Student & NQ Report
WWW.ATL.ORG.UK
NOVEMBER/ DECEMBER 2014
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ATL FUTURE REGIONAL EVENTS Each region runs termly ATL Future events, with speakers and CPD sessions covering topics such as induction, mentoring, working with parents, ATL’s campaigns, behaviour and creative curriculum. To find out more, contact the organiser in your region: R London and the south east: Natalie Swan nswan@atl.org.uk R South west: Doreen Stenner dstenner@atl.org.uk R Eastern: Rhys Martin rhysmartin@atl.org.uk R Midlands: Danielle Campos dcampos@atl.org.uk R North west: Jon Leigh Pritchard jlpritchard@atl.org.uk R North east and Yorkshire: Richard Marshall rmarshall@atl.org.uk Or email atlfuture@atl.org.uk. Northern region events in 2015 R ‘Apply yourself’ – 17 February, York, and 18 February, Newcastle R ‘Now what do I do? Dealing with challenging students’ – 25 April, Newcastle R ‘Voice control’ and ‘Meet the parents’ – 16 May, York To book your place, visit www.surveymonkey. com/s/Northern Events14-15.
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Teachers’ pay WHAT YOU NEED TO KNOW When you are offered a role at a school, remember not to rush to accept it before you are sure of the salary you will be paid and how this salary will increase as you gain experience. If you work for a community school you will be paid on the national pay scale. This stipulates a minimum salary you must receive as well as the maximum you can aim for. There is a reference scale that details the salary points between the minimum and maximum, and ATL
encourages schools to adopt this. Even if your school does not use the reference scale, you can use it to gauge your salary against what teachers with your level of experience should expect. How you progress to the maximum salary will be based on the outcome of your performance appraisals, and schools have discretion over how fast you progress. The rules for progression should be outlined in the school’s pay and appraisal policies.
Annual Conference members are welcome to stand to be part of the group. Workshops, mini-conferences and learning zones all help develop your career and get involved in ATL. Email atlfuture@atl.org.uk with your details and a few sentences about why you’d like a place. It is free and expenses are paid.
GUIDES
Starting out Apply Yourself is our guide to getting your first teaching job. It covers job-searching, applications and interviews – offering essential tips for the entire recruitment process. ATL’s series for student and newly qualified teachers also includes Ready, Steady, Teach! and Induction: Making it Work
Teacher Appraisa ls: Setting Objective s
Agreeing objectives for performance appraisal with your teachers. This is appraiser is a key especially important issue for all as the outcome on your pay progressio of your appraisal n. will have an impact Relevant information from the review statement be taken into account may by headteachers governing bodies and school when performance, promotion,making decisions about dismissal or discipline.
The number of
objectives
for You. Call 0845 450 0009 or see www.atl.org.uk/publications.
• Objectives should be written clearly and concisely and be measurable.
There is no statutory limit on the number that should be set. of The number of objectivesobjectives school expects to your be set should be outlined in your school’s performanc e appraisal policy. ATL recommend s there should no more than three objectives as more than workload. For part-time three may increase your teachers fewer than objectives may be three more objectives are structuredappropriate unless the in a way to reflect of hours worked. the number
CONFER ENCE 2015
There are a number of places for student and NQ members to join the ATL Future delegation at ATL’s Annual Conference in Liverpool. Up to 600 members attend the three-day event before Easter. A lot goes on, including policy setting and ministerial speeches. The ATL Future steering group also holds its AGM and new
ATL ADVICE
It is possible for an objective to be set with the aim being achieved over of it more than one cycle. the case it is a good Where this is idea to have milestones the objective and set within agreement that any progression will not be delayed until the whole objective is met.
Principles to follow in setting objectives
The school should follow discussing and agreeing these basic principles when objectives. • Your appraiser should ensure you understand the objectives involve, you are in a position what them, know what to achieve you need to do to achieve including identifying any support required, them and how they will and when be reviewed and measured.
• Objectives should focus on issues or matters over which you have direct influence/co ntrol and take into account the wider socio-economic, cultural and other external influences on pupils. • Objectives should relate to the objectives school’s strategic in the plan (sometimes identified as the school developmen t or improvemen t plan) and any department or team plans as well as to your professional needs and career aspirations. own If an objective does not fulfil these conditions may be regarded then it as being unreasonab le. Annex A to this factsheet gives some questions may wish to consider you when planning your when determining whether an objective objectives or is appropriate.
Preparing for your
planning meeting
Before you meet with your appraiser to set your objectives you should spend some time what suitable objectives thinking about could be. This will situation where you help avoid a have objectives proposed to you even imposed upon or you, for which you are unprepared. Objective-setting should be related to the objectives out in your school’s set strategic plan. This should be familiar means you with these objectives departmental/team and with any plans and their objectives. also be helpful to It may familiarise yourself with your school’s most recent Ofsted report – especially if it specifically mentions your key stage or subject.
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Academies and free schools can set their own pay scales and, although they often match the national scales, it is best to check. ATL has published a set of factsheets, available at www.atl. org.uk/factsheets, with details about teachers’ pay, along with advice on setting objectives and preparing for appraisal meetings.
