UCAS Teacher Training's blog

Advice from current trainees, newly qualified and experienced teachers, teacher mentors, and tutors.

There’s more to assessment than meets the eye – Andy Chandler-Grevatt

 

 

 

 


In this blog I’ll be giving you a brief introduction to one of the key themes you’re likely to encounter in your teacher training - assessment.

When we think of assessment, we think of tests and exams, however the most important assessment takes place every day in classrooms.

There are of course examinations that most students will sit, whether they are government standardised tests such as SATs or exam board GCSE or A-level examinations. It is worth having a read through the National Curriculum and an exam board specification to see what is covered and what questions are asked. These exams and tests are known as summative assessments, which summarise learning, usually in the form of a grade.

However, summative assessment can dominate schools and classrooms, where there is over-emphasis on grades, feedback is managerial rather than on learning and shallow rote-learning can lead to demotivation in students. Formative assessment on the other hand, is an interaction between the teacher and their students, which focusses on feedback and improvement through clear learning intentions, skilled questioning and a range of feedback and improvement opportunities. In England, these strategies are known as Assessment for Learning (AfL). To understand the origin of this important aspect of classroom teaching, it is worth reading the short seminal work by Paul Black and Dylan Wiliam called Inside the Black Box, and if you want to take it further, Working Inside the Black Box.

Good formative assessment can be subtle. When you first start observing classrooms, look out for the following features of classroom assessment and ask yourself these questions:

  • Questioning - How does the teacher pose questions? What does it achieve? What types of questions are used? Open (How? Why?) or closed questions (What is? Tell me the name of?)? Do they use alternative forms of questioning such as ‘Big Questions’, Traffic light cards, thumbs up or down?
  • Learning objectives and outcomes - Does the teacher share what the lesson will cover? How? Do the children understand what to do? Do they know how well they need to do it? Do they know what success looks like? How does the teacher communicate this?
  • Peer-assessment and self-assessment - Do the students have an opportunity to assess or check their own work? Do students have the opportunity to assess each other’s work? What learning opportunities come from this?
  • Feedback - How do teachers feedback to students verbally and in writing? What is feedback about, the work or the behaviour?
  • Making improvements - Do the students have targets? How are these decided? Are the student’s given time to improve? If so, how do they do this? What support do student’s get?


Note that not all teachers use formative assessment strategies routinely. Good formative assessment is more than a set of skills, it is a classroom culture. When I did my doctorate into how teachers used formative assessment activities, I identified some features of summative and formative cultures. A summative-focussed classroom usually values outcomes in the forms of grades, gives one chance opportunities at learning, assessment is an add-on such as a test at an end of a topic or unit of work. A formative-focussed classroom has assessment as a thread of each lesson, where teachers and students focus on the process of learning, feedback and improvements; assessment is a process rather than an end-point. Often you’ll find a combination of both.

When you observe lessons, decide what type of assessment culture dominates. Find out what summative tests take place and how often, what the purpose of the summative assessments are and how they are communicated to students, other teachers and parents.

Once you start teaching, you will start to develop assessment strategies that help you and your students understand what they know already, what they should be aiming for and how to get there. It takes time and professional skill and you’ll find there’s a lot more to assessment than just tests and examinations.

Andy

Dr Andy Chandler-Grevatt has an EdD in school assessment and a real passion for teaching and learning. Andy is Teaching Fellow in Science Education at the University of Sussex where he is a tutor on the PGCE, School Direct, and MA in Education courses. An author and assessment editor, his new book How to Assess Your Students is coming out next year. Follow him on Twitter @Grevster73


Further reading

National Curriculum 2014 - read both primary (Key Stage 1 and 2) and secondary (Key Stage 3 and 4) so you can understand what the students should know when they come to you, or what they will learn when they leave you.

Summative assessment - have a look at National Curriculum tests and GCSE awarding body specifications and exemplar exam papers: STA, AQA, Edexcel and OCR

 

If you liked this…

It’s one of a series of blogs to help make your introduction to teacher training a little easier. Get up-to-speed with some of the topics you’re likely to encounter in your training:

Common myths about the brain and learning


Common myths about the brain and learning – James Williams

 

 

 

 

Part of becoming a teacher is observing teachers and children in schools. If you’re on a teacher training degree programme, this will happen on a regular basis. But, is everything you see good teaching?

