I want to work in ..... teaching

 

It's not how much money we make that ultimately makes us happy between nine and five.
It's whether or not our work fulfills us. Being a teacher is meaningful.

Malcolm Gladwell

 

Overviews of the teaching sector schoolboy

These include job profiles and job roles, qualifications, entry and training, funding and salaries, career development and current trends:

Qualifying as a Teacher

Currently, anyone who wants to work as a teacher of children from age five to sixteen in state-maintained schools (excluding academies and free schools) in England and Wales needs to have professional Qualified Teacher Status (QTS). To be awarded QTS you must complete a period of initial teacher training (ITT) such as a one-year Postgraduate Certificate in Education (PGCE) course or school-centred training (SCITT). Teachers in academies, free schools and independent schools aren't required to have QTS, but most of these schools are likely to look for qualified teachers when recruiting. QTS can be achieved by various routes, which are outlined below.

The government white paper, “Excellence Everywhere”, published in March 2016, proposes a new structure for QTS and the introduction of a “stronger accreditation”, in which teachers will not receive QTS as soon as they have completed their training but only when they have gone on to “demonstrate proficiency” in areas such as behaviour management and subject knowledge. These decisions will be made by their head teacher and approved by a teaching school or SCITT.

Routes into teachingteach

University-based routes

Universities throughout the UK offer one-year teacher training courses on a full-time or part-time basis leading to a PGCE (Postgraduate Certificate in Education). These courses focus on developing your teaching skills and include a minimum of 120 days spent in schools on teaching practice. 

In Scotland, this qualification is known as the PGDE (Postgraduate Diploma in Education. A few institutions in Wales and England also use this title but both qualifications will be accepted throughout the UK.

Schools-based routes

On these routes you will learn through on-the-job training, normally based in at least two schools over a one-year period. This training route also leads to the award of a PGCE and QTS. These schools-based routes (also known as School-Centred Initial Teacher Training or SCITT) include School Direct and Teach First and now train almost half of all trainee teachers. See the Department of Education pages on school-led training

School Direct

We like to meet all applicants through an open day or talk to them on the phone prior to UCAS applications. At these meetings there is an expectation that applicants will understand School Direct, be clear about why they want to train with us in particular. They will consider applicants from all subject areas. During the selection day candidates will sit a Maths and Literacy test, an exercise with the children, an exercise with other candidates, make a presentation and have an interview.

Schools Direct Provider

School Direct programmes provide school-led training run by a lead school in partnership with a university or SCITT and other schools, mostly on a one-year full-time basis. Trainees are selected by the school and the focus of training will be based on the needs of both the school and the trainee. There is an expectation that you will be employed in the school partnership once qualified. Most School Direct programmes lead to the award of a PGCE in addition to QTS.

There are two differently-funded programmes:

Teach Firstteach

Teach First is a two-year school-based salaried Leadership Development Programme, which operates in primary and secondary schools that are in challenging circumstances throughout England and Wales. The aim of Teach First is to address educational disadvantage, so the schools that it works with are those whose pupils have high levels of poverty or underachievement. https://graduates.teachfirst.org.uk/

Further information on routes into teaching

Choosing your teacher training route and provider

Which route?

There is no “one best” route into teaching and your choice of a University or Schools-based route will depend on which you feel is best for you. Some issues to consider include:

Which provider?

Funding for a PGCE

Better financial incentives will offered for the higher degree classifications. These range from a £25,000 bursary for a Maths graduate with a  first class degree, to £4,000 for a primary PGCE candidate with a 2:1. Fee changes mean that PGCE courses will charge between £6,000 and £9,000 – trainees will still have access to students loans for fees and maintenance and some will be able to access means tested maintenance grants, and higher or re-instatement of training bursaries.

Teacher training bursaries available to trainees beginning training in autumn 2017

Eligibility

Physics

Maths

Computing

Chemistry

Geography

MFL (2)

Classics (3)

Biology

D&T

English

History,
Music, RE

Primary

Primary
Maths
Specialism (4)

Scholarship (1)

£30,000

£27,500

£27,500

£27,500

£27,500

£27,500

£25,000

-

-

-

-

-

-

1st or PhD

£30,000

£25,000

£25,000

£25,000

£25,000

£25,000

£25,000

£15,000

£12,000

£9,000

£9,000

£3,000

£6,000

2:1 or Masters

£25,000

£25,000

£25,000

£20,000

£25,000

£25,000

£25,000

£12,000

£9,000

£9,000

£4,000

-

£6,000

2:2

£25,000

£25,000

£25,000

£20,000

£25,000

£25,000

£25,000

£10,000

-

-

-

-

£6,000


The bursary level awarded is dependent on the subject in which a trainee wishes to teach and the grade of their highest academic qualification, not the subject of their academic qualification.

