Getting a teaching job front cover 2015 by Helen Hook

GETTING A TEACHING JOB 2015/16

CONTENTS

PAGE

What kind of school do you want to teach in?

How do you get your first job in teaching?

The induction year for newly qualified teachers

Salary prospects for teachers

Teaching jobs: where to find them and when to apply

Before you apply: teaching application form and CV checklist

How to write a great personal statement for a teaching job

Primary School personal statement

Secondary School personal statement

Perform your best in your teaching interview

Typical teaching interview questions

Teaching Job Jargon Buster

CV EXAMPLES Example of a skills-based CV

Example of a traditional CV

What kind of school do you want to teach in? The way a school is funded and managed has a big impact on its working environment. Before you apply for a teaching job you need to think about what you want to get out of it and what kind of school will best suit your needs.

There is no such thing as a standard school. Location, size and the gender mix are important factors; a small rural primary school will face different challenges to a large city academy in a deprived area or a single-sex grammar school. The way a school is funded and managed will have a big impact on the working lives of its teachers, so it’s worth giving some thought to the type of environment that will suit you best.

Maintained schools Maintained schools educate 90% of children in England and Wales. These schools are funded by the state, follow the national curriculum and are inspected by the Office for Standards in Education, Children’s Services and Skills (Ofsted). Educational budgets in England and Wales are largely in the hands of local authorities (LAs).   

  

Community schools are wholly controlled by the LA and not influenced by business or religious groups. Foundation and trust schools are controlled principally by a trust and governing body. Voluntary-aided and controlled schools are mainly religious or faith schools. A charitable foundation, often a religious organisation, is usually involved in the school in some way. However, in voluntary-controlled schools, the local authority employs the staff and sets the admissions criteria, rather than the governing body. Grammar schools select all or most of their pupils according to academic ability. Comprehensive schools are open to children of all abilities. Faith schools incorporate more religious and spiritual elements into the schooling of their children. Most schools do not select pupils based on ability, though some will restrict intake to their catchment area if they are oversubscribed.

Other types of state school    



Academies may have businesses, faith groups or voluntary groups as sponsors. They are publicly funded by central government and have some freedom from the national curriculum. Specialist schools teach the whole curriculum but focus on a particular subject area. Both maintained and non-maintained schools can apply for specialist status. Pupil referral units provide teaching and learning for children of compulsory school age who cannot attend school, for example, due to medical reasons or exclusion. Special schools in the state and independent sectors provide education for pupils with learning difficulties or disabilities that are too severe for them to integrate within a mainstream school. Free schools are similar to academies but have even greater independence, although they are still inspected by Ofsted. They can set their own curriculum, term dates, and conditions and pay for staff. Free schools can be set up by charities, universities, businesses, educational groups, teachers and groups of parents.

Independent schools Around 10% of children in England and Wales are educated in the independent sector, which is funded through fees, usually set by the individual school, and includes public schools and most boarding schools. Independent schools are not required to teach the national curriculum and are not inspected by Ofsted, though associations of schools belonging to the Independent Schools Council (ISC) are inspected by the Independent Schools Inspectorate. The ISC represents around 1,300 independent schools.

Working as a supply teacher As a newly qualified teacher it is possible to complete your induction period working as a supply teacher if your placements are of suitable length, and supply posts frequently lead to offers of permanent positions. This means you can try a variety of different schools, before looking for a permanent post at the type of school you are best suited to.

Making the decision Each individual school will have its own ethos and atmosphere, shaped by the leadership and vision of its head teacher. The best way to assess this is to visit in person, having done your research and read the latest Ofsted report online beforehand. There are also some less obvious differences in the working environment that you should consider. For example, at an urban school there are likely to be more children who speak English as a second language. All this should be borne in mind when you make your decision.

How do you get your first job in teaching? Use our guidance on the job hunting process for teachers to help you identify the role you want and succeed in getting it.

Finding your first teaching post is a process that doesn't have to be stressful or difficult if you are well-prepared and plan ahead. The following advice and tips on job hunting, applications and interview preparation will be helpful as you work towards getting your first teaching job. The job hunting process involves a number of stages. You will need to find the area where you want to teach, apply for any available positions and perform successfully at the interview stage. Most of the information that follows is relevant to applications for teaching jobs across the UK but for specific advice for Scotland, Wales and Northern Ireland please see:   

Teaching in Scotland Teaching in Northern Ireland Teaching in Wales

How to find the right teaching job for you To identify teaching jobs you want to apply for, think about your preferences:     

location – you probably won't want a long commute during your first year as a newly qualified teacher (NQT) type and size of school year group/key stage teaching methods school performance and reputation Application routes include:

   

specific vacancies advertised by the school teacher registration schemes, databases and pool applications speculative applications agencies

Specific vacancies are advertised from January. Teacher registration schemes and databases may start in the autumn and close in the spring. Speculative applications can be made at any time. ď&#x201A;ˇ

Find out more about where to look for teaching jobs and when to apply When you apply, make sure each application is tailored to the needs of the individual school and post applied for. This is mainly achieved through the personal statement or letter of application. Applicants for teaching posts will be interviewed, usually by a panel, and required to teach a sample lesson.

When do you find out if you have succeeded at interview? Most job offers are made shortly after the interview and some applicants may even be asked at interview if they would accept the role if offered. Head teachers are likely to expect a prompt answer to an offer of employment. Unsuccessful candidates will usually be offered feedback on their application and interview, which can be very helpful when preparing for future applications.

The induction year for newly qualified teachers Newly qualified teachers in England and Wales undertake a year-long induction period to become legally qualified to teach in state schools.

