Live Q+A: Becoming a teacher – Thursday 26 August – 12 – 2pm
Tuesday 24th August 2010, 9:00AM BST.
This discussion has now closed. Thanks to our panel of experts for their great advice and to you all for contributing to the discussion.
Welcome to the inaugural Express & Star live careers talk, a new initiative where we give you the chance to grill experts in your field about how to get a job, progress within a job and be the best you can be.
It’s that time of the year again when the teaching profession hits the headlines – record A-level results have led to the usual criticism about them being too easy and GCSE results were also announced this week.
In our live Q+A this week, we’ve assembled a panel of experts to answer all the questions you’ve ever wondered about becoming a teacher.
Whether it’s PGCE’s, teaching degrees, wondering what makes a good teacher or how to control a classroom, they are here to help.
Our panel so far:
Professor Kit Field, Dean of the School of Education, Wolverhampton University
The School of Education is a very high quality provider of Initial Teacher Training, having just been rated as outstanding for the training of Primary and Secondary school teachers, and at it’s head is Professor Kit Field.
The school offers a wide range of ‘routes into teaching’ for undergraduates and postgraduates, covering most secondary school subjects.
Professor Field was a French and German teacher before entering the university sector twenty years ago and has worked on teacher training, continuing professional development, and consultancy work.
He has also had books and articles published in relation to these areas.
Jessica Jones, Primary School Teacher, Temple Meadow Primary School
Having completed a PGCE at Worcester University and becoming a full-qualified teacher in July, Jessica has landed a job as a Year 3 teacher at a school in Old Hill, Sandwell.
She has extensive experience of working in schools, having volunteered both beforehand and during her training at a number of different schools around the country.
She will begin her first full teaching job in September and is looking forward to getting started!
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This discussion is now closed.
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Hi! i was just wondering exactly what requirements are needed to do a GTP? Everything I’ve heard is really vague and I’d like to know whether it’s worth my time applying to do a GTP if I’m not going to meet the set standards and could apply for a PGCE instead.
Also, is it possible to get a teaching assistant position anywhere without prior experience as a teaching assistant? I applied for around 10 positions earlier in the summer and didn’t hear back from any of them at all, which just makes me wonder how difficult it is to secure such a position – particularly as I know it would be perfect experience for the GTP.
Thanks in advance!
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Hi.
The Graduate Teacher Programmed is suited to slightly more mature people (in age terms!) who are already working in a school as an unqualified teacher, sometimes known as an instructor.
It is therefore and ‘on the job training’. Trainees focus their efforts on aspects which are in need of development. To identify these an thorough audit is taken, Usually, trainees are required to find a job for themselves, and then the school will support their application..
Have a look at this web address for more detailed information.
https://www.wlv.ac.uk/default.aspx?page=22107
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Hi Rebecca!
As far as I know the requirements for both the GTP and PGCE are pretty much the same. More experience is generally needed though prior to getting onto a GTP course than a PGCE. (That was at least the case at Worcester University.)
It’s generally a lot tougher to get onto a GTP though, so it might be worth applying for both and seeing which you get onto if you’re unsure.
I’d definately agree that working as a TA or something similar would be great experience as well as giving you an advantage if you decide to go down the GTP route. You don’t always need to have worked as a TA to become one though. Some TA’s from my own teaching practice worked their way up into their position by starting of as volunteers for a day a week. Hope this helps!
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What skills and attributes do you need to become a teacher?
Do different subjects pay more?
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All trainees have to demonstrate that they have fulfilled professional standards. There is a large number of them.
To get an overview, have a look at:
http://www.tda.gov.uk/upload/resources/pdf/i/introduction_to_standards.pdf
You will find the standards on the TDA website: http://www.tda.gov.uk
It is very difficult to isolate one attribute and skills set from another, as they are so inter-dependent.
A big thing for me would be a combination of passion for the learning of the subject, enjoying young people and organisational skills.
If you can combine these your own motivation will rub of on the pupils, they will know where the learning is taking them, and you will offer them a sense of security and stability – as well as helping them to use their learning in exciting new ways
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I’d definately echo what Kit has said. On my course different people had varying qualities and experiences, so I wouldn’t say that there are a set list of skills and attributes.
Definately being passionate about wanting to teach and make a difference would, in my opinion, be key.
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I’m starting my GTP specialising in PE on the 6th Spetember and I was wondering what advice people can give me for me to get the most out of this year and become a good teacher?
I also know that I am going to face many challenges this year, and I would like to know some ways of coping with them and the added stress ITT will bring?
Thank you.
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Good morning Lucy!
Welcome to the teaching profession. You will, as you expect find it exhausting. I have read that in a day you will have as many interactions as a sales assistant in Harrods in the January Sales! Only every day!