  1. Trainees in maths, physics, chemistry, computing, MFL and geography with a 2:2 or above can apply for a scholarship with the appropriate professional body as an alternative to the bursary.  Applicants with a 2:2 will need to provide evidence of significant relevant experience.
  2. Bursaries are available for French, German, Spanish and other modern or community languages such as Italian, Russian, Mandarin and Bengali.  The scholarship is only available for teaching French, German or Spanish
  3. Bursaries are for trainees on classics courses where the course is in Latin or Greek
  4. Available to trainees with at least a B in Maths A level or equivalent primary maths specialist or primary general (with mathematics) courses

QTS Skills Tests

Anyone applying for an initial teacher training course is required to have passed numeracy and literacy skills tests before starting the course www.education.gov.uk/schools/careers/traininganddevelopment/qts/b00204001/qts-tests

We now have books on passing the numeracy and literacy skills tests with advice and example questions books and a general guide to both tests: ask at Careers reception to use this.

Teacher Training in and near Kent

Applying for Teacher Training

Almost all applications for teacher training (except Teach First) are made through UCAS www.ucas.com/ucas/teacher-training. The timetable below is for applications for 2017 entry:

Getting Experience

Most teacher training providers will require applicants to have around two weeks of classroom experience. This experience is not only important to strengthen your application and prepare you for interviews: it will also help you to decide whether teaching is right for you.

School Experience Programme (SEP)

How long do teachers work?

The Department for Education holds an annual survey in which a sample of teachers keep a diary of their working lives. In 2013 primary classroom teachers on average worked about 59 hours per week whereas secondary school teachers worked about 55 hours per week. Secondary head teachers worked 63 hours per week on average.

Both primary and secondary teachers spend about 19 hours a week on timetabled teaching but time is also spent in school on lesson preparation, marking, supervising children away from the class and other administration.

Teachers also work outside the school day in evenings and weekends. Primary teachers work out of school for 24 hours a week and secondary teachers 21 hours. Primary teachers spend about 4 hours each week on general admin. 45% of teachers think the amount of time spent on "unnecessary or bureaucratic" tasks has increased, the biggest cause of unnecessary paperwork being preparing for an Ofsted inspection. Head teachers also identified changing government policies and guidelines as generating "unnecessary" bureaucracy.

https://getintoteaching.education.gov.uk/school-experience This offers support in finding experience that will help you to talk to teachers about day-to-day school life; observe teaching and pastoral work and watch a range of lessons and age groups being taught.

Graduate Teaching Internships (GTI)

This new scheme for graduates potentially interested in a teaching career is being launched in 2016.  The GTI scheme will provide many graduates with a paid, fully supported opportunity to “Try Teaching” in a fully supported setting, allowing them to make an informed decision about a career in teaching. Internships will last from three months to three terms and there will be three intakes a year, at the beginning of each school term. www.tryteaching.org

“In the Classroom” modules

Several academic schools at Kent, including Computing, Politics and International Relations and SECL (Classical Studies, Languages and Religious Studies/Philosophy) offer these modules, which offer experience in a school (usually for one day or half-day a week over the course of a term) and the chance to put your degree studies into practice. During your classroom experience, you will observe lessons, work with small groups of students and finally prepare and deliver an entire lesson. 

The University of Kent Student Ambassador Scheme 

This provides Kent students with the opportunity to work with local schools and colleges on a range of activities aimed at inspiring their students to consider higher education opportunities. These include supporting Outreach activities where students undertake a task or there is a learning theme, in educational institutions across Kent, or on campus. www.kent.ac.uk/ambassadors
While it is best to start building up teaching-related experience as early as possible during your degree, there are also opportunities to develop this experience after you graduate.

Teaching assistant/classroom assistant

This role involves supporting a teacher in the classroom in various ways, such as working with small groups or with pupils who need extra support in areas such as literacy or numeracy. Assistants may also help teachers prepare for lessons by preparing resources, or putting out equipment at the start of a lesson. Working in this role for a year can be an excellent preparation for graduates aiming to progress into teacher training.

