualities they need in order to vtcni successful educators within the context of the competence framework of the GTCNI.

The Education Department is centrally concerned with courses in the professional development of teachers.

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We endeavour to further this aspiration in our teaching and in the planning and provision of our programmes. Partnership for School Experience.

Teachers will use a range of teaching strategies and resources including eLearning where appropriate, that enable learning to take place and which maintain pace within lessons and over time. Fairtrade at St Mary’s.

Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils’ cultures, languages and faiths and cmpetences address the implications for learning arising from these. Report of a Survey on English as an Additional Language. Hospitality Register April-Sept Among Schoolchildren – Seamus Heaney.

Teachers will have developed a knowledge and understanding of curriculum development processes, including planning, implementation and evaluation. Information Technology in Special Education book chapter. Teachers will create and maintain a safe, interactive and challenging learning environment, with appropriate clarity of purpose for activities. Teachers will have developed a knowledge and understanding of the statutory framework pertaining to education and schooling and their specific responsibilities emanating from it.

Teachers will, when appropriate, deploy, organise and guide the work of other adults competennces support pupils’ learning.