ASD Teacher

We need to output HTML fragment with sections only where there is real content. The job description includes: About the role? Not explicitly but there is a paragraph "Teaching and learning is the core focus...". That's about the role. Could be "About the role". Responsibilities? Not explicit list; but there are teaching competences and indicators. Could treat as "Responsibilities" maybe. However we need to follow instruction: Use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). Include a section ONLY when posting has real, specific content for it. So we need to decide which sections have content. We have: - Job reference, closing date, location, employment type, hours per week: metadata, we can fold into a short

or drop. Probably a short

with that info. - Job Description: "Teaching and learning is the core focus..." paragraph. - Qualifications: paragraph about postgraduate qualification advantage, must meet general and special requirements as set out by Teaching Council, further details link, applicants in final year may apply, etc. - Registration With The Teaching Council Of Ireland (Essential): paragraph about registration. - Teaching Competences: list of four competencies with indicators. This could be "Requirements" or "Skills". The competencies are like required skills. Could be "Requirements" or "Skills". Since we have Qualifications separate, we could put Competences under "Skills" or "Requirements". The instruction says use headings like Requirements, Qualifications, Skills. We have Qualifications already. We could have Skills for the teaching competences. Or Requirements for the registration and competences. Let's think: The posting includes "Qualifications" section (explicit). Then "Registration With The Teaching Council Of Ireland (Essential)" is a requirement. Then "Teaching Competences" with indicators. Those are more like skills/competencies required. So we could have: - About the role (the introductory paragraph) - Qualifications - Skills (the teaching competences) - Maybe Responsibilities? Not explicit list of duties; but the teaching competences could be considered responsibilities. However we already used Skills. Could also have Responsibilities for the teaching competences. But we need to avoid thin sections. Better to have Qualifications and Skills. Also maybe include "Registration" as part of Skills or Requirements. Could combine registration under Skills as a bullet. We must not repeat job title as heading. No Job ID/requisition numbers as headings. We need to preserve all substantive information. So we need to include the metadata (job reference, closing date, location, employment type, hours per week) somewhere, maybe in a

at top. We must remove boilerplate: navigation, legal, EEO, etc. The text includes "Please check your email..." and contact info for Jobtrain, FAQ, etc. Those are application instructions and boilerplate; we should remove them. Also "Take a look around the organisation https://kcetb.ie/" is also boilerplate; remove. Thus final HTML: maybe:

Job reference: 000463 • Closing date: 28/09/2026 • Location: Grennan College • Employment type: Fixed Term covering Job Share • Hours per week: 22

About the role

Teaching and learning is the core focus of Kilkenny and Carlow ETB and we are committed to recruiting high quality teachers with appropriate qualifications, expertise and experience.

Qualifications

It is an advantage if the candidate has a post graduate qualification in Special Education Needs/Learning Support or be in the process of applying for or completing this qualification. Applicants must meet the general and special requirements as set out from time to time by the Teaching Council of Ireland for the advertised subject(s). Further details and a full list of recognised qualifications are available on www.teachingcouncil.ie. Applicants who are in their final year of degree/postgraduate diploma which will lead to a teaching qualification, but who have not yet completed their final exams and/or received their results, may apply for advertised vacancies, subject to the provisions regarding Teaching Council registration set out below. Any offer of interview or employment is made pending the applicant’s results meeting the requirements of the vacancy.

Skills

Registration with the Teaching Council of Ireland is essential. Applicants must be currently registered and provide a current Registration Certificate, or confirmation of Registration with their Application Form.

Teaching competences: Persons appointed to teaching positions within Kilkenny And Carlow ETB will be required to show evidence of the following key competences:

• Professional Knowledge – Demonstrate in-depth knowledge, comprehension and understanding of both the subject discipline and pedagogy. Indicators include: strong knowledge of subject matter; awareness of specific requirements of course/syllabus/specifications; keeping up to date with subject matter/course syllabus changes and developments in the education system; understanding cross-curricular links; critically evaluates teaching and learning philosophies/theories and applies them appropriately; aware of supports for curriculum development; participates in educational planning and development.
• Professional Practice – Understands high quality teaching and learning and demonstrates skills to illustrate these. Indicators include: planning and preparation (clear expectations, structuring schemes of work, selecting materials); teaching and learning (stimulating environment, differentiation, behaviour management, using materials/technologies); assessment (formative/summative, feedback, benchmarking, liaison with parents).
• Communication and relationship building – Establishes effective communication and engagement with management, colleagues, students, parents, wider community. Indicators include: fostering positive relationships; collaborating within team; relating to students/parents/colleagues/management; supporting conflict resolution; motivating students; commitment to equality and inclusion; duty of care; supporting extra-curricular activities; contributing to school community.
• Self-awareness and self-management skills – Self-aware and capable of self-management and development. Indicators include: reflective practice; focus on personal/professional growth; confidence/resilience/optimism; openness to feedback; awareness of Teaching Council Code of Professional Conduct and Social Media Guidelines; practices within statutory framework (child protection, health and safety); upholds professional integrity; aware of broader student context and models best practice.

