Come diventare docente di francese, tedesco o spagnolo nella scuola statale inglese

1. Come diventare docente di francese, tedesco o spagnolo nella scuola statale inglese Qualified Teacher Status (QTS) A cura di Steve Buckledee, Geoffrey Gray e Martina Zucca

2. TV ad to recruit teachers YouTube https://www.youtube.com/watch?v=wi_FHzEHZA8 Tough Young Teachers episode 2 YouTube https://www.youtube.com/results?search_query=tough+young+teachers+episode+2

3. https://www.theguardian.com/education/2019/jan/12/schools-staff-crisis-eu-teacher-applications-fallhttps://www.theguardian.com/education/2019/jan/12/schools-staff-crisis-eu-teacher-applications-fall The Guardian 12.01.2019 England’s schools face staffing crisis as EU teachers stay at home Fears that uncertainty over Brexit will hit language learning after 25% drop in applications from EU citizens The number of teachers from the EU wanting to work in England has slumped in the past year, with fears that Brexit will exacerbate staff shortages and hit language learning. Teachers from EU countries applying for the right to work in English schools fell by a quarter in a single year, according to official data. There were 3,525 people from member states awarded qualified teacher status (QTS) in 2017-18, which allows them to work in most state and special schools. A 25% fall on the previous year, it included a 17% drop in applicants from Spain, an 18% drop from Greece and a 33% drop from Poland.

4. Why does England have a shortage of teachers? • Graduates in subjects like mathematics, science or languages have plenty of other opportunities • Many newly qualified teachers prefer to work in private schools, either in the UK or abroad • Teaching is hard work, the hours are long and many teachers decide to quit the profession while they are young enough to find alternative employment • The number of pupils is increasing

5. We are going to look at the traditional way to enter the profession: successful completion of a PGCE (Post-Graduate Certificate of Education) course in a UK university. This gives you Qualified Teacher Status (QTS). The are two alternative routes that we will not consider today: School Direct: new graduates go directly to a school and start teaching without QTS but they receive on-the-job training from senior staff in that school. Teach First: this a charity whose mission is to combat inequality in education. Young graduates receive six weeks intensive training, then start work in school before having QTS. The schools may be difficult places to work in because they are often in areas suffering from social and economic deprivation.

6. What do you need to teach in state schools in England and Wales? • Fluency in English • Excellent communication skills in French, German or Spanish • Bachelor’s level degree in modern languages • Successful completion of the one-year Post-Graduate Certificate in Education (PGCE) • A strong character • After completing the PGCE a job is not guaranteed but, because of the shortage of language teachers, there is a very good chance of getting a full-time permanent contract.

7. Four of our graduates got jobs teaching French in England. Luciana worked in Milton Keynes; Enrica is still working in Northampton.

8. Fabiola teaches in Brighton, on the English “Costa del Sol”. Elisabetta teaches in Horsham, about 30 kms north of Brighton.

9. Teacher salaries 2018-19 https://getintoteaching.education.gov.uk/teachers-salary-and-teaching-benefits/teacher-salaries In England and Wales a newlyqualifiedteacher (NQT) earns a minimum salary of £23,720 and a maximum of £35,008. Salaries are higher in London and the London area. In Inner London a NQT earnsbetween £29,664 and £40,372. Schools now have more freedom to develop their own pay policies to attract and retain the teachers that have the greatest impact on their pupils’ learning. So what you’re paid will be linked to performance and not length of service – meaning you can increase your salary faster than ever before.

10. Career Advancement (outside London) Salaries are higher in Inner London, Outer London and the London Fringe.

11. How do I start? The Department of Education has a site called Get Into Teaching. https://getintoteaching.education.gov.uk Home Eligibility Exploremyoptions Fundingmy training Get help and support How to apply Life as a teacher School experience Teachers’ salary Teachingevents

12. Training bursaries (Languages) 2018/19 Bursaries of £26,000 are available for graduates in physics, chemistry, languages, computing and geography. The bursaries are higher for graduates in mathematics but lower for other disciplines. EQUIVALENCES PhD = dottorato Master’s degree = laurea magistrale o specialistica Bachelor 1st = laurea triennale 108-110/110 con lode Bachelor 2:1 = laurea triennale 94-107 Bachelor 2:2 = laurea triennale 84-93

13. How do I apply for a PGCE course? You have to apply directly to a university or college that has an appropriate course. Enrica enrolled at the University of Cumbria. Luciana went to the University of Oxford and sent me this link: https://www.youtube.com/watch?v=jfA8WzL25TA In England and Wales language teachers must be qualified to teach two modern languages, although it is normal to teach only one language when you actually start work. “But I’m studying English and French!” No problem: you can train to teach French and Italian, German and Italian or Spanish and Italian. You have to choose a PGCE course that offers Italian as one of the languages. Italian is not taught in many schools. However, head teachers have a lot of autonomy. If a head teacher has someone capable of teaching Italian, s/he can introduce Italian as an optional subject on the timetable.

