Maths and SEN Teacher

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.

Requirements

Applicants must be currently registered with the Teaching Council of Ireland and provide a current Registration Certificate or confirmation of registration with their application.

Qualifications

• It is an advantage if the candidate has a postgraduate qualification in Special Education Needs/Learning Support or is 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).
• Applicants in their final year of a degree/postgraduate diploma that will lead to a teaching qualification may apply, subject to Teaching Council registration provisions; any offer is pending results meeting the vacancy requirements.

Skills

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 course/syllabus requirements; keeping up to date with subject matter and syllabus changes; understanding cross‑curricular links and ability to integrate learning across content areas; critically evaluating teaching and learning philosophies/theories and applying them appropriately; awareness of supports for curriculum development; participation in educational planning and development (lesson planning, subject department planning, etc.).
• Professional Practice – Understand the nature of high quality teaching and learning and demonstrate the skills and competencies to illustrate these. Indicators include: planning and preparation (clear, challenging, appropriate expectations; structuring schemes of work, class plans, subject department plans; understanding planning‑implementation‑evaluation relationship; selecting/creating class materials responsive to student needs). Teaching and learning (understanding factors for stimulating learning environment; differentiation, learning intentions, group work; establishing behaviour standards per school code; managing behaviours/situations; using varied teaching materials and technologies to engage students). Assessment (focus on assessment for learning; monitoring progress, constructive feedback, helping students reflect; selecting assessment strategies; using assessment information for planning; assessing attainment against benchmark data; understanding assessment‑target setting relationship; liaising with parents/guardians orally and in writing).
• Communication and relationship building – Establish effective communication and engagement to ensure positive working relationships with management, colleagues, students, parents and the wider school community. Indicators include: fostering positive relationships professionally, collaboratively, supportively, respectfully; communicating and contributing effectively within the school team; capacity to relate and communicate with students, parents, colleagues, management, wider community; supporting conflict resolution; motivating, inspiring and celebrating student effort and success; commitment to equality, inclusion, diversity; exercising duty of care; participating in and supporting extra‑curricular programmes; contributing positively to the school community.
• Self‑awareness and self‑management skills – Be self‑aware and capable of self‑managing and developing personally and professionally. Indicators include: engaging in reflective practice; maintaining focus on personal/professional growth via CPD, learning communities, group reflection; confidence, resilience, optimism to maintain emotional balance; openness to constructive feedback and seeking support when needed; awareness of Teaching Council Code of Professional Conduct and Social Media Guidelines; practicing within statutory framework (child protection, health and safety); upholding professional integrity (discretion, confidentiality, loyalty, trust, empathy); awareness of broader student context and modelling best practice in all role aspects and relationships.

Schedule

Hours per week: 22 hours (Mathematics 11 hr and SEN 11 hr).