We need to ensure we didn't invent content. We paraphrased but kept meaning. Should we keep exact phrasing? The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. Paraphrasing could be considered summarizing but not inventing. It's okay to rephrase as long as we keep all details. However we must be careful not to omit any details. Let's check each piece. Original Qualifications paragraph: "It is an advantage if the candidate has a post graduate qualification in Special Education Needs/Learning Support or be in the process of applying for or completing this qualification. Applicants must meet the general and special requirements as set out from time to time by the Teaching Council of Ireland for the advertised subject(s). Further details and a full list of recognised qualifications are available on www.teachingcouncil.ie. Applicants who are in their final year of degree/postgraduate diploma which will lead to a teaching qualification, but who have not yet completed their final exams and/or received their results, may apply for advertised vacancies, subject to the provisions regarding Teaching Council registration set out below. Any offer of interview or employment is made pending the applicant’s results meeting the requirements of the vacancy." Our version kept all that. Registration: "Applicants must be currently registered with the Teaching Council of Ireland. Applicants shall provide a current Registration Certificate, or confirmation of Registration with their Application Form for a teaching position." We said: "Registration with the Teaching Council of Ireland is essential. Applicants must be currently registered and provide a current Registration Certificate, or confirmation of Registration with their Application Form." Good. Teaching Competences: The original lists four competencies with indicators. We captured each. We need to ensure we didn't miss any indicator details. Let's verify each. Professional Knowledge indicators original: - Has a strong knowledge of subject matter. - Has an awareness and understanding of specific requirements of course/syllabus/specifications. - Keeps up to date with subject matter/course syllabus changes and developments in the education system. - Understands the cross-curricular links to other content areas and is able to integrate learning across and between content areas (e.g. literacy, numeracy, critical thinking). - Knows, understands and critically evaluates the range of teaching and learning philosophies / theories and knows how to apply them appropriately within their subject (s). - Is aware of the range of supports available to support curriculum development and implementation. - Participates in and contributes to educational planning and development within the school e.g. lesson planning, subject department planning, etc. Our version: "strong knowledge of subject matter; awareness of specific requirements of course/syllabus/specifications; keeping up to date with subject matter/course syllabus changes and developments in the education system; understanding cross-curricular links; critically evaluates teaching and learning philosophies/theories and applies them appropriately; aware of supports for curriculum development; participates in educational planning and development." We missed "participates in and contributes to educational planning and development within the school e.g. lesson planning, subject department planning, etc." We said "participates in educational planning and development." That's okay but we omitted "within the school e.g. lesson planning, subject department planning, etc." Might be considered detail lost. We should include that detail. Let's add: "participates in and contributes to educational planning and development within the school (e.g. lesson planning, subject department planning)". Good. Professional Practice indicators original: - Planning and Preparation: Plans and communicates clear, challenging, appropriate and achievable expectations for students. - Shows knowledge and understanding of how to structure and schedule schemes of work, class plans, subject department plans etc. - Knows and understands the relationship between the planning, implementation and evaluation of the curriculum. - Selects, creates and pitches class materials which respond to the needs of students. - Teaching and Learning: Understands the factors that contribute to a stimulating learning environment and the role of the teacher in supporting this environment. - Understands the practices that underpin effective classroom teaching and meet the learning styles of a diverse range of students e.g. differentiation, learning intentions, group work, etc. - Establishes standards of behaviour that enable all students to learn and deals with inappropriate behaviour in the context of school policies. - Demonstrates in-depth knowledge and understanding of classroom management techniques and skills. - Effectively manages the range of behaviours/situations that can occur in the classroom in line with School Code of Behaviour maintaining good order and discipline among students. - Effectively uses a variety of teaching materials and technologies to actively engage students in the learning process e.g. collaboration, technology enhanced teaching and learning. - Assessment: Focuses on assessment for learning by monitoring student progress, giving constructive feedback and helping students to reflect on and improve their learning e.g. formative and summative assessment. - Selects from a range of assessment strategies to evaluate student learning, and uses this information in their planning to help make their teaching more effective. - Assesses the levels of student attainment against relevant benchmarking data and understands the relationship between student assessment and target setting. - Liaises orally and in written reports in an effective manner with parents/guardians on student progress and achievement. Our version: "planning and preparation (clear expectations, structuring schemes of work, selecting materials); teaching and learning (stimulating environment, differentiation, behaviour management, using materials/technologies); assessment (formative/summative, feedback, benchmarking, liaison with parents)." This is a high-level summary, losing many details. We need to preserve all substantive information; we cannot summarize away detail. We need to include each indicator or at least not lose details. However the instruction says "Prefer a few substantive sections over many thin ones." But we must not summarize away detail. We could keep the indicators as a