Neuroscientists have been trying to figure out how our brains work for decades. This includes how we learn. Some teachers will tell you they use ‘neuroscience’ based techniques. But beware, there are some bad teaching methods and brain myths still being used in some schools that aren’t backed by any scientific evidence.

In this blog I’ll look at some myths about the brain, look at those discredited teaching methods and explain how we know they don’t work.

We only use 10% of our brain!

This is a common ‘fact’ that’s false. We use all of our brain nearly all of the time. How do we know?

  • Studies of brain damage - If only 10% of the brain is normally used, then damage to other areas shouldn’t cause us any problems.
  • Brain scans - These show that all brain areas are always active.
  • Evolution - If we only need 10% of our brain, why did we evolve a much larger brain?
  • Energy use - Our brain requires up to 20% percent of the body's energy – that’s a lot for just 10% of the brain.
  • Brain imaging (neuroimaging) - Positron Emission Tomography (PET) and functional Magnetic Resonance Imaging (fMRI) reveal that even during sleep, all parts of the brain show some level of activity. The brain has distinct regions for information processing. No functionless areas exist.


Left Brain Right Brain differences

Have you heard that the left hand side of your brain controls rational, logical thinking and the right hand side controls your emotional responses? It’s completely wrong. How do we know?

In 2013 a research team looked at brain scans of over 7,000 different regions of the brain and how they were connected in people while they were resting, they found:

  • Heavy ‘neural traffic’ (messages being passed) in different regions
  • On average, both sides of the brain were equal in their neural networks and connectivity.


The learning pyramid

Have you come across the ‘learning pyramid’ before? None of the information in the pyramid is evidence based. How do we know?

  • The percentages are just ‘too’ neat and rounded. Experiments and research rarely, if ever, give such clear results.
  • Nobody can track down where this first appeared and who made these claims
  • We all use a combination of ways of taking in information so this doesn’t make much sense.
Brain Gym

Brain Gym is a teaching system that uses movement to ‘stimulate’ brain function. For example it claims that placing your fingers on your ‘brain buttons’ (the rounded ends of your collar bone) and rubbing them gently while placing one hand over your belly button and looking left then right, will ‘wake up’ your brain. Drinking water, it’s claimed, ‘gives you energy’. Gently folding and ‘unrolling’ your ears ‘switches on’ your hearing. It’s all pseudoscientific nonsense. How do we know?
  • There is no direct linking pathway in the nervous system between your collar-bones, belly button, eyes and brain.
  • Water is essential, but contains no ‘energy’ that can be released in the body.
  • We ‘hear’ with our inner ear as electrical impulses are transmitted from the inner ear to the brain to be interpreted. Our pinna (the outer ear) simply collects sound waves and channels them towards the ear drum.

Learning Styles

Many teachers still believe that children ‘learn better’ if they are taught in their ‘preferred’ learning style – using either visual, auditory or kinaesthetic (movement) techniques, commonly known as VAK. There’s no evidence to back this up. It’s true that we may state that we prefer to learn using one style over another, but the evidence shows we use many different senses to gather information as we learn. How do we know?
  • How good food tastes depends not just on our taste buds, but also on what the food looks likes, smells like and feels like when we eat it.
  • Different contexts for learning require different dominant senses e.g. you can’t easily pass your driving test if you only learn by looking and listening you also have to turn the steering wheel and control the pedals.
  • Lots of studies have shown that ‘learning styles’ is a myth and shouldn’t be used in teaching.


James

James Williams was a science teacher in secondary schools for 12 years and has twenty years’ experience as a lecturer in education. His current post, at Sussex University, involves teaching on undergraduate education, postgraduate teacher training and MA programmes. He has authored science textbooks, writes for national and regional newspapers, and magazines on education. His current interest is looking at how myths in neuroscience spread between schools.