The induction year for newly qualified teachers Your induction year usually begins with your first paid teaching post and will help you to develop your teaching skills, building on what you have learned during your training and providing you with more experience. When you have successfully completed induction you should be able to teach confidently in any school. You must have gained qualified teacher status (QTS) before you begin your induction. Induction includes two main elements: a personalised programme of development support and an assessment against the Teachers’ Standards, the framework of professional standards for teaching overseen by the Department for Education. Induction can be carried out in nearly all state schools, except those on special measures. It can be undertaken in independent schools, academies and free schools, though these institutions are not required to offer it. You can also work through your induction programme at British Schools Overseas, pupil referral units or independent nursery schools, as long as they meet the required conditions.

How does induction for newly qualified teachers work? Induction is completed across the equivalent of three school terms, with assessment at the end of each term. You can undertake induction on either a full-time or part-time basis. During induction you should receive the following support, in addition to your individual programme of professional development:   

10% reduction in your teaching timetable, in addition to the standard 10% planning, preparation and assessment (PPA) time available to teachers. Support from an induction tutor. Regular reviews of your progress, including discussions at the end of each term. The assessment you receive at the end of the process should not come as a surprise.

Following the final assessment at the end of the third term, your head teacher should make a report to the relevant organisation, referred to by the Department for Education as the ‘appropriate body’, making a recommendation about whether your progress against the Teachers’ Standards is satisfactory. The appropriate body decides whether or not you have met the requirements for successfully completing induction and writes to the head teacher and the National College of Teaching and Leadership to let them know. The National College for Teaching and Leadership relays this decision to you. The appropriate body can be a local authority, teaching school or the National Induction Panel for Teachers (NIPT), which was established in 2013 to oversee the induction of NQTs in academies and maintained schools. If you undertake induction at an independent school the appropriate body may be the Independent Schools Teacher Induction Panel (ISTIP). NQTs are expected to complete induction within five years. Appropriate bodies can reduce the induction period to a minimum of a term if the NQT is deemed to be meeting the Teachers’ Standards and can show this through past experience.

Induction and supply teaching If you start work as a supply teacher any placement that is shorter than one term cannot be counted towards induction. Like all other NQTs, you should complete induction within five years of obtaining QTS. Once this five-year period has passed, the next post you take in a maintained school or non-maintained special school must be eligible to count towards induction. Any supply teaching placement that is for a term or longer forms part of the induction period and you have the same entitlements during that time as any other NQT on induction – for example, you should have a reduced teaching timetable.

Questions to ask your teaching employer about induction      

Will my induction tutor be an experienced teacher? What time will be allocated to facilitate meetings with my induction tutor? Does this school work in isolation or with other schools to deliver induction? Will I have a teaching assistant? (mainly primary) Will I be a form tutor? (secondary) Have other NQTs recently joined the school?

Salary prospects for teachers Find out what you can expect to earn as a newly qualified teacher in a state school in England and Wales.

Newly qualified teachers (NQTs) in state-maintained schools in England and Wales usually start their careers on the minimum rate of the main pay range. Progression within the scale will be determined by schools. Academies, city technology colleges and independent schools may offer different conditions.

What is the pay scale for teachers? A newly qualified teacher (NQT) in England and Wales earns a minimum of £22,244 a year (or £27,819 if you work in inner London). Main pay ranges, including NQTs:    

London fringe: £23,313 to £33,909 Outer London: £25,880 to £36,540 Inner London: £27,819 to £37,862 Rest of England and Wales: £22,244 to £32,831 Additional payments can be awarded for taking on additional responsibility. At all schools, there is flexibility to reward teachers based on their performance. Progression to the upper pay scale is available to all teachers. Your starting salary should be stated in your written confirmation of appointment.

Can you negotiate your starting pay? Salary negotiation is possible depending on your subject, age range and the location of the school. However, most new teachers will start their teaching careers on the minimum for a qualified teacher.

Teaching jobs: where to find them and when to apply Get to grips with local authority registration schemes, pool applications and the other approaches schools use to recruit newly qualified teachers.

It’s a good idea to find out the recruitment approaches for specific schools or local authorities (LAs) well ahead of the time of application. Schools recruit teachers in a variety of ways, including direct advertisements, through recruitment agencies and, in some areas of the country, through local authority (LA) registration schemes with a pool application.

The five main ways of applying for a teaching job The five main ways of applying for a teaching job are: 



 

Specific vacancies. Schools recruit directly through their own advertisements and selection procedures. Advertisements for teaching posts start in January, and the peak time is between February and June. This is how most schools recruit for teaching posts. Teacher registration schemes and databases. You register an interest to work for a school within a particular LA area and complete a single application form. This will then be sent to schools who have opportunities that meet your criteria. Registrations may open in the autumn; check with your LA for dates. Pool applications. These are similar to registration schemes, but in addition to the central application form, you may also complete the selection process centrally. Schools can then select applicants to interview from the available, approved list. Most pool applications are for primary opportunities. Dates for applications vary so check with the relevant LA for dates. Speculative applications. These are also made directly to the school. You will probably be more successful if you already have contacts at the school. Agencies. Increasing numbers of teaching applications are handled by agencies, including those for permanent NQT posts. Registration with an agency will usually involve submitting an application form or CV followed by a meeting with a recruitment agent.

Finding out about teaching vacancies from local authorities (LAs) 



Teacher recruitment via LAs varies throughout the UK. Contact LAs directly to check what the current recruitment situation is. It is advisable to register your interest with a LA, to make sure you receive up-to-date information on current opportunities. Most LAs advertise their vacancies online and many have teacher recruitment pages for newly qualified teacher (NQT) posts. 10

 

Some LAs issue regular vacancy lists, and some have recruitment literature. Some LAs hold open days (usually in the spring and for primary teaching only) so applicants can talk to several schools in the area. These provide an opportunity to find out more about schools and their requirements. The day may also include a selection interview. In some LAs, you will only receive an invitation to an open day after submitting an application.

Which newspapers and publications advertise teaching jobs?   