Time management is crucial. Plan in advance, using what guidance the school’s schemes of work provide. I always then prepared the night before. You’ll note I have separated planning and preparation.
Make every effort to learn pupils’ names – it is amazing how important this is.
Evaluate and reflect upon lessons. What went well, what could be better? Was it pitched at the right level? Did everybody make a positive contribution? Was the pace right? DO I know who learnt what, and at what level? Did I organize individual, pair and group work well? Were my instructions clear? Did I announce and allow time periods for each activity? Etc etc.
My last tip is to always ask for help. You’ll have a mentor – so use him/her. Ask advice, tell them when it goes well, work out what worked well and why, and want needs attention.
Remember the vast majority of kids want to lean, behave well and need challenging in terms of the subject. There will inevitably be one or two who play up, but they are small in number. Your challenge is to engage them, rather than to alienate them!
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Thank you for your advice. It will come in very helpful when I do my lesson evaluations with my mentor but also when I do my lesson observations, I will know what to look out for.
I have been a SEN TA for the past 5 years and even though I have plenty of experience in classroom situations with differentiating lessons, and also teaching PE and RS to SEN pupils, I feel this still isn’t enough experience and was wondering if we get lessons and advice on how to differentiate so the pupils can achieve and learn?
Cheers
Lucy
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Yes indeed. You will find guidance on personalising learning and assessment for learning. Trainers will look at learning styles, experiential learning, individual needs. There is a lot of literature to look at to support you in assuring a variety of approaches, ways to organise group work and pair work, structure questions. You also learn how to work with other adults, such as TAs, the value of displays as support, open ended tasks to challenge the more able, and the gifted and talented.
In school your mentor can help. they may act as support for those with particular needs, observe learners’ responses to your teaching (as opposed to observing you as a performer). As experienced teachers they will have suggestions. You will also want to consult with the SENCO, Head of Department.
There are many ways to differentiate, (by outcome, by task, by interest etc. etc). You will be supported in Uni and in school.
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I’m not sure whether this is the case for all Universities, but I had a whole module on SEN + how to differentiate which was extremely valuable. You’ll definately be taught a lot on how to differentiate your lessons, and using your mentor to observe how they do it will also be useful for you.
I found that once I got stuck in with the lessons and got to know the children that you’re teaching, you can differentiate your lessons much more easily to their needs.
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Hi Lucy.
The best advice I could give you from my past year is to just take onboard as much advice as possible from lecturers and mentors, but mostly try and enjoy it!
I won’t pretend that ITT isn’t extremely challenging at times, but it’s also so rewarding. The main thing I’d suggest that will hope over the next year, would be to keep in touch with other people on your course as much as possible. They’re the ones that are going through the same experiences as you, so it can be a great way to help each other through it.
You’ll make some great friends over the year, and as long as you try and stay on top of things and take on board advice..you’ll be fine!
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Do you think the PGCE route or the GTP route has better longer term prospects? Where does Teach First fall into the mix?
I ask, as there have been soundings withing the past 2-3 years of teaching becoming a ‘Masters’ based profession (MTL/ M.Ed). This has concerned a few of my friends considering the teaching profession. Is this not yet another symptom of ‘academic inflation’ we are using to bash our GCSE/ A level students?
What CPD prospects do Wolverhampton University offer to help in a life long endeavour of improving teacher practice?
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Hello Mark
To answer directly, it is a horses for courses question. GTP does not offer Masters credits – but obviously does lead to QTS. PGCE can lead to QTS plus Masters credits. (i.e part way to a Masters degree)The MTL is for newly qualified teachers in schools facing challenging circumstances.
The Children’s Plan in 2007 announced that teaching should be a Masters level profession. I believe teaching is a practical and intellectual activity. The Masters bit has traditionally related to the intellectual bit (analysis, reflection, criticality, research, enquiry, development).
The MTL focuses on practice – although I would argue that the two are inseparable. So the Masters ‘bit’ is about extending expertise, enabling teachers to focus more on the learners than on their own ‘performance’ as a teacher. Doing a Masters also leads to tangible outcomes – an evidence base, accessible to others. So it’s about professional development not just personal aggrandissement.
You might want a look at the following
https://www.wlv.ac.uk/default.aspx?page=22357
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Thank-you for taking the time to reply, Kit.
I agree with many of your excellent points – I should add that I’m a teacher of mathematics (PGCE route, 3rd year of practice), and will be finally submitting my M.Ed dissertation in the next 5 days.
There’s one point on which I’ve long reflected on, and that is teaching becoming a ‘Master’s level profession’.
