Student & NQ Report May 2014

report STUDENT & NQ

ATL’S SUPPLEMENT FOR STUDENTS

In this issue…

Getting a promotion: Tips on taking the next steps in your teaching career p2 ATL Future: Paul Campbell on why teachers need more of a say in policymaking p3 Ask ATL: Liz Coston answers questions on dealing with difficult observations and surviving the staffroom p4 Competition: Complete the Sudoku puzzle to win £50 in M&S vouchers p4

Winning ATL rep Abbie Saxby

AND NEWLY QUALIFIEDS

Winning way “I feel like I’ve gained so much being part of the ATL Future steering group. I’ve met so many people from different sectors I wouldn’t otherwise have got to meet or work alongside, and that’s been really valuable,” explains ATL member Abbie Saxby.

Last month, the teacher from East Sussex picked up a 2014 outstanding ATL Future rep award. ATL Future is the group representing the union’s student and NQ members.

“It was a really nice surprise. I feel I’ve done a lot with ATL Future, which has been great for my professional development — being able to talk with NQ teachers and students at various events and share experiences of my NQ year,” she says. “In my final year of training in Leeds, ATL invited us to a session on how to get your first job, and I was encouraged to go to Conference. That was my first taste of what ATL was about, and I caught the bug.”

The 26-year-old is also the ATL rep at Castledown Primary School in Hastings, where she works. “When I first came to the school, I was the only ATL member. I’ve built up membership; people realised what a union can do, and that not all unions are the same,” she says. “The training fills the gaps of the technical and legal things you need to be aware of. It’s about supporting colleagues. Quite often I’ll say ‘I’m not sure about that, but I’ll look into it’, and it just opens the dialogue. As long as you’re easy to approach and have time for people, that’s the main thing.

“The thing I have found useful about being involved in the union and ATL Future is having something outside school related to what I do, where I can go and network, especially with NQs experiencing the same as me.”

If you are interested in becoming a rep see www.atl.org.uk/getactive, or email atlfuture@atl.org.uk to get involved in the ATL Future group.

FOR YOUR B E S T S TA R T T O T E A C H I N G, J O I N AT L , T H E E D U C AT I O N UNION. 18392 ATL AD_191(h) x 60(w) 2014 AW.indd 1

MAY 2014

New curriculum website Despite widespread opposition, the new national curriculum starts coming into force in September. We know this means a huge amount of planning and preparation for schools. Even with some welcome revisions from the government, there remain concerns about this new curriculum, not least around the level of detail in the programmes of study — another example of Michael Gove not trusting teachers to teach.

This is where ATL comes in. We know that, whatever national framework the government puts in place, what really count are the amazing things schools up and down the country are doing with the curriculum, so we have created a new curriculum website at www.acurriculumthatcounts.org.uk.

This is an interactive resource showcasing schools that have taken different approaches to curriculum design.

There are video interviews with newly qualified teachers, very experienced teachers, leaders and pupils, and examples of pupils’ work, lesson plans and other resources schools have shared. You can comment on case studies and on how implementation of the new curriculum is going in your school, as well as share ideas and upload resources, plans or videos colleagues might find useful, and you’ll find links to a range of useful subject resources.

To be a part of this profession-led response to curriculum change, see acurriculumthatcounts.org.uk.

Are you training to be a teacher or lecturer? ATL is the only member-led union to offer its student and NQ members discounted Masters opportunities (up to 50%), dedicated newsletters and an interactive website www.new2teaching.org.uk.

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.

Join ATL Today.

Student and NQ membership is FREE. Call 0845 057 7000* or visit www.atl.org.uk/join Terms and conditions available online. *Local call.

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student & NQ report / getting a promotion

Up, up and

away

ERIK REIS/ALAMY

moving on in your career

Hazel Bennett offers tips to help newly qualified members take the next steps in their teaching career and secure a promotion.

For those of you who have almost completed your first, and perhaps most difficult, year as a newly qualified teacher, congratulations!

However, it is not too early to look to the future and start thinking about what sort of responsibility you would like next year.

Firstly, it is preferable to take on a post in your present school, ideally one that carries a teaching and learning responsibility (TLR) payment. Many NQs find there are opportunities within their schools, and this is a chance to develop your experience without having to start a new role elsewhere. So think carefully about which responsibility you want to take and choose a curriculum area that interests you, and at which you are most able.

Then you should consider doing the following: > Tell the headteacher what type of post and responsibility you would like to have next year.

Headteachers are always pleased you want to put in extra effort. > Try to go on a course in this subject. Write up a précis on the information you have learned

and, at your next staff meeting, distribute this among all the staff in a primary school or the relevant staff in a secondary school. > Whatever your expertise – music, art, drama, choir, sports, ICT – as soon as you start your second year, start an after-school club in this area. This has the additional advantage that it builds up a positive relationship with students and this spills over into the classroom. > Study the national curriculum documents in your chosen subject.

Headteachers willingly allow teachers to take responsibility in any area where they can make a contribution to the school, and sometimes it helps to secure a post if you show you are willing to take it on in a voluntary capacity first. Remember, if you want a TLR, you will have to fill in an application form and be formally interviewed.

