Student & NQ Report
WWW.ATL.ORG.UK
JUNE 2015
CONFERENCE 2015
New voices
PHOTO: SARAH TURTON
STUDENT AND NEWLY QUALIFIED MEMBERS TOOK PART IN TAILORED SESSIONS AND DEBATES AT ATL’S ANNUAL CONFERENCE IN LIVERPOOL In a workshop on the attractiveness of teaching, ATL’s newer members looked at the results of ATL Future’s survey on the subject before discussing the positive aspects of teaching. On the positive aspects, one NQ, Darren, said: “I’m in my second year. It’s not just that I believe in inspiring children, it’s that they can inspire me.” Another, Louise, said: “We talked about how important it is to be positive while you are teaching because that feeds back to your children.” When asked what they would change, one member said: “It might be controversial, but it’d be more PPA time for marking. I do it because the children know I’m going to read every piece of work, and they work better.” Another said: “As a student, you’re prepared for paperwork, but I don’t think it prepares you for the assessment. When I got my first job I was shocked at how much assessment there was.”
An additional ATL Future session addressed skills, creativity and ingenuity, and how to empower young people. It was chaired by ATL Future adviser Paul Campbell, with David Cameron, chair of the York Education Partnership, and Tom Wilson, director of UnionLearn, speaking, while ATL’s director of economic strategy and negotiations, Adrian Prandle, took part as Q&A panellist. ATL Future also proposed a motion on CPD that was carried
– see the Conference coverage in June’s Report magazine. It also held its AGM at Conference, when a new steering group was elected to take its work forward. Krystal Ketcher leads the group as convenor.
ATL has published a new series of factsheets explaining the changes to the Teachers’ Pension Scheme affecting all teachers, which came into force this April. To download the factsheets, see www.atl.org.uk/factsheets.
ATL Future is the group for student and newly qualified members. There is a group in your region organising networking, campaign and CPD activity. To get involved or for more information, email organise@atl.org.uk with your full contact details.
MEMBERS OF ATL FUTURE GET INVOLVED AT ATL’S ANNUAL CONFERENCE IN LIVERPOOL
IN THIS ISSUE… PARENTAL ADVICE Tips on building productive relationships with your students’ parents ATL FUTURE Krystal Ketcher reflects on promotion to leadership roles in education
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ASK ATL Liz Coston answers questions on INSET days and the second year of teaching
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ATL is the only member-led union to offer its NQ members dedicated newsletters and an interactive website www.new2teaching.org.uk. Our legal advice and support is first class and our publications will help you create your CV, give you interview tips plus advice on how to meet your pupils’ parents and manage classroom behaviour.
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2 STUDENT & NQ REPORT PARENTAL ADVICE
BUILDING BRIDGES HAZEL BENNETT OFFERS TIPS ON MANAGING RELATIONSHIPS WITH PUPILS’ PARENTS •
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relationship with them because these pupils need support. It’s best to be approachable. Always smile, speak or nod if you run into them. Make sure students realise you see their parents as friends. Parents don’t like surprises. If there is a change of procedure, tell them in advance. If a student is absent long term, it is well worth a phone call, and they will appreciate you making the effort. If they say your demands are unreasonable, explain the reason for them and the possible consequences of their child’s action(s). Explain school policy on any issue where there is disagreement. You could say: “As I’m sure you are aware, the school’s policy on this is...” Be a good listener. Never let a parent know if you dislike their child.
IF PARENTS and teachers maintain a friendly relationship, it benefits the child and promotes a positive attitude to school. You are dealing with their most precious possession so remember to allow for some partiality on their part.
A positive relationship When you receive your class list(s), start looking out for new parents, approach them with a comment such as: “Your child is in my class next year. Come and see me occasionally to see how s/he’s getting on.” You’ll be amazed how far a little bit of goodwill goes.
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If you work in a school where parents can be pushy or quick to complain, it is perhaps worth lingering in the playground after school and having a friendly chat with a different parent each afternoon. Letting them see that you are interested in them can break down aggression. It’s important to start on the right foot. On first meeting parents, always start warm and friendly. Let them see you as a kindly person who is interested in their child.