Times Educational Supplement Jobs and Guardian Jobs operate job alert services via email and enable you to upload a CV or create a profile. Local press. The Newspaper Society has links to local newspapers around the country. Cultural or religious newspapers. These often carry advertisements for teaching positions, especially in faith-based schools.

Other resources to help you find a teaching job  

  

School groups which run academies and free schools advertise opportunities through their websites; see TES for a list of groups. Recruitment agencies, such as Hays Education, Eteach, Capita Education Resourcing and FE Jobs, will register NQTs to help find them a permanent, temporary or supply job. There are many other agencies, including regional agencies; see the Recruitment and Employment Confederation. Your university careers service or education department may have an online job board. Your service will also be able to advise on other local sources of opportunities. Teaching fairs. These are held nationwide, often within universities. They are attended by local authorities, recruitment agencies, teaching unions and schools. Networking. Keep in touch with the schools where you did your practice or worked as a volunteer.

The teacher recruitment timetable: what to do when        

Autumn: research recruitment approaches for LAs and attend university recruitment fairs. December/January: LAs advertise pool vacancies and may have closing dates. January: schools start directly advertising vacancies. Spring term: applications to teacher registration schemes and databases. April: many vacancies suitable for NQTs are advertised from this time. Register with websites to receive updates on the latest opportunities. 31 May: final date when teachers leaving their jobs in the summer must resign, so more jobs appear around this time. Summer: consider registering with an agency for supply work as your NQT year can be completed through long-term supply contracts. Independent and overseas schools may advertise at any stage throughout the year.

Where to find out about teaching jobs in independent schools Vacancies in independent schools are advertised in similar places to other teaching posts. Here are some further useful sources of information:  

The Independent Schools Council (ISC) and Independent Association of Prep Schools (IAPS) will provide information on schools in your area. Gabbitas Education runs a recruitment service for all types of independent schools and for overseas posts. 11

Before you apply: teaching application form and CV checklist Find out what you should know about a school before you apply for a teaching job and what to expect from the application form.

Preparation is the key to a successful application for a teaching job. Find out what you need to do to maximise your chances of being recruited by the school of your choice to take up work as a newly qualified teacher.

Successful applications for teaching jobs: the basics The format of your application will vary depending on the employer, but it is always essential to target the recruiter and check what you have written carefully.        

Target your application to the individual role, showing how you match the job specification. Research the school prior to application. References are essential for teaching applications. Make sure your referees are prepared for requests. Schools may issue an application pack, which contains the application form, job description and information about the school or LA. Most state schools will ask you to complete an application form and a personal statement or detailed letter of application. Private schools and agencies usually invite you to apply either by CV and personal statement or by detailed letter of application. Before sending your application, check and double check your spelling and grammar. Applications can be rejected on this alone. Keep a copy of the form and take it with you if you get an interview.

Your teaching job research checklist It’s vital to find out as much as possible about the school before you apply.     

Read the application pack and make sure you provide evidence of your competencies in relation to the essential and desirable requirements. Read the Ofsted reports for the school. Look at the Department for Education achievement tables. Explore the school website. Visit or call the school, ideally before submitting an application. 12



Search for local news stories about the school.

What to expect from the application form Local authorities may have a form specifically designed for newly qualified teachers (NQTs). The following sections are usually included in application forms for teaching jobs: Education 



Make sure the first course you list is your initial teacher training (ITT), giving your institution and your exact course title. All other courses should be listed in reverse chronological order. You may be asked to give your teacher reference number (TRN). If there is no separate section for school experience gained during your ITT, it can be listed under teaching employment, making it clear that the list refers to school placements rather than employment. Include information about any planned placements you haven't yet done by the time you submit your application. Employment

 

Start with the most recent information first, and only provide details of relevant jobs. You can expand upon your education, teaching experience and employment in your supporting statement. Leisure activities and interests



Emphasise interests and activities that relate to your age or subject specialism or link to potential extracurricular activities that you could be involved in if you are recruited. Personal statement

  

Some job adverts may call this the supporting statement. This is the heart of your application and is sometimes a separate document or constructed as a letter of application. Check out our sample personal statement for primary school teaching and personal statement for secondary school teaching. Referees

 



Normally, the names and contact details of two referees are required. You usually include an academic from your ITT course and the head teacher of a school where you did a work placement, the classroom teacher you worked with (primary) or head of department (secondary). You must obtain your referees’ permission before giving their names. Criminal convictions



A disclosure and debarring service (DBS) check will be completed on all applicants.

CVs and covering letters for teaching jobs Check out our example skills-based CV for a first teaching job and traditional CV for a first teaching job for inspiration and guidance. 13

A CV should be a summary of less than two pages covering: Education   

List your ITT with details of achievements, special features, options or projects you have done. If you’re a PGCE student, you should mention relevant modules from your first degree and whether you took any masters degree modules. Other qualifications should then be listed briefly in reverse chronological order. Teaching experience Give an overview of:

   

activities undertaken assessment methods used behaviour management strategies involvement in activities outside the classroom. Skills and achievements, interests and referees

 

Highlight points that will match the job advert or the school's requirements e.g. sports, IT, music, drama, languages. Include names and contact details for two referees. Covering letters



A covering letter is an opportunity to make a connection between you as an individual, your qualifications, interests and experience, and the particular abilities, skills and qualities that the job requires. It allows you to expand on details you have mentioned in your CV and may include some of the same information as a personal statement. A covering letter in this instance can be up to two sides in length. If you have already prepared a personal statement as part of your application form, only a brief covering letter is required. For more information, see our general advice on structuring a CV and covering letter.

How to write a great personal statement for a teaching job Find out what to cover in your personal statement when you apply to work as a teacher and how to present your skills, knowledge, experience and beliefs.

Your personal statement is the heart of your application for work as a newly qualified teacher and should be re-written for each role. This is your opportunity to provide evidence of how you match the needs of the specific teaching job you are applying for, and earn yourself an invitation to the next stage, which is likely to be a selection day held at the school.