If, by the end of the Easter term of your second year there, there is no TLR available in your school, you may have to consider moving to another school. Before looking at posts at other schools, tell your headteacher that you are keen to progress and will be looking for a TLR elsewhere. He or she will appreciate the courtesy; it is annoying for headteachers if they

only find out when they receive a request for a reference.

When you find an advertised post that interests you, call the school and ask for the job description and an application form. Before making up your mind whether to apply, study the details of the job description and look closely at the school’s website, in particular looking at: > the school’s strengths and weaknesses > activities to which you could make a contribution > its SATs/GCSE results > its place in the league tables > its last Ofsted report: is the school in special measures? Could you cope with that?

Do not be deterred by lots of challenges, such as a high percentage of students with special needs, students who have not had their full complement of years of education or students who have come into the school with little spoken English. These schools often have staff who work as a very happy, supportive team and it can be a pleasure to work there.

If you decide to apply, ring up and ask for a visit to the school. In maintained schools, heads are unlikely to shortlist you unless you have at least asked for a visit.

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student & NQ report / getting a promotion / ATL Future

Here’s an example letter plan of what you should include: > an introductory sentence naming the post and the reference number in the advertisement > a paragraph about what you have achieved in your present job > an explanation of how you would carry out the post and why you are suitable for it > a description of the extracurricular activities you can offer > some paragraphs about your own philosophy of education – eg, your belief in the ability of disadvantaged children to succeed, faith in the ability of EAL students to access the curriculum with support, the importance of the hidden curriculum > your interests outside school > a final enthusiastic sentence such as ‘to me this post would be a stimulating challenge’.

Look at your list of points from the job description then decide into which paragraph of your letter each point will go.

The next step is to visit the school during lesson time and make sure you are shown around – you cannot get a clear view of it otherwise. It is worth thinking about the following: > Noise levels – is it busy and productive or just rowdy? > Pupil behaviour – are students on task and respectful of each other and their teachers?

Is the behaviour in the playground as good as the behaviour in the classroom? > Could you work comfortably with the staff? > Is the head approachable? Does she or he speak respectfully to staff and pupils? Is she or he giving you enough information? > Is the atmosphere happy? This is just as important as league tables.

If you are called for an interview, you should prepare answers to these questions: > Why are you interested in the post? > What attracts you to this school? > What special qualities can you bring to this school? > How do you view the role of, eg coordinator for your subject? > How would you develop your subject within the school? > How would you assess pupils’ progress in your subject? > How would you go about writing a policy for your subject? > How would you contribute to the school’s extracurricular activities?

‘‘

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You should then look closely at the job description and make a list of all the points mentioned, and add anything else you could make a contribution to. Every point must be included in your letter.

Start thinking about what sort of responsibility you would like

Write down your answers, then the night before the interview ask a friend, preferably a teacher, to give you a practice interview, and read your notes just before the interview. Remember to speak pleasantly and confidently. Heads appoint teachers they like and who sound as if they can do the work efficiently.

If you are not offered a post, you could ring up the head to say: “Thank you for interviewing me.

It would be very helpful to me for the future if you could explain why you decided against me.”

Headteachers will often give useful feedback and you can take their comments at face value.

Don’t be disheartened if you don’t get something right away. You are sure to get a chance to take the next step in your career soon, in a role with increased responsibility that suits your skills and interests.

Hazel Bennett is the author of The Trainee Teachers’ Survival Guide, The NQTeachers’ Survival Guide, Class Assemblies for Primary Schools and Teaching Children to Write Great Poetry. You can read more at www.hazelbennett. co.uk and www.edgware-books.co.uk.

YOUR FIRST TEACHING JOB OUR FULL ATTENTION

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ATL Future Adviser to ATL Future Paul Campbell on why we need a more sustainable approach to education Teaching and policy-making are often viewed as mutually exclusive roles and this view needs to be challenged. The absence of practising teachers in the agenda-setting process, as well as development, implementation and evaluation processes, is a serious weakness in our public policy system.

It stifles many teachers’ creativity, intelligence and the sense of agency required for professional fulfilment. We run the risk motivated and thoughtful professionals will leave teaching because they care too much to be satisfied with only having an impact within classroom walls – without demeaning this impact – with a professional opinion that doesn’t go beyond lesson planning.

If these highly effective professionals are leaving to regain their sense of agency and impact, this will have serious implications for how learning and teaching experiences in our schools improve, beyond the simplistic measurement and political pursuit of improved academic attainment.

We need a system that allows highly effective teachers to remain in the classroom, while engaging and playing a pivotal role in the development of policy and practice. We need new ideas, ways of operating, and philosophies to underpin how we work. We need ways for professionals to articulate new ideas about how systems relate. It’s not a matter for debate; it’s a matter of ensuring our young people have an experience in education that they deserve.

Email atlfuture@atl.org.uk to get involved.