14. More details about applying for a PGCE course • Finding out about PGCE courses • Entry requirements • Submitting your application • After applying (preparation for interview)

15. Finding out about PGCE courses • No website with a full list of PGCE courses. Necessary to research each University website in England and Wales. • Many universities (e.g., Bristol, Edge Hill, Sussex) have a PGCE in “Modern Foreign languages”. So look for this. • You can apply to more than one university. • If you wish to teach a foreign language that you studied at school but did not study at university, you can apply for a “Subject Knowledge Enhancement Course” (= SKE). See slide 23.

16. Entry requirements Each University has its own entry requirements. But every University will ask for: • Good Bachelors level degree (BA) in Modern Foreign Languages. If you also have a Masters level degree (MA), that’s even better. • IELTS qualification in English (Exact mark depends on University but usually an overall mark of 6.5 is required.) • Equivalent of GCSE in English. But if you’ve studied English at university level, that’s even better. • Equivalent of GCSE in Maths. (Italian school diploma is sufficient to demonstrate this although many UK universities ask for a UK NARIC statement of comparability.) https://www.naric.org.uk/naric/ • DBS check (overseascriminalitycheck) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/600839/GOV_CR_GUIDANCE_G-P.pdf

17. Entry requirements (continued) • A pass in a “Numeracy and Literacy Skills Test”. This can be done after you go to an interview at the university/ies. But it needs to be passed before starting the PGCE course. (“Not difficult” says an ex-foreign-languages-and-literature student from the University of Cagliari.) 63% pass mark. http://sta.education.gov.uk/professional-skills-tests/literacy-skills-tests http://sta.education.gov.uk/professional-skills-tests/numeracy-skills-tests Many videos (e.g. Youtube) and online resources (for FREE) to practice before the real tests. On the 14 February 2018, the Department for Education announced changes to the professional skills tests, these changes included: unlimited resits of the tests, with the first three numeracy and literacy attempts free of charge and the removal of the lock-out period that previously prevented candidates who were unsuccessful after three attempts from re-taking tests for two years. Over 80% of candidates passing both literacy and numeracy skills test on their first attempt.  • A period of about 7/10 days spent observing teachers in a UK state school. (Preferably before you apply to show that you’re seriously interested.)

18. Further info/ advice about the SKILL TESTS Peter Godden subscription for Numeracy test https://teachmemaths.selz.com/ As I knew maths was one of my weakest points, I have decided to do an online subscription with Peter for 6 weeks. It was the best decision as I passed my numeracy test at my first attempt. The literacy test was very easy indeed. I just watched some videos on youtube and passed at my first attempt. However, it is essential you know exactly the structure of the test and make sure you are confident with it. Martina.

19. Submitting your application • When you’ve chosen your university/ies, you must start your application at the UCAS website: http://www.ucas.com/ (UCAS = Universities and Colleges Admissions Service). Use this path (as at 17.02.19): http://www.ucas.com/|||| Insert ‘PGCE COURSE’ |||| Scroll down the page to ‘Information and Advice’ – gives information about ‘UCAS Postgraduate entry requirements’, ‘Routesintoteaching in England’, ‘Postgraduateteacher training in England’ • Gives clear information about filling in your application on the UCAS website. • Necessary to give the following information: your education, your work experience, a personal statement about why you want to be a teacher in the UK, names of two referees, one of whom should be an academic (‘docente’).

20. After applying (preparation for interview) • The university/ies will contact you and will probably invite you to attend an interview (in person, not online!). • So, prepare yourself for the question “Why do you want to be a teacher in a UK state school?” Answer this question in terms of what you could give to a school (and not in terms of what a school could give to you!). • See the next two slides for more possible interview questions.

21. Interview: possible questions • Talk about a memorable lesson you have observed. • What would you like your pupils to say about you as a teacher (when you are not there!). • The PGCE is a very tough course. What aspects of the course will be particularly difficult for you? What aspects of the course are you looking forward to? • What’s your level of French/German/Spanish? Tell me something in French/German/Spanish. • Have you read any news recently about current issues in education / foreign language teaching in schools?