Writing tips for personal statements See our example personal statement for primary teaching and personal statement for secondary teaching for further guidance. When completing a personal statement for a teaching job you should usually observe the following guidelines:      

Do not exceed two sides of A4, unless otherwise instructed. Tailor your statement for each new application according to the nature of the school or LA and the advertised role. Emphasise your individual strengths in relation to the role. Consider using the government's Teachers' Standards to structure your statement, or follow the structure of the person specification. For a pool application, make sure you give a good overview of your skills and experience. It is essential that you give specific examples of what you have done to back up your claims.

What you must cover in your personal statement Why you are applying for the role:  

Refer to any knowledge you have of the LA or the school, including any visits to the school and what you learnt from them. Mention any special circumstances, for example, your religious faith, which you think are relevant.

Details about your course:  

Give an overview of your training course, including the age range and subjects covered, and any special features. If you are a PGCE student, mention your first degree, your dissertation (if appropriate), any classroom-based research projects and relevant modules studied. Also mention if you have studied any masters modules. Your teaching experience:

  

What year groups you have taught. What subjects you have covered. Any use of assessment strategies or special features of the practices, for example, openplan, multi-ethnic, team teaching. Your classroom management strategies:

  

Give examples of how you planned and delivered lessons and monitored and evaluated learning outcomes, including differentiation. Explain how you have managed classrooms and behaviour. Detail your experience of working with assistants or parents in your class. Your visions and beliefs about primary/secondary education:

 

What are your beliefs about learning and your visions for the future? You could touch on areas such as learning and teaching styles and strategies. Reflect on key policies relevant to the age range you want to teach. Other related experience:

 

This can include information about any previous work experience. Include training activities you have carried out and ways in which your subject knowledge has been developed. Other related skills and interests:

 

Give details of any particular competencies, experiences or leisure interests, which will help the school to know more about you as a person. Any involvement in working with children (running clubs, youth work and summer camps) is particularly useful to note. Aim to end on a positive note. A conclusion which displays your enthusiasm in relation to the specific application and teaching in general will enhance your application, but avoid general statements and clichés.

Primary school personal statement A continual thirst for knowledge and understanding of world history led me to complete an undergraduate honours degree in history. My desire to impart my knowledge and love of learning to children led to completion of the PGCE in Primary Education. My experience teaching across the curriculum in Key Stage 2 (KS2) has widened my understanding of progression in these subjects, and the importance of relational understanding to support children’s future learning. During my PGCE I taught a year four class for twelve weeks at St Anne’s School and a year five class for six weeks at Newtown School. During my placements I worked collaboratively with KS2 colleagues in all areas of the curriculum. This included:      

planning for individual children based on their personal needs; effectively using resources; creating assessment opportunities that enhance future learning; ensuring adequate curriculum coverage for all pupils; the effective use of the teaching assistants; allowing for equal opportunities.

I plan for many exciting opportunities for the children to ensure they are stimulated and interested in what they are being taught. My PGCE placements have given me the opportunity to develop valuable experience, such as planning alone and team planning, split year group teaching and developing a wide range of assessment opportunities. I have gained skills in building effective and constructive relationships with children in difficult socio/economic conditions in an inner city situation. These involved using consistent behaviour management strategies. My ethos for the classroom strongly encourages children to express their ideas and suggestions as I believe it is extremely important for them to have control over their learning. It is important to create an atmosphere which encourages children to ask questions and I believe children learn best through first-hand experiences and stimulating environments, including the appropriate use of the outside environment. I enjoyed Forest School training and look forward to using this in your school where I appreciate your holistic approach to education. Classes I have taught have produced displays and ‘working walls’ that are brightly coloured, durable, engaging and interactive, and a project linked to the Shark Trust was particularly inspiring. These provide an ideal opportunity for the collaboration and celebration of the children’s work. I also display the children’s targets, allowing them to be mindful of their goals and achievements, which I find helps them to celebrate success. At the start of each topic, I ask open-ended questions to allow me to gauge what they already know, enabling me to plan the areas of learning to be developed. As a reflective practitioner, I regularly evaluate lessons to analyse improvement, progress and achievement. Reflection on lesson plans and observations help to identify misconceptions and allow me to adapt my teaching strategies and plans for future lessons. Using the Assessment for Learning (AfL) cycle, I have become more aware of the importance of observation and the role it has in gaining greater understanding of children’s learning and behaviour. During lessons I ensure that my plans contain activities which cater for all learning styles. This includes making learning very visual for English as an Additional Language (EAL) children and allowing higher ability children to investigate topics in greater depth and with greater autonomy. I believe a cross-curricular approach can be extremely beneficial to pupils, in order to make their learning relevant and to formulate their own connections. In my experience, creating a ‘working wall’ where the pupils can have an active role in what is displayed has helped to consolidate their learning. Incorporating ICT into some lessons is also important in my view, for instance through use of the interactive white board, the internet, digital cameras and video recording. During my first placement I took part in an ‘E-Safety’ afternoon, teaching children how to be safe when using the internet and preparing them to enter today’s technology fuelled world. I know I can offer these valuable learning experiences to the children of your school. I have high and realistic expectations of every pupil, to enable them to reach their full potential and to behave in a suitable manner. This can be achieved by providing good quality first-hand experiences which are both stimulating and interesting. I have developed effective behaviour management strategies, with positive results, during my teaching experience. It is with excellent behaviour in and out of the classroom and the development of strong interpersonal relationships that children are encouraged to reach their full potential.