IN THIS ISSUE… VOICE CARE: Tips to keep your voice healthy and effective throughout your career in the classroom ATL FUTURE: Nathan Jones explains the work of ATL’s group for student and NQ members ASK ATL: Liz Coston answers questions on job applications and social networking COMPETITION: Complete the Sudoku puzzle to win a £50 M&S voucher
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2 STUDENT & NQ REPORT VOICE CARE
KEEP ON TALKING ATL MEMBER YVONNE MORLEY IS A VOICE COACH AND TRUSTEE AT THE VOICE CARE NETWORK (VCN), WHICH WORKS WITH PROFESSIONAL VOICE USERS AND HAS DEVELOPED COURSES WITH ATL FOR OUR MEMBERS. HERE SHE SHARES HER ADVICE FOR NEW TEACHERS VOICE IS SO OBVIOUS, but it’s often overlooked; people take it for granted. We may think that because we use our voice every day, we can just use it a little more when we train to be a teacher. But as a teacher, you are using your voice more than a professionally trained actor ever has to. With hardly any training, a teacher is expected to go into work and effectively improvise – you know your subject, but it’s not a learned script – for many hours a day, with little technique or skill to help keep your voice surviving and sounding interesting. You might be changing between difficult acoustic environments, and, unlike an actor, you don’t have an objective ear to tell you how you’re doing. You should think about your voice as if you are an athlete. You need a fitness and healthcare programme, and, just as an athlete wants to be ‘stronger, further, faster’ or an actor has to
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adapt to a range of demands, you need a performance-enhancing programme. Otherwise, there will not be enough stamina for your voice and it will lack basic strength, flexibility and fitness; it will tire, resulting in a husky, strained, or even a lost voice.
Fitness This is about physical presence, about how you stand, sit and breathe – guarding against collapsing and shrinking, keeping you looking confident. The big hub of the wheel for all this work, and something that helps cure a damaged voice, is getting the breathing in the right place; what we call abdominal breathing. This also helps dial-down stress hormones, which will help you think more clearly, manage stress levels and support your voice. The voice needs a threeminute warm-up in the bathroom every morning, and exercises for pitch, range, resonance and
articulation. A lot of teachers don’t open their mouths enough when they talk – and we all lip-read more than we realise.
Health Our voice wants us to sip our way through two to three litres of still water a day. Caffeine is drying, but if you’re in healthy voice, I’d say have your cup of tea or coffee. If you succumb to a sore throat, it’s important to avoid medicated remedies. What you need is non-medicated throat pastilles like blackcurrant, or use honey, which has antibacterial ingredients. Your voice also loves steam. A teacher with a tired voice should sit in the bath or get in the shower for 10 minutes after work. Choose when to have your alcoholic drinks. Alcohol is drying, and it’s a myth that a little nip of something helps your voice after a hard day. You’re actually slowing down its recovery.
Dairy products are a healthy source of calcium, but there are an increasing number of people with sensitivity to dairy, who clear their throats more than they normally would after a cheese sandwich or milk in their tea. Meanwhile, eating late at night can create acid reflux, which is on the increase. The trick is to allow an hour or two before you lie down after eating.
Performance We all need an objective ear. We hear two thirds of our own voice from inside our own head, and do not hear how we come across to other people. You may think you’re doing fine, sounding clear, and being positive, then wonder why people are not responding as you want. Record yourself on a smartphone, and when you listen back you might discover you’re faster than you thought, not loud enough or too loud; or you may think you sound flat and boring.
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STUDENT & NQ REPORT 3 ATL FUTURE
In VCN workshops, we use exercises to develop vocal variety. I get teachers to read aloud from a children’s book, add gestures to every word and visualise each moment. This helps you notice what you’re saying, increases your pitch range and makes you clearer, as you naturally adjust your pace to get all the detail in. When someone has to call out over a playground, a noisy classroom or sporting event, the
If you listen to market traders, some of them shout on one note with a lot of push and strain, while others call and can actually be heard more clearly because they use a range of notes that can be heard over background noise more easily. I tell NQs to practise calling as if you’re calling for your dog across the park rather than shouting. You also need to lengthen your commands. Don’t just say “Stop!” and go quiet; repeat it: “Come on,
“YOU MAY THINK YOU’RE SOUNDING CLEAR, THEN WONDER WHY PEOPLE ARE NOT RESPONDING AS YOU WANT” voice often starts to get ‘pushed’ – it goes down into a monotone, as the person is producing it through a lot of physical strain, and the breath is not where it needs to be to support the voice. There is a lot of upper body tension, the chin usually gets thrust forwards and the voice can be damaged in that moment. At VCN, we teach teachers to be louder than a shout in terms of audibility but to sound a whole lot nicer. It has been shown that a teacher who shouts a lot actually impedes learning, and we also know the teacher who shouts a lot will have a noisy classroom, because what the teacher does, the students do. The only time you should ever shout is if there’s danger and no time do anything else.
everybody, settle down, settle down.” It’s nicer to listen to and it looks after your voice. Some people say their voice gets stuck on a high note when they’re stressed, or that their voice is low and boring. There are exercises to help bring your voice back to your optimum pitch range. In a conversation where you are passively involved with noises like “mmm”, use this as the key and follow on from that note. These noises usually come effortlessly out of the middle of your voice range, which is the best note for you to use. Put this into a conversation to help you start on the right note. To find out about ATL’s courses with VCN, speak to your union learning rep or email learning@atl.org.uk.