“Gap year posts”

A number of independent boarding schools offer these posts for new graduates. Typical job titles are “Assistant Housemaster/mistress” or simply “Gap Year Student”. Responsibilities may include pastoral care, supervisory work, help with sports or arts activities. These posts are usually advertised on graduate job sites, educational recruitment sites or through the Boarding Schools Association www.boarding.org.uk.

Teaching English as a foreign language

There are many organisations and language schools, in the UK and worldwide, which recruit graduates in any subject to teach English to speakers of other languages. This experience is a great way to develop your teaching skills and initiative. See our TEFL pages www.kent.ac.uk/careers/tefl.htm

Teaching specific subjects

Playing calming music can help motivate students and improve concentration and study skills. Research at the London Institute of Education found that children doing memory tests whilst listening to classical music performed better than children performing the tests in silence or listening to jazz.

They also found that playing calming music such as Bach and Pachelbel's Cannon to disturbed children helped them achieve higher scores in maths tests

Independent Schools and education alternatives

Finding vacancies

Further resources and links

At interviews for teaching posts and teacher training courses, you will be expected to show awareness of current issues in education. The sites below will help you to do this – start your preparation well before your interviews!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Jargon busterJargon Buster

Like every other profession, teaching and teacher training have their own vocabulary. Here are some of the most commonly-used acronyms you will come across:

A comprehensive jargon buster can be found on the TARGETJobs website

What makes a good teacher?

“No-one forgets a good teacher”, according to a past teacher recruitment campaign, but what is it that makes a good teacher? Here are two summaries of the essential skills and personal qualities for you to assess whether you have what it takes:

A good teacher is:

‘Teaching is a demanding career, physically, emotionally and intellectually. It calls for energy, dedication, patience and enthusiasm. You must have enthusiasm for your subject, and, far more important, you must be able to form a relationship with and control the class. Class management skills are essential. You also need to be able to think on your feet. This is not a nine-to-five job. There will be a lot of preparation and marking to do in the evenings and week-ends. There are also exams to prepare, invigilate and mark. All this calls for good time management, self-discipline, administration and organisational skills as well as good supervisory and leadership skills.’

And the final word on what makes a good teacher should come from the most important people: the children!

1. Know the subjects very well
2. Be smiley
3. Be kind
4. Bond with the children
5. Not be boring, be a bit funny or tell some jokes sometimes
6. Be respectful
7. Have a good expressive reading voice
8. Know the children’s names

http://drbadgr.wordpress.com/2012/02/03/childrens-view-on-what-makes-a-good-teacher

 

A teacher teaching Maths to Petra who was six years old asked her, “If I give you one apple and one apple and one apple, how many apples will you have?”

Within a few seconds Petra replied confidently, “Four!”

The dismayed teacher was expecting a correct answer (three).  She was disappointed.  “Maybe the child did not listen properly,” she thought.  She repeated, “Petra, listen carefully.  If I give you one apple and one apple and one apple, how many apples will you have?”

Petra saw the disappointment on her teacher’s face.  She calculated again on her fingers.  But within her she was also searching for the answer that would make the teacher happy.  Her search for the answer was not for the correct one, but the one that will make her teacher happy.  This time hesitatingly she replied, “Four…”

The disappointment stayed on the teacher’s face.  She remembered that Petra loved strawberries.  She thought maybe she doesn’t like apples and that is making her lose focus. This time with a twinkling in her eyes she asked, “If I give you one strawberry and one strawberry and one strawberry, then how many you will have?”

Seeing the teacher happy, young Petra calculated on her fingers again.  There was no pressure on her, but a little on the teacher.  She wanted her new approach to succeed.  With a hesitating smile Petra enquired, “Three?”

The teacher now had a victorious smile.  Her approach had succeeded.  She wanted to congratulate herself.  But one last thing remained.  Once again she asked her, “Now if I give you one apple and one apple and one more apple how many will you have?”

Promptly Petra answered, “Four!” The teacher was aghast.  “How Petra, how?” she demanded in a little stern and irritated voice.

In a voice that was low and hesitating Petra replied, “Because I already have one apple in my bag.”

“When someone gives you an answer that is different from what you expect don’t necessarily think they are wrong.  There maybe an angle that you have not understood at all. You will have to listen and understand, but never listen with a predetermined notion.”

 

Updated August 2016