These tips might help: • On first meeting them, if they look tense, or their child has a
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track record of misbehaviour, greet them with a smile and say: “I like your son/daughter because…” and mention a few of their good points. Get to know their names as soon as you can. If they are step-parents or have a different surname from the pupil, try to get it right. Make sure you tell parents what you expect from pupils. The father is occasionally a live-in partner; try to be sensitive, and stay in touch with the biological father too. Many students live with carers. I have always tried especially hard to build a good
• When you have difficulty with a child, it is wise to call in the parents before the problem grows. If you leave it a long time until, say, a parents’ evening, they could say “if s/he’s been giving you that much difficulty, you should have told me sooner”. • Explain your problem in a calm, factual manner. Avoid negative adjectives. • If they are becoming argumentative, turn the conversation round by asking questions like “What do you think are his/her weaknesses/ strengths?”, “Does s/he do this at home?” and “How do you deal with it at home?” It is a non-aggressive way of guiding them to acknowledge their child’s behaviour. • If a child settles down after you have spoken to the parents, look out for them and tell them
ILLUSTRATION: GETTY IMAGES
Dealing with difficulties:
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STUDENT & NQ REPORT 3 ATL FUTURE
how pleased you are and thank them for their support. They need reassurance too, and a simple word of thanks builds a bridge for the future. Remember, you might get one of their other children in a future year. • Never verbally attack parents even if they attack you first. Stay calm, stick to facts – they speak louder than insults – and do not let the conversation deteriorate into a slanging match. • If you have a problem, start positively by saying something like: “I feel I really need your help here. Your son is a lovely, polite boy and he tries hard. I like having him in my French class, but can you please remind him to bring in his homework book each day?” • If a parent won’t listen to you or let you get a word in, wait until they have finished, smile and say politely: “I have listened to
you patiently for 10 minutes. Will you please listen to me for the same time without interrupting?” If they still won’t listen, you should finish the meeting immediately. You will find there are parents who will support their children’s education to the hilt. If you tell them their child is not putting in his/her best effort, they will support you at once, provided you make your comments in a calm manner, making it clear you are concerned about the child’s progress, not delivering a complaint. If they are not happy about their child’s progress, they will let you know very quickly and expect you to do something about it at once. Don’t be too disheartened if you occasionally cross swords with a parent, because I have never known a teacher to have a harmonious relationship with everyone.
Teaching Children to Write Great Poetry (2nd edition): a practical guide for getting kids’ creative juices flowing This book by Hazel Bennett, author of The Trainee Teachers’ Survival Guide and Class Assemblies for Primary Schools, provides lesson plans with downloadable support sheets and fun activities to help pupils to enjoy the pleasure of writing a range of poems. The NQTeachers’ Survival Guide (2nd edition): how to pass your induction year with flying colours This book provides practical, jargon-free advice to give you confidence to cope with everything from forming positive relationships with pupils, colleagues and parents to organising assemblies and day trips, writing reports and staying on top by balancing work with life.
ATL Future KRYSTAL KETCHER, CONVENOR OF ATL FUTURE, SHARES HER THOUGHTS ON PROMOTION WITHOUT TRAINING I speak to colleagues who are often told nothing can really prepare you for a leadership position in a school, and that the best training for a new role is just throwing yourself into it. In the weeks leading up to ATL’s Annual Conference, and in preparation for a motion on contractual agreements for CPD, I reflected on these statements. I came to the conclusion they are not only untrue, they are irresponsible. It is baffling that the professional development and training of qualified teachers is not treated as a high priority. We are a profession; we have been trained in teaching and learning and we strive to learn more about how students learn. Yet, in my experience, we fail to apply these principles to our own development. I have seen teachers relatively new to the profession fast-tracked to leadership positions because of the skills, potential and enthusiasm shown in early teaching. I see no problem with this. What I do disagree with is the lack of training and support given, and in many cases, the backlash from senior leadership when the expected results are not achieved. Why do we not see the same fervour in the training of our leaders, particularly middle leadership, as we do with most trainee teachers? As noted recently by Labour’s Tristram Hunt, “QTS is the minimum we should expect”. More opportunities for shadowing experienced colleagues alongside high-quality training are needed. There is a whole wealth of knowledge within the profession that is not shared or used to its full potential. This is the key to better leadership in schools – and well-run schools equate to better outcomes for students.
