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LSJS graduate Camille steps successfully into training BY DAVID SAFFER
London School of Jewish Studies is renowned for training teachers across Jewish primary and secondary schools. LSJS provides different access points into teaching whether it’s for graduates wanting to be teachers, candidates looking for a career change, older people getting into teaching, teachers in schools who haven’t qualified or people that want to be Jewish Studies teachers. Candidates are from a wide spectrum of backgrounds. Camille Compton decided to become a teacher 12 months ago after working in the Jewish charity sector for two decades. Completing the teacher training programme during the Covid-19 pandemic has been no easy task but Camille graduated last year, the ceremony took place last month, and she is now working at Independent Jewish Day School (IJDS) in Hendon. Camille, who is married to Michael and lives in Edgware, had been a volunteer with British Emunah for over 20 years including two terms as Chairman. The mum of three was also a member of the Trustees and on the executive committee. “I have always cared about the welfare and education of children and set-up the Emunah Mother Daughter Bat mitzvah Tour and a programme to raise money to bring vulnerable teenagers in Emunah centres to the UK to experience life in a Jewish home in the UK and to show them they are valued,” Camille recalled. “In January 2020, I spent the afternoon as a guest artist in a year five class at IJDS. I had done this previously but, on this occasion, as I sat in my car on the journey home, I had a light bulb moment when I realised I had really enjoyed myself and could see myself teaching.” Shortly after the ‘light bulb moment’ Covid-19 hit and by late spring Camille realised this feeling was not going away. “We all had lots of choices to make and mine was to turn the time into something productive, so I applied to LSJS to join their SCITT programme,” she recalled. Despite having a degree in Humanities and Art History, her O’ Level grades in Maths and Science were not high enough for the course so she spent the summer cramming and passing both GCSEs. “The application process for the training programme was simple, we all had to pass tests and an interview to be accepted,” recalled Camille. “LSJS were extremely supportive and despite Covid-19 restrictions and sitting tests on Zoom I earned my place on the course and was ready to start teacher training in September 2020. “The summer had been difficult, living and breathing maths and science, and I went straight into LSJS training with lectures at the LSJS campus and via
Camille Compton receives her graduation certificate from LSJS' Joanne Greenaway
Camille graduated last year, the ceremony took place last month, and she is now working at Independent Jewish Day School (IJDS) in Hendon. Zoom with the University of Roehampton. It was intensive, and the workload was heavy as we were all attending our placements and studying simultaneously. I spent a couple of weeks at Mathilda Marks and Wolfson Hillel but spent most of the term in years two and five at IJDS.” In January 2021, another long lockdown began. Camille was placed at Edgware Primary School working with children of key workers and vulnerable children. “It was extremely challenging physically and mentally,” she recalled. “The classrooms were freezing cold as we had to keep the windows and doors open and teaching online and in person simultaneously was exhausting. I had a ‘bubble’ of children from years three, four, five and six which created further issues educationally and socially. When all the
children returned to school things settled down again and I continued in year four at Edgware Primary until the end of term. After Pesach I returned to year five at IJDS which was fabulous as I was reunited with the children I had started with.” How does Camille look back on her Covid-19 experience and becoming a teacher through LSJS? “It has been fulfilling and exhausting,” she said. “Continual staff shortages due to the virus and continually changing regulations has meant we have all had to be flexible. My technology skills have improved immensely but all the extra work of teaching live in the classroom while teaching those at home remotely has added extra pressures for all teachers. “In terms of the yearlong course, six of us bonded nicely. Having the support and
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friendship of the other students was an important part of the training. It was particularly useful to share experiences and discuss the academic side of things. It was just unfortunate that much of the time we were interacting remotely on Zoom. The essay submissions were quite pressured but with the help of Helena Miller at LSJS we all got through it. She was good at proofreading our essays and pointing us in the right direction. There was lots of homework, course work and essay writing in addition to lesson planning for placements. Creating a file on Teacher’s Standards was very time consuming, especially collecting the evidence required. “From a practical point of view, studying with LSJS ensured I didn’t have a clash of work-homelife during Shabbat or over the Chaggim. During uncertain times being with a group of like-minded people was helpful and so was being given the opportunity to experience working in a Jewish and secular environment. Learning remotely has had its positive and negatives. I didn’t have to travel to Roehampton but missed the interaction of fellow students, it isn’t the same on Zoom and access to sources was restricted to the books I could buy or access online. “When I started my training there had been a changeover of staff at LSJS and Jillian Dunstan was new to the role. The whole Covid-19 education experience was a learning curve for us all and she really had her work cut out with the constant changes.” Camille said that LSJS offered support and advice in applying for work and she was fortunate to be offered a position at IJDS. “I began working immediately with Year 5 and love being in the classroom,” she noted. “There is more administrative work to deal with than I imagined but I enjoy watching the children grow and learn new things. It is so fulfilling when a child is excited about what they are learning. The highlight of my career so far was last week when a pupil arrived in school with a card they had made at home which said ‘Best Ever’ on the outside and when it unfolded revealed the word ‘teacher’ in the middle.” Lastly, what tips does Camille have for wannabee teachers? “Be prepared for lots of work outside the timetable to begin with so choose a time in your life to do it when it is convenient,” she said. “You need to be totally focussed and dedicated during the training year without too many distractions. Be realistic about your expectations, there will be good days and there will be less-good days.” LSJS offers a range of training courses to get your career in teaching started. To find out more and details on bursaries please visit www.lsjs.ac.uk or call 0208 203 6427.
