Your First Teaching Job

1. Your First Teaching Job Some good news from Ranjana

2. General trends • Variations in the demand for NQTs, primary phases/secondary subjects/location. • The major influences budget and pupil numbers • Impact of PPA 10% plus induction 10% • More teachers qualifying= more competition at the start • However……. • http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2007/01/14/nteach14.xml

3. Good News National Trends • NQT Survey 2007 , Surveyed 11,000 NQTs found that……. • 46% of primary trained NQTs had permanent teaching contracts • 33 % of primary trained NQTs had fixed term teaching contracts • 15% of primary trained NQTs had teaching supply contracts

4. Good News National Trends • Primary trained NQTs made on average 5.6 applications (the average of those making between one and 19 applications) before taking up their current position, although 13 per cent (605) indicated they had made 20 or more applications • Primary trained NQTs had on average 2.4 interviews before taking up their current position, although six NQTs indicated they had 20 or more interviews

5. Good News Local Trends • The pattern of employment for primary trained NQTs showed large regional variations. • 64% of NQTs trained in the Eastern and London regions had permanent teaching contracts

6. Good News Local Trends • 17% of NQTs trained in the had fixed term teaching contracts compared in London. • 5% of NQTs trained in the Eastern and London region

7. Things to think about Any special requirements Who is it for Dates How to apply

8. What the job adverts really mean • Dynamic ,innovative teacher required • = Management are slave drivers • Independent and resourceful • = No support • Good sense of humour • = staff are all mad

9. Good parental involvement • = hang around the school gates waiting for you • The Ofsted report highlighted many strengths • = please don’t read it all

10. Be clear about • What are you looking for? • Your strengths- Play to them -Are there 5 reasons why you are suitable for this post? • What the school is looking for and what the recruitment process involves? • Timings- May resignation date • The local picture– how do the schools recruit?

11. Pools v Individual applications • Varies with authority and phase • Database systems • General ( pool) interviews • One part of a recruitment process • In competition with your peers-not experienced staff • One application- savings on advertising

12. Be sure about • Your flexibility, location, family • Skills at applications, communication, interview • Be persistent but also realistic • Schools all interview and appoint at the same time

13. What schools do not want • Poorly presented applications you are applying to a profession that corrects written mistakes for a living • Uncertain applicants - Will they accept the job? • Additional problems= extra workload

14. What schools do want • Fits into an existing team • Classroom management- a safe pair of hands • Able to apply subject/theme expertise • Communication with children • Communication with adults, TA’s Parents/guardians

15. NQT Induction • A programme of support, training and monitoring • Assessment against National standards • Pass induction- referral (very rare)- Fail induction • Consequences of failure de-registration by GTC

16. What to expect • Induction policy • Reduced teaching timetable • Allocated mentor • Classroom observations • Review meetings • Formal assessments X 3 • Additional support if needed

17. NQT responsibilities • familiarisation with the TTA induction standards • to play a full role in the induction process • to raise concerns and issues about induction • to take increasing responsibility for your own development • how CEP can be developed into an action plan for the induction programme.

18. First choice or first offer • So once you have survived do you feel obliged to say yes? • What are your criteria ? • Safe exit strategies • Balance your options realistically • Never burn bridges! • Be Honest

19. DO NOT • Accept a post and then withdraw • Think clearly-everyone has second thoughts • Is there time to consider the offer? • Reject and look for the next post • Weigh the advantages of the offer -permanent, location,later opportunities • Do not accept a post you do not want -Be clear about what you want, and why!!

20. Getting a teaching job Personal statement

21. Basics • It is crucial that you put together a well-thought-out personal/supporting statement for each position you apply for. • You may be asked to include this within an application form or to attach it separately. • A letter in support of your application should contain the same information as a statement. • As it is a business letter, make sure you end it accordingly with ‘yours sincerely’ or ‘yours faithfully’.

22. General Advice • Two sides of A4 should be the maximum. • Take note of the instructions given on the application form. If in doubt, seek advice from the school. • Tailor your statement for each new application according to the nature of the school and the advertised role. • Remember that what you write may set the agenda for the interview.

23. Paragraph One • Why you are applying for the role? • Include any knowledge you have of the LA or the area in which the school is located. • Mention any special circumstances, e.g. your faith, that you think the school should know about. • Refer to any visits you have made to the school.

24. Paragraph Two • Details about your course. • Give a brief overview of your training course including age range, subjects covered and any special features. • Mention your first degree if you are a PGCE student, your dissertation (if appropriate), any classroom-based research projects or written assignments and any relevant modules you studied.

25. Paragraph Three • Your teaching experience. • Give an account of your formal school experience or observations, covering: • when you did the practice; • the ages of the children taught; • the size of the group for which you were responsible; • special features of the practice (e.g. open-plan, multi-ethnic, team teaching).

26. The Rest • Make it clear that you are going to systematically address the person specification. • You could use the selection criteria as headings for each new paragraph. • For each selection criterion in the personal specification, outline how, where and when you have successfully demonstrated the skills, knowledge or experience required. • You could demonstrate a 'commitment to and demonstrable understanding of equal opportunities'

27. An example • Providing equal opportunity to all children is at the heart of good educational practice. My teaching is based on providing a fair education for all, based upon the specific attributes and needs of individuals. For example, in my current block practice in a Year 1 class, the children appeared to be grouped according to narrow definitions of ability with bilingual learners and children with behavioural difficulties in the same group. • Following discussions with the class teacher and SENCO, I have organised children into mixed groups with bilingual learners working alongside children with greater proficiency in English so that all pupils would benefit from a wider range of language models. I have also allocated children with behavioural difficulties to different groups, where they are encouraged by peer support to participate more constructively in activities.

28. Include the following • Your classroom management strategies • Your visions and beliefs about primary education • Other related educational experience • Other related skills and interests

29. Your visions and beliefs about primary education – some questions to consider • What do I believe about teaching? • What do I believe about learning? Why? How is that played out in my classroom? • What are my goals as a teacher? • What demonstrates my desire to grow as a teacher? • What have I learned about myself as a teacher? • What does teaching mean to me? What are my plans for developing or improving my teaching? (learn new skills, try our new approaches?)

30. Some statements you could use • Excellent interpersonal and people management skills • Excellent communicator • An excellent team player • Takes the initiative • Able to work accurately under pressure • Implemented change • Developed and delivered through completion

31. advise clarify coach elicit enable encourage explain facilitate guide inform instruct persuade stimulate train Some powerful words

32. Final Paragraph • Finish your statement positively, for example: • I am confident that my experience equips me well for the post of X at Y School. I have a strong commitment to teaching and learning and I know that I would be an invaluable member of the school community

33. A word of warning • http://www.guardian.co.uk/technology/2007/nov/23/news.facebook