22. Interview: possible questions (continued) • During your lesson you notice that a pupil is using her mobile phone. She says her mum is in hospital and she wants to call her. What do you do? • You are given a bag containing a book of poems, sunglasses, sweeties, a DVD, a small ball, puppets, etc. Talk about how you would use these items during a lesson. • Imagine you have a lesson in which you present a cultural event in Italy. What would be your main points?

23. The UCAS website also gives information about SKE (subject knowledge enhancement courses): https://www.ucas.com/teacher-training-entry-requirements-england E.g. you want to teach French but your degree is in Spanish and English, not French. “If your degree subject doesn't link closely to your chosen teaching subject, you may still be able to apply for a postgraduate teacher training programme by undertaking a subject knowledge enhancement (SKE) course. Training providers may ask you to take an SKE course as a condition of your offer if they feel you have the right qualities to become a teacher, but need more subject knowledge first.”

24. SKE COURSES • “These coursesare available in maths, physics, languages, biology, … . They can be full-time or part-time, classroom-based or online.” • “SKE courses last between 12 — 28 weeks, depending on the subject you want to teach and how closely related your subject knowledge is. Most applicants complete their SKE course immediately prior to starting their teacher training programme.” • “SKE courses are fully funded, so you won’t have to pay any tuition fees.”

25. Feedback from one of our recent students who did the PGCE course at Sussex University. 1. Subject Knowledge Enhancement (SKE) Course “I started my PGCE course in August because I had to do a Subject Knowledge Enhancement course  for French language. This course consisted of a virtual learning platform during the summer of 2015, and then 2 weeks of study on the campus of Sussex University. For this SKE course we received a bursary of around £2,000 which I thought was really good. We also did a one-week trip to Rouen in France in mid-September where we studied in a language school and stayed with local families. (Last summer Sussex University organised SKE courses for both Spanish and French.)”

26. Feedback from one of our recent students who is currently studying her PGCE course at St. Mary’s University, Twickenham. SKE “Before starting my PGCE, I attended the SKE course for French. I attended the online course for 16 weeks and I received a bursary of £3200. The course was entirely online with a personal tutor who was constantly helping me to improve my written and speaking skills of the language. He was also giving me advice on how to teach French, which I found a precious tool when I started my first placement.” St Mary’s University usually organises SKE courses for French and Spanish. They do have courses for beginners up to A-levels. These courses can either be attended entirely online (VidLearn is the online platform they usually use), on campus or a mix of these two. This is completely your own choice depending on your commitments.

27. 2. Placement (= teaching practice in a school) “I found the school days very tiring at the beginning, though the lessons we were supposed to prepare and deliver were very few. The number of lessons we have to teach has slowly increased during these last months. At the school we are supported by a mentor who gives us feedback for almost every lesson we teach. I found this really stressful at the beginning, because you feel constantly judged. But it is also very helpful and with time I learned not to be stressed too much. Also, when you are good it is really nice to read flattering comments in the feedback you are given!”

28. 3. Placement (continued) “I now am at the end of my first placement. After the Easter Holidays I will be moving to a second school for the second placement, which will last until the end of May when the course will practically end. I  am now also in the process of writing an assignment for Sussex University. The deadline is soon so at the moment I have to work during the whole weekend, but this is actually the only university-related assignment we have. (Most past weekends I was still working quite a lot on Saturday but I could go out both on Friday and Saturday, so it was not too bad ☺.)”

29. 4. The overall experience • “Although the PGCE course is quite tiring and sometimes stressful, I’m enjoying it. I find that if you like working with kids and you love your subject it is really rewarding. Also, since I am very busy during the week, the time really flies.”

30. How do you find a job after finishing your PGCE? • Register with the TES website: https://www.tes.com TES = Times Educational Supplement(the recommended option) • Register with one of the many recruitment agencies for teachers Examples: http://impactteachers.comhttp://www.redteachers.com • If you already know what part of England you want to live and work in, register with the relevant Local Education Authority (LEA) = “Ufficio scolastico provinciale”

31. Luciana describes her experiences of teaching in Milton Keynes Dopo aver insegnato per tre anni e mezzo in una “comprehensive school” in Inghilterra, posso riassumere come segue gli aspetti positivi e negativi della mia esperienza. Positives: La certezza di poter cercare e trovare un lavoro a tempo indeterminato subito dopo aver conseguito la qualifica mi ha dato sempre la forza di andare avanti anche quando sembrava troppo dura e di non arrendermi ai primi colloqui falliti. A differenza dell’Italia, in Inghilterra c’è sicuramente un posto per te. Basta essere determinati e preparati. Il merito verrà premiato. L’esperienza dell’insegnamento, quando c’è la passione, è estremamente appagante, nonostante ci siano TANTI alti e bassi.