 

Further reading


The Learning Brain: Lessons for Education (2005) by Sarah-Jayne Blakemore and Uta Frith (Blackwell publishing)

Urban Myths about Learning and Education (2015) by Pedro De Bruyckere, Paul A. Kirschner and Casper D. Hulshof (Academic Press)

Neuromyths in Education, Canadian Education Association (CEA) 

 


 

If you liked this…

It’s one of a series of blogs to help make your introduction to teacher training a little easier. Get up-to-speed with some of the topics you’re likely to encounter in your training:

There’s more to assessment than meets the eye

In at the deep end: top five tips for stepping into the classroom – Alex Nicholson

 

 

 

 

Stepping into the classroom as a trainee teacher for the first time can be daunting, and if you've signed up for a school direct course – it is a feeling you are going to get used to. From one trainee to another, here are five things I've learnt about life inside the classroom over the past six months of being in at the deep end.

1. Whatever you do, do it with passion
Hate maths? Find history boring? Worried about teaching English? It doesn’t matter, whatever subject you are delivering, give it a big dollop of passion. If you don't find the subject interesting – how you expect your students to? I've discovered that finding something within the topic or subject I'm teaching that captures my imagination, and sharing this with the class, has a great impact on how they respond to it. I don't know about you, but when I think back to my favourite teachers from my own childhood – they were the ones who loved the subjects they taught. And if you can't love it? Fake it, that enthusiasm can bring a lesson to life.

2. Flying solo
As scary as it seems, occasionally being left alone with a class is a great opportunity. Not only does it give you a chance to teach without the worry of being judged by another teacher, but it can also serve as your testing ground. This is the perfect place to try out new methods, tips and techniques you’ve learnt in your theory based lessons, and if they go a bit wrong, or don’t work, it doesn’t matter (play it cool and the students won’t even realise). If it worked you can tweak and refine whatever you tried out, ready for next time. Some of my most successful learning games and zany ideas were given an airing this way, and it proved massively useful.

3. Confidence is the key
I’ve heard people joke that children are like dogs...they can smell fear. There is definitely something in that! If you step into the classroom without confidence, the children won't have confidence in you. This applies to the knowledge you impart in your lessons and the same goes for the tougher side of behaviour management too. Children like to know where they stand, so draw a line in the sand by making your classroom rules - and the consequences for not sticking to them - crystal clear. Although it can be easier said than done, don't make threats you won't (or can't) stick to. If you say, “This is your last chance, if you do that again, you will have to stay in a break time,” you need to have the confidence to follow through, or in the future the children will disbelieve any warnings.

4. Be a Chameleon
Adapt to your surroundings, to be the best teacher you can be. This really comes with a bit of practice, but know that it is ok to go off-plan during your lessons. This can be really tricky, especially when you are being observed. Picture this: for your lesson you've handed over your carefully crafted lesson plan, you spent untold hours slaving over. The lesson is going fine to begin with, but suddenly – you realise the children just aren't getting it. You have two choices – plough on, or stop and rethink. The thought of having to throw your beautiful plan out of the window and freestyle brings you out in a cold sweat, what will you do? How will you cope? Know this – DO NOT plough on. If your lesson needs to take a different direction to help the children progress, then that is the path you have to take. Thankfully, the more you teach, the less of a scary prospect adapting as-you-go becomes. I’m still getting there, but with experience it is getting easier.

5. Keep it positive
It can be really tricky to be positive when fidget Freddy won't sit still, little Lucy is taking a stroll around the classroom for the fifth time in an hour, or chatty Charlie keeps calling out. When managing classroom behaviour though, positivity can go a long way. Do your best to ignore those who are making the wrong choices, and instead praise those who are making the right ones; "Well done to Sophie, you are sitting so beautifully," "Thank you James for patiently waiting your turn to speak," and "I can see Oliver is working really hard, I love how he has taken charge of his own learning by helping himself to a dictionary". It takes some practice, but giving out effort points, stickers or rewards to children who are doing the right thing will encourage others who are not, it will also create a more pleasant atmosphere in your classroom and in turn, you'll feel more positive too.

