Careers rarely develop the way we plan them. Our career path often takes many twists and turns, with particular events, choices and people influencing our direction.

We asked Jason Ruane from Intel to give some advice for people considering this job:

Jason Ruane

Computer Programmer

Intel

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Jason Ruane

Possibly useful qualities/interests:

A predisposition towards technical problems, such as puzzles or machinery. An interest in the nature of how things work, such as the desire to disassemble machinery/gadgetry to unlock its inner workings.

An inventive side; one who uses the parts of other gadgets, to make a new personalised gadget. Interested in high tech gear: gadgetry of all forms.

A capacity to learn processes for oneself e.g. seeing a puzzle solved and then repeating it.

Skills: Technical subjects such as Maths or electronics. Programming is very accessible to anyone with a basic home PC and some internet connection so try it out and see if you like it.

Values: If you value the solving of an intricate, convoluted problem, for it's own sake and find that rewarding, then any engineering job will come easily.

Education: Firm basis in Maths and the sciences. People are hired into engineering positions here from backgrounds such as science and computing primarily.

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Creative
Creative people are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc). They may be drawn towards the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they may show more interest in design, such as architecture, animation, or craft areas, such as pottery and ceramics.

Creative people use their personal understanding of people and the world they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy taking risks and prefer a minimum of routine.
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School Principal

Job Zone

Education
Most of these occupations require post-graduate qualifications. For example, they may require a masters degree, and some require a Ph.D., or M.D.

Related Experience
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialised medical training to be able to do their job.

Job Training
Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.

Job Zone Examples
These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organisational skills are required. Examples include librarians, lawyers, aerospace engineers, wildlife biologists, school psychologists, surgeons, treasurers, and most scientists.

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At a Glance... header image

School principals plan, organise, direct, control and evaluate the activities of teachers and other staff of their school.


Videos & Interviews header image

1Total Records:1

Paul Meany
School Principal
Paul completed his Leaving Cert in Marian College, Dublin, before going on to do a Degree in Botany and Maths in UCD. He decided to pursue his interest in Teaching and did his Higher Diploma in Education back in Marian College. Years later he applied for, and was successful in becoming Principal at that school.
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Go..Assistant Principal - from: icould [UK] Video
Go..Vice Principal - from: icould [UK] Video

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Tasks & Activitiesheader image

The following is a list of the most commonly reported tasks and activities for this occupation

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Enforce discipline and attendance rules.

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Confer with parents and staff to discuss educational activities, policies, and student behavioral or learning problems.

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Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed.

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Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives.

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Recruit, hire, train, and evaluate primary and supplemental staff.

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Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations.

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Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues.

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Establish, coordinate, and oversee particular programs across school districts, such as programs to evaluate student academic achievement.

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Set educational standards and goals, and help establish policies and procedures to carry them out.

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Plan and lead professional development activities for teachers, administrators, and support staff.

Work Activities header image

The following is a list of the most commonly reported work activities in this occupation.

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Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems.

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Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work.

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Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time.

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Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

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Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.

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Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks.

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Coaching and Developing Others: Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.

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Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others.

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Resolving Conflicts and Negotiating with Others: Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.

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Provide Consultation and Advice to Others: Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.


Knowledge header image

The following is a list of the five most commonly reported knowledge areas for this occupation.

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English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

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Education and Training: Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.

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Administration and Management: Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.

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Customer and Personal Service: Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

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Public Safety and Security: Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.


Skillsheader image

The following is a list of the most commonly reported skills used in this occupation.

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Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

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Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

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Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.

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Speaking: Talking to others to convey information effectively.

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Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one.

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Reading Comprehension: Understanding written sentences and paragraphs in work related documents.

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Management of Personnel Resources: Motivating, developing, and directing people as they work, identifying the best people for the job.

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Writing: Communicating effectively in writing as appropriate for the needs of the audience.

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Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

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Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making.

Entry Routesheader image

Primary School Principals must:

  • Qualified primary school teachers and, in general,
  • have at least five years of teaching experience (except in primary schools of fewer than 80 pupils).

There is no formal requirement for leadership training, but many applicants have related diplomas (e.g. management, administration, education) and many complete non-accredited courses for school leaders.

To qualify for appointment as a Post Primpary Scool Principal you must have:

  • A recognised post-primary teaching qualification
  • A minimum of 5 years satisfactory teaching experience
  • Registration in accordance with Section 30 of the Teaching Council Act 2001

Last Updated: June, 2017


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Organisation: Department of Education and Skills
Address: Marlborough St, Dublin 1
Tel: (01) 889 6400
Email: Click here
Url Click here

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