I am committed to equal opportunities in my class and throughout the school environment. I plan my teaching to individuals’ learning needs, taking into account special needs, cultural backgrounds and emotional considerations. My last teaching placement involved a class project on India, embracing the enrichment of a multicultural society. Parental involvement is a key element in a child’s learning, as both parent and teacher need to support the child’s learning. I invite the parents into the classroom as much as possible as this allows the child to feel supported. I often write notes in homework diaries and include samples of children’s work, as well as talking to parents in the playground just to check on progress. Extracurricular activities are very important in all children’s development. I coached the tag rugby and football team at St Anne’s which involved the children having fun developing skills and working together. I would really like to continue running clubs in the future and I am flexible to meet the school’s needs for extracurricular activities. I have many interests outside of the teaching profession. For example, I have a strong interest in all aspects of music. I have also travelled extensively through Asia and Australia, gaining an awareness and appreciation for many diverse cultures. For me, school is not just about individual classes and teachers. To this end, I made it a priority to get involved with the school community whilst on both placements, helping to run afterschool events (such as World Book Day, school discos and dance club), as well as accompanying and having responsibility for children on school trips. I have also developed professional relationships through participating in staff meetings, parent’s evenings and planning and assessment meetings. I believe that it is important for school staff to support each other and I am keen to share ideas, teaching resources and best practice with other staff members. I believe that this collaborative approach to work acts in the best interests of the children and school, promoting good teaching practices that impact positively on children’s learning. I have a firm belief in fostering and maintaining strong home-school links, working with parents/guardians to encourage a holistic process of care and support for their children. I would be an asset to your school, contributing greatly to its caring and community spirited ethos. As a highly motivated, skilled and enthusiastic individual, I feel that I would integrate well into your establishment and bring with me a positive attitude, new ideas and the enthusiasm and humour to benefit the children, staff and the wider community.

Secondary school personal statement As a PE teacher, creating a sense of excitement about sport is something that I am really passionate about. I believe that learning about sport is crucial for young people as it will build a foundation for a future healthy lifestyle and a positive attitude. When I teach PE, I create an atmosphere in which students feel they can evolve and where they feel at ease whatever their ability. Physical education is an area of education that I am very enthusiastic about and I would like the opportunity to make learning for others as enjoyable and fulfilling as my own has been. As a teacher, it is my role to provide opportunities for all, regardless of ability, and to ensure that everyone has a positive experience. I have undertaken two placements in different settings, a grammar school in Kent and a large comprehensive school in Brixton, which provided me with an invaluable insight into different teaching styles and assessment strategies. In my secondary school placement, I was involved with some creative cross curricular projects working with science and ICT teachers. One of the projects looked at the design of sports equipment for disabled children and included the opportunity to explore issues of equality and diversity. I found this experience to be very rewarding. As an NQT, I hope to have the opportunity to learn from more experienced colleagues and contribute to the team with new ideas, enthusiasm and commitment. I believe very much in Allie Mooney’s motto: ‘If you can reach me then you can teach me’. I strive to create a constructive atmosphere by praising students while encouraging positive learning behaviours. This approach has proven to be encouraging for my students so far. I also had the opportunity to be involved in an initiative to improve achievement and attendance through a recently developed reward and peer mentoring system. The results of this first year trial will be available in June. The range of coaching certificates (soccer, badminton and tennis) achieved during my undergraduate degree enabled me to be involved in coaching the school football team during and after my placement; they have recently participated in Kent under 18s and reached the semi-finals. I am confident in my ability to offer extracurricular activities as it provides an opportunity for involvement in team games, the development of skills and techniques and the building of positive relationships with children and staff as well as the promotion of activity for later in life. As a practitioner, it is my responsibility to match my students’ work, both summative and formative assessments, against that of the examining board, and as a result, award grades or marks that are in conjunction with awarding body quality procedures. I produce and deliver high quality lessons, using innovative methods. Where possible, I like to give immediate feedback and allow my students to respond by correcting any misunderstandings. My knowledge and teaching methods enable me to teach students who are of mixed ability. Through the use of different teaching styles and learning strategies that motivate, all learners have the opportunity to excel in areas of education. Forward thinking styles and adaptability will challenge all children to achieve. Through my teaching placements, I have been able to teach, plan for and assess children in key stage 3, 4 and 5. I have experience with SEN, EAL and the gifted and talented. Being aware of a child’s needs, abilities and aspiration is paramount in engaging, motivating and enthusing positive relationships. I have gained experience in a range of education settings through my PGCE and volunteering which provided me with an invaluable insight into different teaching styles and assessment strategies. It is my aim to combine my range of experiences with my ability to be a compassionate, enthusiastic and approachable practitioner who will make a positive contribution to your school. I believe my academic achievements and experience to date will provide a solid foundation to build on and transfer my knowledge and skills into providing the best learning environment. My own academic experiences have strengthened my belief in the great importance of education and also helped me develop a number of key skills and qualities which have enabled me to develop as a scholar and a person. I am diligent, determined, committed and feel that I can offer a significant contribution to the competences required for the position of physical education teacher. My interests outside my studies include involvement in a range of sports, including coaching at a local youth club and working in the university sport and fitness centre. Second only to sport is my enjoyment of anything IT based, including web design and gaming. In closing, I look forward to having the opportunity to discuss with you how my experience and skills will make a positive contribution to the college. I am passionate about providing every child with the support, tools and capacity to make outstanding progress in all areas. I love the constant challenge of secondary school and I believe that my organisation, clear thinking and calm under-pressure approach make me a fantastic teacher.

Perform your best in your teaching interview Find out how to impress at interview for your first job, whether it’s a panel or pool interview, and pick up tips for the sample lesson.

Interviews will focus on your application, your teacher training and school experience, previous work experience, interests, suitability for the particular school, and what you can contribute. You should come prepared with specific examples to offer your interviewer. Interview days can include a tour of the school, panel interview, and teaching a sample lesson. They may also include an interview with pupils and group or written activities. If you get an interview, confirm that you can attend as soon as possible, and try and arrange to visit the school prior to the interview day. When it comes to the day of your interview, remember that first impressions really do matter. Dress smartly and be aware of your non-verbal communication. You’ll get off to a good start if you smile and shake hands as you enter the room.