I hope these nuggets may be of use to those of you taking your first steps into the classroom.  Some of them may seem obvious, or cliché, but from my own experience, these are the buoyancy aids that I have to remember are lifesaving to have on me. Now it is your turn, so arm yourself and jump right in!

Alex


 

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Your personal statement – Claire Harnden

 
 
 
 
 
 
 
 
I read hundreds of UCAS applications for teacher training every year and I cannot stress how important the personal statement is. It is my only insight into who you are and I tend to read it first.
 
I immediately look for a passion to teach. Personal statements that do not mention children or schools are not a good idea. If you have gained school experience, tell me about it. Do you have a clear vision of primary education? What have you found out? If you are changing careers then tell me about your experience and how it is relevant to working within a school.
 
Spelling, punctuation, and grammar. It DOES matter so check it through carefully and then do this again. Get someone to proofread it for you. If you cannot model a good level of writing here then I have a real concern about you doing so in a classroom. Check for long sentences, repeated words, and that you have used the correct version of words like practice/practise or advice/advise. If this is making you scratch your head then look them up!
 
How committed are you to training? Try to make this come through. Mention how your interest in training to teach developed, what you have done to pursue it? Demonstrate your enthusiasm for it. What are you hoping to get out of the training year?  Show that you’ve really done your research and know why you want to do the course.
 
It is easy to list the transferable skills that you have but these are so much better when you link these briefly to real examples of when you have used them.
 
If you are struggling to get started then start with your strengths, focus on your enthusiasm for the course and talk positively about yourself.
 
Good luck!
 
Claire
 
Claire Harnden is Director of Initial Teacher Training at Surrey South Farnham SCITT. She has 19 years’ experience working in primary and secondary schools in Surrey, Essex and North London. She currently runs Surrey’s largest school-based provider of primary initial teacher training, and interviews applicants on a weekly basis. Follow her on Twitter @ssfSCITT.
 

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All about Initial Teacher Training: part 1 - Freddy Ash

 
 
 
 
 
 
 
As my initial teacher training (ITT) starts to draw to a close, I thought it would be a good time to look back and reflect on my experiences so far; how far have I come, what do I know now that I wish I’d known two years ago. It’s also the time when new ITT prospects will be getting nervous about their applications, and so I thought it might help for me to put this in writing; even if it only helps one person then I’ll consider it a useful way to have spent my time.
 
My initial worries and what I think of them now
 
I remember worrying about a few things when I first got into teaching. Things that seemed so simple to every teacher I’d ever met, so much so that most of them never seemed to notice it. So here are a few of those things that niggled me:
 