At Hays we can help you to find your first teaching position, whilst making the process as easy as possible. Working with over 700 partner schools nationally to facilitate their recruitment needs, we can offer you access to permanent or temporary vacancies you simply won’t find anywhere else. Whether you’re looking to start your career in early years, primary, secondary, independent, academy or an SEN setting, we put you in the best place to find the right role.

ATL and Hays have established a unique Job Finder Service – for more information visit www.hays.co.uk/jobs/atl. With 35 offices across the UK and an international network, we can help find your ideal job either locally, further away or overseas.

Join the Hays NQT Facebook page for career top tips and advice.

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For further information please email atl@hays.com or call 0800 716 026 to find your local office.

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student & NQ report / ask ATL / competition

Ask ATL… Observation concerns I am a student teacher and recently received an ‘inadequate’ observation, which has really panicked me. Does it mean I will fail? What can I learn from it?

Firstly, I am sure you must be very disappointed with your lesson judgement. No teacher likes to have their lesson judged inadequate, and anyone in your position would feel the same. However, this does not mean you will fail your NQ year; you should be observed every half term. Hopefully it’s the first time it has happened.

What is important is that you receive constructive feedback and can learn from this experience.

We all learn through ‘getting it wrong’, and reflecting on the areas that didn’t go as well for you is important. No teacher is capable of getting it right every time. After an inadequate lesson observation,

ATL member Liz Coston is a deputy headteacher at a junior school.

Here she answers some of your commonly asked questions

your mentor should be giving you support in a number of ways. They should be offering a package of support through team-teaching, informal observations and helping you with your planning, marking and assessment. You should be offered a chance to be observed again soon.

If you haven’t been offered a second go, I suggest you request it.

You need to be proactive and consider what help you need. You are learning your ‘trade’ and can’t possibly have it all sorted yet! Try not to be defensive, and show you want to learn and develop as a teacher. Ask to observe other teachers in the school. Look at the areas for development from your lesson and go and see experienced teachers. Remember the extra 10% non-contact time you receive as an NQ won’t last forever, so use it wisely.

ATL’s website www.new2teaching. org.uk and its publications contain lots of helpful guidance and ideas.

Surviving the staffroom

make your own mind up if there are any issues.

I will be starting my first teaching job in September, but am scared about negotiating the school staffroom. What tips can you provide to help me fit in?

You need to be confident but prepared to take advice as well.

Respect the skills and expertise of your more experienced staff, but don’t be scared to offer your views and opinions. However, it’s best not to appear too confident; no one is impressed with an arrogant NQ!

Staffrooms can be daunting.

I remember this feeling well when I first started teaching as the youngest staff member in my school. However, building relationships with colleagues is very important and finding good support in your first year of teaching is key.

It can be a lonely job, and when days are tough everyone needs a friend. It is also very important to give yourself a break each day and mix with other staff.

So be yourself and take your time; you can’t possibly get to know everyone at once. Try not to get drawn into negative conversations or cliques. It’s best not to get involved in historical issues, so

Every staffroom is different, so it may be worth asking your mentor about any staffroom etiquettes, ie whose mug is whose! Help others when you can; people will respect a colleague they can rely on and will be more likely to return the favour.

I am sure there will be other new members of staff joining your school at the same time and you will find people you can connect with. ATL’s website www.new2teaching.org.uk has lots of handy tips to support you in your first steps.

You are not alone professionally.

Other colleagues can be a great source of help and support. You can also seek advice from the ATL representative in your school, your local branch secretary or one of ATL’s member advisers on 020 7930 6441.

So don’t delay and suffer in silence – help is always at hand.

4 3 8 1 4 5 9 3 6 2 8 9 3 2 6 7 1 5 4

2 8 5 9 1 6 4 7 3

9 1 6 7 4 3 5 8 2

4 3 7 8 5 2 6 1 9

Solution:

6 2 4 5 9 1 8 3 7

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5 7 1 3 8 4 2 9 6

THERE is just one simple rule in Sudoku. Each row and each column must contain the numbers 1 to 9, and so must each 3 x 3 www.new2teaching.org.uk box. This is a logic puzzle, and you should not need to have to guess.

3 5 8 4 2 9 7 6 1

8 9 4

8 2 9 9 8 1 4 6 7

3 7 8

One lucky winner will win £50 in Marks & Spencer vouchers, courtesy of Hays Education. Simply send your completed Sudoku to: SNQ Sudoku competition, Archant Dialogue, Prospect House, Rouen Road, Norwich NR1 1RE. Closing date: 20 June 2014 Terms & conditions: Please include your full name, address (incl. postcode) and telephone number. The winner will be picked at random from the correct entries on 23 June. They will be notified and their names 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 Archant are not eligible for the prize draw.

❒ Tick here if you do not wish to receive the latest information from Hays Education.

Write your email address here Congratulations to the winner of the winter 2013 Sudoku competition: Neil Pidgeon.

1 4 9 6 7 5 3 2 8

£50 WIN! Spencin Marks & er co vouche HaysuErtesy of rs ducatio n

WIN!

1

7 6 2 1 3 8 9 4 5

Competition

SUDOKU

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