What skills are interviewers for teaching jobs looking for?       

Excellent communication skills, including effective listening and the ability to construct wellthought-out answers. Positive social skills with pupils and co-workers, with the ability to motivate. Classroom management skills. Professional knowledge and understanding of your subject. A personal philosophy about, and a commitment to, the teaching of your subject or subjects. The ability to reflect and awareness of your own development needs. Motivation to work for that school or local authority (LA).

Pool interviews compared to interviews for specific teaching jobs 



Pool interviews are usually held in the offices of the LA and the panel may consist of a head teacher, an inspector or adviser and perhaps a school governor. Make sure you check the consequences of acceptance or rejection with regard to future opportunities within the LA. Interviews for specific posts usually take place at the school concerned and may include a number of other activities. Interviews may last up to an hour and panels are likely to include a combination of head teacher, teaching staff and governors. Increasingly, pupils are involved at this stage of the selection process.

What to expect from your teaching interview day 



 

Panel interviews or traditional Q&As: usually last for 30–45 minutes with the head teacher, a governor and a classroom teacher or head of department. Check out our information about typical teaching interview questions to help you prepare. Informal discussions: these may be with a senior teacher, head of department or other staff and could take place during a school tour. Be sure you show interest by talking to pupils. This is a good opportunity to ask questions, but remember you are still being assessed. Teaching a lesson or part-lesson: you will usually be asked to teach a class, so check the availability of resources at the school before you do your planning. During your interview you may be asked about the lesson, focusing on your planning, learning outcomes, assessment techniques and evaluation of how the lesson went. Group discussions: these are more common for secondary posts. You will be assessed on your knowledge of the topic and ability to work in a group. Take an active part in the group without dominating the discussion. Interview by pupils: often part of the interview process, even in primary schools. Presentations: for more senior roles you may be required to present to the panel.

How to prepare an interview portfolio  

Include evidence of your work in the form of photos, mentors’ reports, sample lesson plans and so on. It will help support your answers. You will also often be required to bring original certificates to prove your qualifications.

Teaching interview preparation tips        

Re-read all aspects of your application (particularly your supporting or personal statement and research). Make sure you have specific examples from your school experience to demonstrate how you meet the selection criteria. Consider taking a portfolio of evidence. Read the educational press so you can discuss current trends and educational issues. Prepare a rough outline of your answers to sample questions. Think about questions to ask the panel; write a list and take it with you. Ensure you can demonstrate your commitment to the particular school as well as to the teaching profession generally. Plan your journey and allow plenty of time to get there. Dress smartly; consider this in relation to teaching a sample lesson. You’ll find more information and general advice in our section on interview techniques and tips for graduates.

Typical teaching interview questions Find out what you are likely to be asked at your interview for your first graduate teaching job, whether in a primary or secondary school.

Typical teaching interview questions When you are interviewed for a teaching job you should expect to be asked questions on specific topics around teaching your subject or age range, current issues in education, and your approaches to tasks such as behaviour management, assessment and overcoming challenges. Interviewers will be keen to know how well you could work with other teachers and how you will relate to parents. Supporting your answers with examples will strengthen their impact.

Introductory questions at teaching interviews  

Have you enjoyed your visit to the school? Why have you applied for this post?

Questions about yourself     

Tell us about yourself and what inspires you. What personal interests do you have that could be of value to the school? What unique qualities can you bring to the school? How do you know when you have had a good day? How do you handle stress?

Explain your choice of school or local authority   

What makes a successful school? How would you support the ethos of this school? How could you integrate the community into your teaching?

Handling professional issues in the classroom      

What are your particular strengths and weaknesses as a teacher? Describe the worst or best lesson you have given. What would you do differently? Say why it was successful or unsuccessful. How do you judge the achievement of pupils in your subject? If we visited your classroom in October, what could we expect to see? What is the role of target setting? How would you ensure that you respond effectively to the differing needs and abilities of pupils? 22

     

How would you foster equal opportunities in the classroom/school? How would you accommodate children who have English as an additional language? How would you raise a child's self-esteem and aspirations? How far do children in your classroom direct their own learning? What are your views on the value of homework? Which is more important, teaching or learning, and why?

Behaviour management     

What are your views about discipline? How much noise and moving around the classroom would you permit? How would you cope with a child constantly interrupting the lesson? How would you deal with bullying? What would you do if your strategies for behaviour management were not succeeding?

Primary interviews       

How would you evaluate the effectiveness of the literacy strategy? What is the place of topic work in school and what is your experience of it? Which reading/mathematics schemes have you used? What are your views on the balance between creativity and basic skills? How might you use ICT in your teaching? How would you ensure the continued improvement of numeracy standards in your class? How would you structure literacy lessons to ensure equal access for all pupils?

Secondary interviews         

Why do we teach (your subject) in schools? How would you motivate year 9 pupils who have lost interest in the subject? What would you say to a student considering taking your subject at A-level? What are your views on cross-curricular teaching? What are your views on streaming/sets/mixed-ability teaching? How would you address the underachievement of boys/girls in your subject area? Have you had any experience of vocational education? What bearing do you think future developments (in your subject) will have on your teaching? How would you teach (an area relevant to your subject) to a year 8 mixed-ability group?

Pastoral care    

What is the role of a form tutor and what relevant experience have you had? How would you seek to promote the moral, social and cultural development of the pupils? To which aspects of personal and social education could you make a contribution? How would you get to know your tutor group/class?

Your approach to working with parents and other adults    

What is your experience with parents in school? How could this be developed? How would you deal with a hostile or aggressive parent? How would you seek to work cooperatively with your colleagues? What support would you expect from staff as a newly qualified teacher (NQT)? 23

 

How would you seek to work with adults other than teachers in your classroom? Give an example of when you have worked effectively within a team?