1.       Planning
  • How do teachers know what to teach? How do they know that they’ll cover everything they need to over the year? Will my students be disadvantaged by having me instead of a more experienced teacher for those lessons? If this sounds like you, then here is my opinion on it now: a year is a very long time. Schemes of work (SoW) are yearlong plans that outline what needs to be covered. Mostly, these exist already and are just adapted year on year. In the case of a new subject, such as the new English GCSE, a new SoW will need to be written, but remember that this would be for an entire English department. No one is expecting a trainee or an NQT to produce this on their own, and then be left until the exam results come out to see how they did.
  • In terms of individual lessons, sometimes you don’t cover everything you wanted to. Sometimes you’re behind your SoW and sometimes you’re ahead of it. As you get to know your students you’ll be able to set the pace, and if you feel half way through the year that you didn’t cover things at the beginning as well as you could have, it’s fine to go back. Planning is a big part of the job, but a year is a long time; you don’t have to know every minute of every lesson before September starts.
2.       Classroom management
  • This is teacher talk for not letting your students run wild, jumping on the tables and burning things. I worried about how well I’d be able to manage students in a classroom, and not just manage them, but get them learning as well. This is a huge question. I think the best thing I can say here is that it is not just trainees who worry about this, and secondly, I don’t personally feel that you ever reach a finish point where you can now ‘do it’.
  • Sue Cowley wrote a good book, Getting the Buggers to Behave and Phil Beadle wrote, How To Teach. I would strongly recommend reading both of these if you are worried about classroom management as they are packed with genuinely useful techniques that you can implement straight away. Whether that’s using a seating plan, how to talk to a student who is angry or how not to embarrass a student so that they don’t lash out, these two books are both easy to read, not too long and will give you plenty to be going on with.
  • Understand this though: even the best teacher in the world sometimes has students who misbehave. You can’t beat yourself up about it too much. Just reflect afterwards when you’ve calmed down, what did you do well, what didn’t you do well, how would you do it differently if you could go back. Then you improve. Or, at the very least, you improve for that student or a similar situation. Students are people at the end of the day and one rule isn’t going to fit all. Don’t lean on being liked too much, I know it’s a cliché but things become clichés generally because they’ve been true for a long time. At the end of the year, students will like the teachers who they are progressing with, not the ones who let them get away with messing around. Play the long game and accept that sometimes students will dislike you, but they’re generally a forgiving bunch.
3.       Is my subject knowledge good enough?
  • This really depends on what it is you’re going to teach. You may have a degree in your subject, you may not. I think something I’ve learned is that I shouldn’t have been worrying about my subject knowledge, but more can I get this knowledge across to my students? My knowledge was good enough, and even so, you constantly improve it when you’re immersed in that subject and that department. It’s getting that across to the students that counts. This can be tough sometimes. It’s a legitimate concern.
  • Again though, don’t put too much on yourself as a trainee. If every teacher could answer this point confidently then every student would be a genius. You’ll have some students who just get it, and some who just don’t even when you feel you’ve been to the moon and back trying. The best thing you can do here is be passionate; I don’t mean passionate in the way you’d say it in an interview, I mean really passionate.
  • You can’t leap around the room being an entertainer all day every day, you’ll burn out. Passion will show through if you really believe that what you’re teaching is worth knowing. If your students see that, they’ll know it’s worth learning and they’ll put the effort in too.
If you can do these three points, I wouldn’t worry about too much else for now. You’re a trainee. Even as a qualified teacher if you can plan your year, be passionate about your subject and control a class then you are doing amazingly, you don’t need to fret about anything else.
 
What other advice would I give myself now if I could go back? That’s in part two of my blog.
 
 

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All about Initial Teacher Training: part 2 - Freddy Ash

 
 
 
 
 
 
 
This is part two of my blog where I’ve been looking back and reflecting on my experiences of initial teacher training. You can read about my initial worries in part one, but as my training draws to a close, here’s what I wish I’d known before I started.
 
What advice would I give myself now if I could go back?
  • Wellbeing - I can’t stress this enough. ITT is hard. NQT year is hard. First year as a qualified teacher is hard. So is the second year. It gets easier but it never gets easy. You must look after your own wellbeing. Twitter is a fantastic way of doing this. There are thousands upon thousands of optimistic, helpful teachers willing to help you out with anything. Take the scheme of work I mentioned in part one of this blog. When the new GCSE came out people were throwing potential schemes of work around to each other, people they’ve never met, just to help out the profession. Teachers want to help other teachers. You are embarking on a journey to enter an outstandingly helpful group of individuals who pull together to improve the profession as a whole, day after day. I personally find Twitter a far more friendly place than Facebook for teachers, and I use Twitter solely professionally which I’d recommend. Should a student ever find you, it’s worth your account being solely teaching based. Definitely follow Martyn Reah and the #teacher5aday movement for wellbeing. You need to look after yourself.
  • Hobbies - Similar to above (I really prioritise wellbeing!), if you have a hobby now then keep it going. Something to take you away from teaching for a few hours. It is all consuming sometimes. I’ve found myself lying awake planning the perfect lesson; while this makes me seem like a dedicated teacher to some, to others they’ll see that this can be a road to ruin. I [try to] play golf, I have a dog who needs plenty of exercise and I have a wonderful family including a three year old boy called Rufus. These provide wonderful distractions for me which mean that when I focus on teaching again I’m fully fit and motivated. 
  • Organisation - Especially in terms of your ITT assignments. You don’t want to get to the stage where you can’t keep up because the work has got on top of you. The assignments are doable – don’t believe the hype. You just need to be strict on yourself and organised. Do the assignments when they’re set, not when they’re due. Again, if you’re struggling, Twitter is here to help. I’ve asked people for references, for alternative points of view etc. which has really helped.
#ITTchat every Wednesday at 7pm
 