I often feel I’m merely an “implementer of ideas” rather than being given the freedom to use my own professional judgement. So, I believe a more accurate characterisation would be a drive to establish teaching as a ‘research based profession’ with a wonderful quote that eloquently sums up my point:
‘research is the servant of professional judgement, not its master’ (Pring, 2000)
All, the best for the year ahead, Mark
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Hi. I’ve always been interested in teaching however never went to university so did not pursue this interest. I am now looking for a change in career, after teaching at my local Air Cadets squadron for the past few years. I am hoping to start a degree course with the Open University in February and would like to know your opioion – Which is the best degree course to take? Maths? Or Maths With Learning? The Maths degree is obviously straightforward and the Maths With Learning covers maths and how to develop the thinking and teach maths at key stage 3.
What I really want to know is – If I apply for a PGCE, am I more likely to be accepted with a pure Maths degree of will the Maths With Learning be to my advantage?
Thank you so much in advance for your help.
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I am presuming you want to teach in secondary schools, Victoria? Maths teachers are very much in demand. I imagine you will want to teach up to ‘A’ level? If so, I’d personally suggest Maths. You will need a high level to teach at A level. If you were to apply to us, for example, we would want to see a commitment to young people as well – your air cadet stuff is therefore very interesting. We’d also want you to gain experience of school life – observing, volunteering etc, prior to coming.
I am certain that the Maths with Learning would therefore hold you in good stead – but just check that the content matches with the types of things you’d need to teach, at, say A level
Does the following help? http://courses.wlv.ac.uk/course.asp?code=SE011P01UVG&tab=entryreq#courseNav
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Hello i have always wanted to get into teaching and couldn’t imagine doing any other job it really is my dream to become a teacher.
I got accepted into liverpool university for this septemeber but unfortuantly missed out on a 2.1 by a mark and didnt get accepted i am therefore taking a gap year and reapplying next month. Just wondering if you have any advice what to do in my gap year to help me within the teaching industry and also how do i go about applying for a pgce with a 2.2? my degree is english and dance and would appreciate any advice you have?
thanks so much
from a desperate to teach laura x
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Hi Laura. I was in exactly the same position as you. I got a 2:2 and like you took a gap year to get a bit more experience. There are quite a few Universities that accept you if you’ve got a 2:2, so no need to panic. (Worcester is one.)
I’d suggest getting in touch with local schools like I did, and ask them if it’s possible for you to go in and volunteer. Even if it’s for only a couple of hours I know the schools I’ve been in love having an extra pair of hands even if it’s just listening to readers.
Just being in schools and gaining that experience will give you something to talk about at interview. Your dance experience would definately give you an edge as well. Perhaps you could start up a dance club in a school?
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Difficult one, as many institutions look for a 2:1. However, we at Wolverhampton like to take ‘life experience’ into account as well.
So – if in your gap year you are able to gain experience in a school – maybe as a Teacher Assistant or even on a voluntary basis, so much the better.
You may also consider the GTP route, which is an on the job training. English is an interesting subject – it is no longer seen as a shortage subject on a national scale, but in some areas it is. In the Black Country, for example, there still is a demand for English teachers.
So look for a job as a Teacher Assistant, or even approach schools who are advertising for English teachers, explain your situation, and then look into a graduate teacher approach.
I suggest too, talking with the leader of an English PGCE course to explain your situation, and ask them directly how you might be considered for next year.
I am presuming here that you want to be a secondary teacher. If primary, similar advice, but be aware that it is even more competitive.
You may also wish to consider a SCITT programme – training organised by a cluster of schools rather than by a university. The following website will provide you with details
http://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/postgraduate/scitt.aspx
Good luck
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Hi all and welcome to this live discussion on becoming a teacher. Kit Field and Jessica Jones are now online to answer your questions and will be until 2pm.
I’d like to help kick off this discussion by asking our experts a little bit about their own career paths and why they decided to join the education sector.
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Hi,
I’m starting my Primary PGCE in September and just wondering if you have any tips for me? Is there anything I should be preparing for? Getting a little nervous so any advice would be much appreciated.
Thank you
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Hello Geri!
There’s no need to be nervous at all! My biggest tip before you start would be to start preparing for you QTS tests nice and early. You have three to do in English, Maths and ICT, so to get the revision for them out of the way as soon as possible would really help with your workload.
Good luck!
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Thanks Jessica,
It’s nice to get some advice from someone who has just done the course.
I’m most nervous about the placements as a few friends have done the course and have talked about bad placements? What was your experience of placements?
Thank you for QTS advice have already started revising a little but with your advice will now concentrate on revision more.
Thank you Jessica
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My own experience of placements were mainly good. There were a couple of people on my course didn’t enjoy their placement, however this was a small minority.