32. Ci si sente valorizzati come persone e come insegnanti. Questo può dipendere dalle scuola e dai colleghi, ma personalmente posso dire di aver ricevuto sempre complimenti incoraggianti e feedback positivo dai colleghi e dalla SLT (Senior Leadership Team) per una buona lezione o per altri piccoli successi. Ci si sente davvero apprezzati e importanti. Legato a questo, c’è il fatto di avere la propria aula, particolare del tutto eccezionale rispetto all’Italia, e per nulla trascurabile. Avere un contratto a tempo indeterminato e una propria aula da allestire e decorare a piacimento ti fa sentire parte importante di una scuola, crea un legame e un’affezione che aggiunge valore al tuo lavoro. Sono gli studenti a spostarsi e l’aula è “territorio” dell’insegnante, la quale decide i posti a sedere degli alunni e come gestire lo spazio. Questo consente al docente di sentirsi più autorevole in classe.

33. Si è parte di un dipartimento (e.g. il dipartimento di MFL se si insegnano le lingue straniere), il che significa essere parte di una squadra, supportarsi a vicenda, condividere idee, risorse, strategie, ma anche osservarsi a vicenda, fare e ricevere delle critiche costruttive per migliorarsi. Se si ha bisogno di rimuovere un alunno durante una lezione, un collega del dipartimento sarà disponibile ad accoglierlo. L’Head of Department è una figura essenziale a cui rivolgersi per qualsiasi problema: avere delucidazioni riguardo esami, programmi, problemi di comportamento etc. Se si tratta di un ottimo Head of Department, che io ho avuto la fortuna di avere, questi sarà in grado di guidarti, appoggiarti, consigliarti, supportarti, rimediare ai tuoi danni e, insomma, rendere la tua vita complicata di insegnante un po’ più semplice. So però da persone vicine, anch’esse insegnanti in UK, che tanti capi dipartimento sono tutt’altro che d’aiuto. Dipende quindi dall’esperienza personale.

34. La scuola offre continuo supporto e formazione professionale per migliorarsi come insegnante e crescere. Nella mia scuola c’è un numero di giorni prefissato dedicati al training professionale e in più, durante l’anno scolastico, si organizzano una serie di sessions e workshops che permettono di lavorare in gruppo e scambiarsi utili idee. C’è per tutti la possibilità di fare carriera all’interno della scuola. Ci sono svariati ruoli a cui tutti i docenti possono applicare e per ogni nuova responsabilità acquisita, c’è un aumento della retribuzione. Ogni anno per i primi 5 anni di lavoro poi, lo stipendio aumenta di una piccola percentuale. Superati i 5 anni, l’aumento sarà legato al raggiungimento di determinati obiettivi. Lunghe vacanze, distribuite durante l’anno

35. Negatives: Il cosìdetto “workload” è talvolta insostenibile. Le cose da fare oltre ad insegnare, e che spesso non hanno alcun legame con l’insegnamento in sé, sono molteplici.

36. Preparare i “lesson plans” Correggere i quaderni degli studenti settimanalmente. Se si hanno circa 150 studenti come nel mio caso, questo vuol dire correggere 150 quaderni a settimana (o ogni quattro lezioni). Spesso i quaderni sono disordinati e zeppi di errori (come possono essere i quaderni di alunni italiani, col la differenza che questi non sono responsabilità degli insegnanti). Nella mia, come in altre scuole, i quaderni sono più o meno regolarmente controllati da Head of Departments or SLT e sono mensilmente oggetto di “samples”. È doveroso quindi che il “marking” sia up to date e rispetti le marking policies della scuola. Il marking è un incubo per la maggioranza degli insegnanti inglesi e incide pesantemente sul carico di lavoro totale.

37. Ogni insegnante è anche “form tutor”, cioè responsabile di tutor group. Il form time occupa mezz’ora della propria giornata ogni giorno. A volte è poi necessario preparare risorse o passare tempo al telefono per informare o interrogare i genitori riguardo assenze, ritardi, comportamento e problemi vari dell’alunno. Sia per i propri tutees che per gli altri alunni si devono scrivere periodicamente dei reports dettagliati, il che richiede tempo. Questi sono stati di recenti aboliti nella mia scuola, ma non in altre.