Your career development  

How will you develop yourself as a professional teacher? Where do you see yourself in five years?

Answering questions: interview performance tips     

Panels are interested in how you answer as well as what you say. Answers should be sufficiently detailed to show how you stand out from other applicants and should include examples wherever possible. Taking time to think before giving a well-constructed answer is fine. Remember to ask for clarification if the question is unclear. When you are offered a job, most schools will expect a prompt response. Some may even ask at the interview if you will accept the post if it is offered.

Teaching job jargon buster The education sector makes plentiful use of acronyms, so we've put together a handy guide to commonly used teaching jargon to help you plan for career success.

ATL Association of Teachers and Lecturers. A trade union and professional association for teachers, lecturers and support workers.

Common entrance Exam set by the Independent Schools Examination Board and marked by individual schools that assesses studentsâ&#x20AC;&#x2122; ability to join an independent senior school. Can be sat at age 11, 12 or 13.

Contact time The time teachers spend with students.

CPD Continuing professional development. This is teachers' ongoing training provision.

DBS Disclosure and Barring Service. Overseen by the Home Office, this organisation is responsible for carrying out criminal records checks.

DfE The Department for Education that oversees children's services and education in England. It sets the curriculum and, via Ofsted, is responsible for inspections.

DENI Department of Education in Northern Ireland. Government department responsible for education in Northern Ireland.

EAL/EFL/ESL English as an additional/foreign/second language. (See also TEFL/TESL/TESOL.) 25

EYFS Early Years Foundation Stage. This sets standards for the learning, development and care of children from birth to five in England.

EBD Emotional and behavioural difficulties.

EWC Education Workforce Council, the organisation responsible for regulating teachers in Wales.

Foundation Phase This is the curriculum for children aged three to seven in Wales.

GTCS General Teaching Council for Scotland.

GTP Graduate Teacher Programme. This employment-based route into teaching is now available only in Wales. The School Direct training programme offers school-based teacher training in England and includes a salaried route for those with at least three years' experience.

HLTA Higher level teaching assistant.

IAPS Independent Association of Preparatory Schools.

Induction Compulsory year-long on-the-job training period for all NQTs.

ISC Independent Schools Council.

ITET Initial teacher education and training. This involves completing a recognised teaching qualification. This term is used more or less interchangeably with ITT.

ITT Initial teacher training. Involves completion of a recognised teaching qualification. 26

KS Key stage. Each key stage covers a defined range of years in education. The national curriculum sets out what children should learn at each key stage.

LA Local authority. These local government organisations oversee education in their area.

LSA Learning support assistant. Person who provides classroom-based support.

NAPE National Association for Primary Education.

NASEN National Association for Special Educational Needs.

NASUWT The National Association of Schoolmasters/Union of Women Teachers is a trade union for teachers.

National curriculum The national curriculum for England sets the framework for what subjects schools have to teach and what pupils should learn within those subjects at different stages.

NQT Newly qualified teacher. Teacher who has completed ITT and who still needs to complete induction.

NUT National Union of Teachers. A trade union and professional association for teachers.

Ofsted Office for Standards in Education. Responsible for inspecting and regulating education in schools in England. It also inspects providers of care for children and young people and of learning and skills for people of all ages.

OTT Overseas-trained teacher.

PGCE 27

Postgraduate or professional graduate certificate in education. Postgraduate teacher training course available at universities and colleges and including at least 24 weeks on placement in schools. Full-time courses usually last for one academic year but part-time and flexible options are available.

PGDE Professional graduate diploma in education. Popular one-year postgraduate teacher training course in Scotland, similar to PGCE.

PPA Planning, preparation and assessment. Time allocated on the timetable for teachers to devote to planning, preparation and assessment.

PRU Pupil referral unit. LA-maintained unit for students who have been excluded from other schools.

PTR Pupilâ&#x20AC;&#x201C;teacher ratio.

QTS Qualified teacher status. The accreditation given to teachers who have demonstrated that they have met the required professional standards. You need to complete a period of ITT in order to meet the standards for QTS.

SCITT School-centred initial teacher training. School-based on-the-job teacher training programme for graduates, who are employed by a consortium of schools/education providers. Many SCITT courses lead to a PGCE qualification validated by a higher education institution.

SEN Special educational needs. Learning difficulties for which a pupil needs special educational help.

SEP School Experience Programme. This offers up to ten days' experience in a secondary school.

SENCO Special educational needs co-ordinator. Teacher responsible for co-ordinating provision for pupils with special educational needs within a school.

SMT 28

Senior management team. Includes the head teacher, deputy head and other senior teachers.

TA Teaching assistant.

TEFL/TESL Teaching English as a foreign/second language.

TESOL Teaching English to speakers of other languages.

UAS Undergraduate Ambassadors Scheme. Awards academic credit to science, engineering, technology and maths undergraduates working with teachers in local schools.

UCAS Teacher Training Admissions system for most teacher training courses in the UK. UCAS is the Universities and Colleges Admissions Service.

Voice Voice is the union for education workers, including teachers, school support staff and nursery nurses. It was formerly known as the Professional Association of Teachers.