It’s fair to say that it was those that maybe didn’t like their placement that progressed quicker than the rest of us so positives can be taken. If you have any problems at all though your University and mentor are there to help, so you shouldn’t worry at all.
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I’d say get some reading done. As schools are on holiday you can’t get in to observe or help at the moment. A good book is Learning to Teach in the Primary School, edited by James Arthur, Teresa Grainger and David Wray. It is published by Routledge.
You may have already been asked to conduct a self-audit, but if not have a look at the professional standards, and begin to think how you could demonstrate fulfilment of any of them. Also consider what you will need to develop. To have a learning plan in mind would be very helpful
I’m sure you’ll enjoy it. Again, have a look at:
http://www.tda.gov.uk/upload/resources/pdf/i/introduction_to_standards.pdf
Kit
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I’m starting a PGCE this year and wanted to ask Jessica how easy she found it to get a job at the end of hers. Did you get a job in a school that you had done work experience or a different one? Have you got any tips for extra things that I can do this year to put on my CV that might impress a school?
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I know this was mostly for Jessica, but I’ve just spoken to a colleague who works closely to PGCE Primary. We have 90% + employment rates. most get jobs locally (i.e. in our partnership schools) and a fair proportion in the schools where they do a placement
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Hi Joe.
To be honest I was lucky with getting my job, as not everyone on my course has been able to secure one. My job wasn’t through either of my placements, but there were people that have; so making a good impression definately helps!
Even though it’s been a tough year with so many people applying for jobs, my main piece of advice would be to apply early! As I know a lot of us waited until after our final placement, which definately puts you at a disadvantage.
Use your mentors/lecturers to read over your CV, as they are a huge help! Also try and ask the Headteachers at your placements for any tips on what they look for in a CV.
In terms of this year, just try and get as many experiences as possible. Anything from volunteering in after school clubs, going on school trips or setting up your own reading area in class. Just use your own experiences to your advantage. E.g. working in a mixed age group (year 5/6,) and teaching in a rural school as well as an inner city school helped me in gaining my job.
Good luck!
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We are having a few problems with the comments in this Live Q+A at the moment – if you can’t see your comment or the reply, don’t panic, they are still there!
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Right, we seem to be back in business. *crosses fingers*
I’d be interested to know how strict the teaching courses are – for instance, what can you do if you complete a PGCE for secondary education, but soon afterwards realise that that you’d actually prefer to work in a primary school. Do you have to retrain?
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All the teacher training courses lead to Qualified Teacher Status. Theoretically this qualifies you to teach in any school.
However, in practical terms you would need to learn about teaching pupils at different stages – in curriculum terms and in relation to their development. I expect Headteachers and governors would look for experience and understanding of the appropriate sector.
That said, I have a friend who after 25 years of teaching the secondary sector has just transferred to primary, and is loving it!
Going from primary to secondary is tricky in terms of the subject knowledge required. Trainees need their degree to contain at least 50% of the subject they wish to teach. Primary colleagues usually have greater breadth in terms of subject coverage, but often less depth. To move from primary to secondary would require a subject update.
An interesting fact is that teachers with QTS can work in FE colleges, but those with QTLS (The FE qualification) are not able to teach automatically in schools. This is significant given the development of vocational diplomas.
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I’ve heard of people who have crossed over into Secondary as their degree was focussed on the subject they were teaching. It would be interesting to know whether you have to re-train for Primary though.
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Hello. I have a non-academic question which I hope you don’t think is too frivolous for this discussion. I am starting a PGCE in September and have no idea what to wear on the course! What is the accepted dress code?
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On your first day of placement I’d suggest to go in dressed smartly. That way you can see what the rest of the staff are wearing, and find out what the dress code is.
One of my placements was quite religious so I had to make sure my shoulders were covered…something I’d never have considered!
On the course itself whilst your in University, just wear your normal everyday clothes.
Hope this helps!
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Not frivolous at all. A PGCE is a professional course. I would say be smart when working in schools – no jeans, t-shirts etc. When in University, play safe – smart casual.
I have to say when I teach, I always wear I tie. It makes me feel more professional, and able to play the role of teacher. When I am learning I am not so strict. I believe Teach First trainees are recommended to wear to training sessions, what they would wear to work. I would hold with that. You want to exude a professional aura!
So first day in Uni on a PGCE – trousers, proper shoes, smartish shirt. If you are female, don’t feel you have to wear a skirt, unless you want to.
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This discussion is now coming to a close so I’d like to take the opportunity to thank our experts, Kit and Jessica, for their time and the great advice that they’ve shared today.
Thanks to all of you who have posted your questions as well.
Next Thursday our live Q+A will be on improving your CV, with a fresh panel of experts here to answer all of your questions. Visit http://www.expressandstar.com/careers next week for more information.
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