38. Si è periodicamente osservati da colleghi “informalmente” durante “learning walks”, durante le quali l’observer riempie un modulo di feedback riguardo la lezione osservata, i quaderni degli alunni etc. E formalmente dal proprio Head of Department o line manager. Si riceve un vero e proprio giudizio e questo non dovrebbe essere mai “needs improvement” or “inadequate”. In caso contrario, le osservazioni diventano più frequenti per assicurare che il docente stia agendo per migliorare il proprio teaching. L’outcome ultimo, in caso di non miglioramento è il licenziamento. Questo fa sentire abbastanza sotto pressione. Personalmente, sono abituata ad essere osservata e non ho mai avuto problemi, ma è senz’altro fonte di stress.

39. La maleducazione di certi alunni, a volte troppi, è anch’essa causa di stress e di frustrazione. A volte, intere lezioni vanno all’aria perché gli studenti non hanno rispetto del lavoro del docente e certi studenti possono essere davvero challenging. Al contrario dell’Italia però, qui c’è un sistema solido per far fronte ai problemi di comportamento: dalla detention o rimozione dall’aula, che scatta in seguito a casi mediamenti gravi, fino a stanza di esclusione e detention dopo scuola nel caso le prime non siano eseguite. La sospensione e l’esclusione sono ugualmente possibili ma è la possibilità di fare qualcosa nell’immediato che dà più supporto ai docenti.

40. Se questi lati negativi si sommano e si considera che si insegna fino alle 3 e si resta a scuola fino alle 5 in media, si capisce perché molti vogliano lasciare la professione. Chi ha famiglia non riesce umanamente a fare bene entrambe le cose. È un lavoro in cui non si più dire mai “ho finito”, neanche se si esce di scuola alle 6. Si pensa continuamente al da farsi, agli errori commessi durante la giornata, al comportamento di certi alunni che, inevitabilmente mette di malumore. Si lavora durante il weekend (perlomeno la domenica per il planning del lunedì) e a volte anche durante le vacanze. Parlo spesso con colleghi che hanno passato il weekend a fare marking o le vacanze a recuperare il lavoro arretrato. Il sistema scolastico è completamente diverso, per certi versi migliore, per altri peggiore. Ci vuole un po’ ad abituarsi.

41. Enrica (Northampton) also sent her reflections. Positives - Stipendio sicuro e decoroso - Buona pensione - Possibilità di crescita e di guadagnare di più - Più vacanze rispetto ad altri lavori - Soddisfazione personale data dall’insegnamento in sé - Sabato e Domenica ‘‘liberi’’

42. Negatives Il carico di lavoro è tanto. La scuola finisce alle 3.30 ma c’è sempre del lavoro da fare che ci si porta a casa. Personalmente ogni giorno lavoro fino alle 7 e almeno una serata intera nel weekend). Gli insegnanti in UK hanno molte responsabilità e pressioni. Al di là della lezione in classe ci sono compiti da correggere, documenti da preparare e tante scadenze da rispettare per inserire dati e commenti sugli studenti al computer.

43. La disciplina può mettere duramente alla prova. Occorre moltissima pazienza e perseveranza. Ci sono giorni in cui ci può sentire feriti a causa di commenti e atteggiamenti maleducati da parte degli studenti: ma non bisogna dare peso e continuare più forti. Bisogna ricordarsi che si ha a che fare con bambini e adolescenti.

44. Prima di trovare lavoro possono passare dei mesi e fare diversi colloqui. Bisogna essere perseveranti e prepararsi il più possibile. Insegnare italiano e tedesco è molto raro. Meglio specializzarsi in francese e spagnolo come ho fatto io (non ho mai insegnato italiano a parte qualche corso dopo scuola). Francese e spagnolo sono di gran lunga le lingue più popolari.

45. To sum up…

46. Local Education Authority (LEA) schools v. “Academies” The current government wants to transform all LEA schools into semi-privatised academies. This policy seems to be based more on ideological considerations rather than educational needs. We advise you to apply for a job in an LEA school because individual academies are free to use their own salary scales.

47. What about Brexit? When (If?) Britain leaves the EU, the teacher shortage problem will still be there, so graduates from Italy and other EU member states will still be needed. It might be necessary to get a residence permit, which will be a formality for people who have a work contract.

48. St. Mary’s University, Twickenham, London. https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-mfl 2018 St. Mary’s University: judged Outstanding Provider by Ofsted. https://www.stmarys.ac.uk/teacher-training/pgce/overview.aspx

49. https://www.britishcouncil.org/education/ihe/opportunities-for-students/lttshttps://www.britishcouncil.org/education/ihe/opportunities-for-students/ltts Train as a language teacher in England and earn £28,000 tax-free For Spanish, French and German.

50. STUDENT FINANCE You may be able to get a Tuition Fee Loan and help with living costs if you’re from an EU country. https://www.gov.uk/student-finance-register-login