Example of a skills-based CV

Email: jsmith1@email.co.uk

ANISHA SMITH 16 Station Road, City AB1 2CC Mobile: 07777 888 999 Teacher Registration No:

RELEVANT SKILLS Planning and Organisation Considerable experience of organising people, activities and resources through teaching, in my voluntary committee work, and as district organiser for Watch. Achieved “Excellent” for this within my final placement assessment. Teamwork In schools, I have enjoyed working closely with colleagues to share ideas and specialist knowledge, taking the lead on projects such as the Environmental week during my final placement. Reliability and Responsibility An excellent attendance record at university and at work. My work experience has demanded high standards of care and attention to detail, particularly with regard to the safety and well-being of others. Communication My time spent in schools and with Watch has shown that I can communicate with and relate to a wide age and ability range. Through my university course, I have developed high-level written and presentational skills. Information Communications Technology I have a working knowledge of a range of Microsoft applications, including Word, Access, Excel, PowerPoint, Publisher and Photoshop, which I use to create materials and integrate ICT as a resource within my lessons. I have also used specialist subject-specific software packages, often in conjunction with a whiteboard. EDUCATION AND QUALIFICATIONS 2014 – 2015

PGCE Secondary Biology City University Gaining an understanding of the theory underpinning Science education, for example; the nature of Science and “How Science Works” Learning to set clear objectives for lessons Developing good classroom management skills

2011- 2014

BSc (Hons) Biology City University Taking an environmental approach to biology with the emphasis on Laboratory, Computational Biology and Communications Skills Practical final year research project “An investigation into the morphological adaptations seen in social insects”

2004 - 2011

City Grammar School for Girls A-levels: Biology (C), Chemistry (C), Psychology (B) AS level: Art (B) 7 GCSEs grade A-C, including Maths, English Language, Biology and Chemistry

SCHOOL EXPERIENCE 2015

Comprehensive School, Nottingham 11-week block practice: Taught balanced science up to Key Stage 3 and biology to Key Stage 4. Helped form tutor for Year 8 group with responsibility for attendance, behaviour and reports. Ran a tutorial session on bullying and friendship. Participated in four parents' evenings.

2014

Royal City High School, Nottingham 6-week block practice: Taught biology, chemistry and physics up to Key Stage 3. Helped with Year 7 special needs group.

2013

New Road School (Comprehensive) Voluntary classroom assistant supporting pupils within Science and Technology lessons.

WORK EXPERIENCE 2011 - 2013

Part-time district organiser for Watch (environmental charity) Planned, organised and publicised a programme of events and activities for a membership of 20 children aged between 7 and 14.

2011 â&#x20AC;&#x201C; 2013

Asda, Customer service assistant

Interests and Achievements British Trust for Conservation Volunteers (BTCV) volunteer for 5 years and attended training courses in practical conservation and the environment. Enjoy outdoor pursuits, including walking and youth hostelling. Duke of Edinburgh Silver Award, 2007. REFEREES Professor Jones Dean of Education City University Faculty of Education City AB1 2CC Tel: 01234 567 890 Email: edadmin@uni.ac.uk

Mrs Smith Head of Science Comprehensive School City Road City AB1 2CC Tel: 01234 567 890 Email: jsmith@science.school.uk

Example of a traditional CV James Lawrence 16 Town Street Town County, AB1 2CC Mobile: 07791 858292 Email: jimlawrence1@email.co.uk

Teacher Registration No:

Education and Qualifications 2014 - 2015 PGCE Primary 5-11 Special College of Higher Education Developing the skills to become a confident, competent classroom practitioner who can enable children to learn effectively across the whole curriculum with a good understanding of the demands of the National Curriculum, the Curriculum for the Foundation Stage and other Government initiatives. Special study: Numbers Can be Fun. 2011 – 2014

BA (Hons) 2.1 History University of England Covering medieval, early modern, and modern history, researching and writing about history, addressing the issues of how we know what happened, and why historians differ in the way they interpret the information available to them.

2004 - 2011

Main Park Comprehensive School A-level: History (B), Geography (C), English (C) AS level: ICT (C) GCSE: English Language (B), English Literature (B), History (B), French (B), Double Award Science (BB), Maths (C), Art (C)

School Experience 2014 - 2015        2014   2012 - 2014  

City Infant School, London a small school graded as outstanding by OFSTED, 8 week placement in a Year 5 class. Teaching 50% of the timetable, taking full charge of the class. Teaching Literacy, Numeracy and Science every week. Individually planning and teaching topic work and foundation subjects. Carrying out formative and summative assessment. Attending staff meetings and parent’s evenings. Leading a group of 5 children on a school trip to Leeds Castle. Helped with football coaching on Saturday mornings. Town School, London a large primary school in a deprived area with a high number of EAL pupils, 6 week practice in a Year 4 and 5 class Team teaching with mixed age groups. Project work on the local history of the area, looking at primary sources and how ICT could be utilised to enhance learning. Primary School, London One day per week voluntary classroom assistant with Year 3 children. Assisted with sports day preparation and organisation. 32

Other Work Experience 2011 - 2012

Supermarket, Cheam, Part-time cashier. Position involved cash handling, supervising staff (weekends) and key holding.

2009 - 2011

Youth Café Volunteer youth worker one night per week, helping run the café and organise events and activities for young people aged 13+.

Summer 2012

BUNAC (British Universities North America Club) Camp counselor on a holiday camp in Philadelphia, USA. Organised games activities and outings for children aged 7 - 13.

Summer 2011

Museums Service Enabler. Assisted on the project 'Making History Come Alive' organising and running activities for groups of people of all ages.

2008 - 2010

Supermarket, Bolton Cashier and stock control assistant.

Additional Skills and Qualifications    

Grade 5 Trumpet. Ability to play recorder and read music. Clean driving licence. Bronze Medallion and Bronze Cross Life Saving Awards. Working knowledge of various Microsoft Office applications, including MS Word, Excel, Access and PowerPoint.

Interests and Activities Sport: Music: History: Other:

Played in college football team and leisure centre five-a-side league. Secretary of the university swimming club. I enjoy all types of music, particularly jazz. Member of a brass band. Member of student union history group and secretary of a local history club. I also enjoy travelling, reading historical biographies and socialising with friends.

Referees The Dean Faculty of Education University of Town City AB1 2CC Tel: 01234 567 890 Email: dean@education.ac.uk

Ms Smith Head Teacher Town Infant School City BC2 3DD Tel: 01234 567 899 Email: mssmith@infantschool.sch.uk