YOUR FIRST TEACHING JOB YOU HAVE OUR FULL ATTENTION hays.co.uk/education
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ATL Future NATHAN JONES, CURRENT CONVENOR OF ATL FUTURE, EXPLAINS WHAT THE GROUP DOES AND HOW TO GET INVOLVED I teach in a large primary school in north Wales and have been involved with ATL for the past three years. It’s the perfect opportunity to use my own voice and personal experiences to shape the future of education. ATL Future is a group of elected student and newly qualified representatives from across the UK. It meets each half term to discuss how educational reform is affecting the lives of students and newly qualified professionals. We campaign on issues, and grow and organise new professionals in the union, ensuring their voices are heard in ATL’s Shape Education campaign and manifesto. England is seeing rapid and vigorous educational change. As part of the steering group, we are working closely with ATL’s policy advisers, giving opinions and first-hand experiences about how these changes will affect students and NQs. Most recently, we have been consulting on the initial teacher education review, which ATL is using to feed back to Government advisers. Since this year’s Annual Conference in Manchester, the steering group has been working with other ATL professionals to plan and start work on achieving aspects of ATL Future’s motions at Conference to make sure the next Government values teachers and addresses the impending recruitment crisis, child poverty and social mobility. Another project we are working on is ‘What inspires you to teach’, sharing why teaching is important to members. There are regional ATL Future events throughout the year. If you want to get involved regionally or in ATL’s Annual Conference, email organise@atl.org.uk. Join in the debate on Twitter using @ATLFutureUK or Facebook at www.facebook.com/ATL.Future.
Hays Education and ATL have a unique partnership to offer new members the very best in career advice and job opportunities. Hays Education offers a personalised service if you are looking for your first position and with a national network of 38 offices, provides access to permanent and temporary jobs locally or further afield should relocating be an option. 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 hays 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
New job nerves
Virtual advice
I AM ABOUT TO START APPLYING FOR A JOB. WHAT DO I NEED TO THINK ABOUT?
AS A TEACHER, SHOULD I BE CAREFUL ABOUT MY ONLINE PRESENCE?
Applying for a teaching job is exciting and nerve-wracking. Teaching, although rewarding, is very demanding, so you need to apply to the school that’s right for you. Before you start the application form, read the school’s recent Ofsted report and look at its website. If possible, visit the school. Making time to do the research will be very useful. Once you have decided to apply for a job you need to stand out from the crowd. I have read hundreds of application forms and always look for someone who hasn’t just ‘swallowed a textbook’! Of course, it’s important to plan, differentiate and manage children’s behaviour well, but I want to know how you’d do it. Always give good examples to
Every teacher deserves a private life, but we have a duty to consider how we share it. We also need to look after ourselves. So thinking about how we use social network sites is very important. Firstly, you need to make sure you know your school/ college policy on the use of social networking sites and stick to it. Some will encourage it because of its positive uses such as networking. Policies will have been put in place to keep you safe. Secondly, if you are using social networking sites, make sure you think carefully what you post. Teachers have got themselves into trouble through a lack of thought. Remember, once something is posted, it’s out there.
back up your statements. Quote lesson observations and, if possible, use data to show how you have helped children make good progress. I always look for what else a potential teacher can offer me, so include past experiences. I am also impressed with an applicant who has a long-term view of themselves and what they would like to do in a few years’ time. I want to employ someone with commitment to the profession. If you get an interview, visit the school so that you can decide if you do want to go forward with your application and, if you do, it’s your first chance to shine! For more advice, see ATL’s Apply Yourself publication at www.atl.org.uk/publications.
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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JOIN THE DEBATE…
A number of different people could access your pages: colleagues, senior management, parents, children and potential employers. Consider the language you use and any photos you post. As you can’t stop someone else talking about you or posting a photograph, check your pages regularly and remove things you are not happy with. One of the most important things to consider is contacting students. Teachers should not be doing this via the internet unless it is within an educational context. For more detailed advice, see ATL’s factsheet Social Networking Sites: How to Protect Yourself on the Internet, available at www.atl.org.uk/factsheets.
report@atl.org.uk @ATLReport facebook.com/ATLUnion ATL, 7 Northumberland St. London WC2N 5RD
Sudoku competition
WIN!
One lucky winner will win £50 in Marks & Spencer vouchers, courtesy of Hays Education. Simply send your completed Sudoku to: SNQ Sudoku competition, Think Publishing, The Pall Mall Deposit, 124-128 Barlby Road, London W10 6BL
Closing date: Monday 5 January 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 May 2014 Sudoku competition: Rachel Bartlett Bundy
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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 Monday 5 January 2015. 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.