Hazel Bennett’s books are available on Amazon
YOUR FIRST TEACHING JOB YOU HAVE OUR FULL ATTENTION hays.co.uk/education
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Hays Education and ATL have a unique partnership to offer new members the very best in career advice and job opportunities. With a network of over 40 offices, Hays has access to the best permanent and temporary jobs across the country. If you are looking for your first position, we can offer a personalised service to help you find the role that is perfect for you. To search for your first job visit hays.co.uk/jobs/atl For more information email us at atl@hays.com or to find your nearest office call 020 7259 8794
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4 STUDENT & NQ REPORT ADVICE
Ask ATL…
ATL MEMBER LIZ COSTON IS A DEPUTY HEADTEACHER AT A JUNIOR SCHOOL. HERE SHE ANSWERS SOME OF YOUR COMMONLY ASKED QUESTIONS
Second-year tips
Training questions
I AM GOING INTO MY SECOND YEAR OF TEACHING AFTER MY TRAINEE YEAR. WHAT CAN I EXPECT?
WHAT CAN I EXPECT FROM INSET DAYS?
Well done on getting through your first year! Being an NQ is tough, although I think being in your second year of teaching can be a bit tougher. Firstly, you lose that extra 10% non-contact time; I know this extra time is so useful when you are new in a job – time to observe others, mark, plan, etc. So being very organised is key. Good time-management skills are important, so if this is an area you struggle with, seek advice. I am a great one for making lists, at least three a day! Prioritising work for each week is very helpful. Secondly, more will be expected of you now. This may mean taking responsibility for
a subject area or an area of school life; in my school, all staff have to take an extracurricular club. This will mean extra work, but it also means you will be taking a fuller role in your school, which is exciting. Talk to your mentor about areas you’d like to develop. It’s a good idea to develop an area you are keen on. However, you are still learning your trade and no one should expect you to ‘know it all’. Remember to be honest with your colleagues, keep asking questions, keep developing yourself and don’t be brave if you cannot manage something. We are always learning in this job, one reason it is a great career.
Every school will do INSET days differently. In the schools I have worked in they have been used for staff training, parent consultation meetings and report-writing days. Many schools now use them for joint training. I think INSET days are a good time to think and reflect. We get very little time to do this. It is a great time to develop our relationships across our school(s). A child-free day in school can enable us to consider what has gone well and what we need to improve on. We rarely get time to talk to colleagues in other year groups/phases/departments, so use INSET days as an opportunity to get to know other staff and to have a chat
YOU ARE NOT ALONE PROFESSIONALLY
Other colleagues can be a great source of help and support. You can also seek advice from the ATL rep in your school, your local district/branch secretary, or one of ATL’s member advisers on 020 7930 6441.
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One lucky winner will win £50 in Marks & Spencer vouchers, courtesy of Hays Education. Simply send your completed sudoku to: SNQR sudoku competition, Think Publishing, Capital House, 25 Chapel Street, London NW1 5DH
Closing date: Friday 3 July 2015 Tick here if you do not wish to receive the latest information from Hays Education.
Write your name and contact details, including your email address, here:
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Congratulations to the winner of the Nov/Dec 2014 sudoku competition: Frances Scott
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report@atl.org.uk @ATLUnion facebook.com/ATLUnion ATL, 7 Northumberland St. London WC2N 5RD
Sudoku competition
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in a relaxed fashion (hopefully over a decent lunch!). INSET days can often be a time for the whole school to revisit its vision and where it is going; this is often a September INSET day. Every staff member needs to be on-board and it can be very useful to enable a good understanding of what is expected of you. INSET days should be an opportunity to develop your skills. We need to keep learning as teachers, especially in an ever-changing profession. Your very first INSET day as a new teacher may seem daunting, but this is an opportunity to get to know colleagues before the children arrive. So embrace these five days a year!
Terms & conditions: Please include your full name, address (including postcode), email address and telephone number. The winner will be picked at random from the correct entries on 3 July. They will be notified and their name will be published in the next issue. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL and Think are not eligible for the prize draw.
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