It wouldn’t be right for me to promote Twitter so much without mentioning #ITTchat. This group was set up by a pair of wonderful trainees to give other trainees a central conversation in which to help each other. All you need to do is include #ITTchat anywhere in your tweet and anyone can see it who is following that conversation. There is a scheduled chat on Wednesdays where there are some leading or open questions to promote discussion around a particular topic, such as strategies people use for behaviour management. It doesn’t matter if you’re Early Years, Primary, Secondary or Further Education, everyone is welcome.
 
Over the summer I was fortunate enough to become one of the people who manages and runs the @ITTchat account, along with two other trainees - @martingsaunders and @trainingtoteach. We have helped people who are having a bad time on placement or who aren’t getting along with their tutor, we have offered help to people who are feeling overwhelmed and we have also connected trainees with qualified professionals to help them with a particular issue. Mostly though, we are just there to connect trainees and to chat. To be a friendly port in a storm as it were. Sometimes we even have guest hosts – recently Ofsted contacted us to arrange hosting a chat and the head of their ITT provision networked with trainees which was an amazing opportunity for us all, as well as helping them.
 
The world, especially the teaching world, is becoming a far more connected place, I urge you to get involved. Even if you are just thinking about a career in teaching you are welcome to join in with #ITTchat, or just watch from the side-lines and maybe message us privately with any concerns and we’ll put them out anonymously to the wider community.

Don’t believe the press – teaching’s marvellous
 
So that’s it, two blogs and almost 2000 words later and I’ve scratched the surface of getting into teaching. Teaching is hard, but a lot of jobs are hard. Teaching is, however, far more rewarding than almost any other job on the planet. You’ll have bad days, but the good days will utterly eclipse them. Get on Twitter, connect with others. Look after yourself from day 1 and prioritise your health. 
 

 

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So you want to be a teacher? – Chris Chivers

Something inside you has persuaded you that becoming a teacher is your career choice; it could be that you have been a cub, brownie, guide or scout leader, working with young people. Gymnastics, swimming, dance, various sports all encourage young people to undertake coaching courses with the idea of sharing skills with young children. Leading or taking part in holiday schemes have led to the career choice. My favourite was a prospective candidate talking animatedly about helping children with disability to overcome fear and attempt to climb.

It doesn’t have to be one of these routes. Many people enter teaching later in life, having had an initial career and seek greater job satisfaction; some will have had families. Often they have had a transitional route via a teaching assistant role or as a helping parent in school. This, in itself, sometimes leads to a school persuading them to pursue the route to becoming a teacher.

Whatever the route, the process will have similar elements, which are worth considering, so that the application has the greatest chance of making an impression on the member of university, TSA or SCITT staff who has the responsibility of inviting candidates for interview.

This puts special emphasis on the personal statement in support of the application. While the candidate might be writing the application through UCAS to a number of training places, there are some simple “rules of thumb” that might get that all important interview. At that point, you will have the chance to talk more about yourself and your personal statement will be a guide to the interviewer to develop their questions.
 

  • Write a rough draft of any personal statement, then work on it to ensure it is as clear as possible. Have someone proof read it to offer additional ideas and identify grammatical and spelling errors.
  • This personal statement is about you and you, as a person, should come through. Remember, the person reading it only has the words to go on. You need to shine through. Communication is a key teacher skill and the written word should how your ability in that area.
  • Before your interview, you will need to show that you have had some experience in a school setting – this will vary between training programmes so check the requirements. This could be spread over time, or could be a couple of weeks. What did you learn from this experience? 
  • Why did you choose your particular A levels, BTEC or first degree? How do these subjects, or maybe the teachers, impact on your decision to become a teacher?
  • Why have you chosen a particular subject specialism for teacher training? Why does it particularly interest you?
  • Consider the specific event that made you think about becoming a teacher. How do you see yourself in a teacher role?
  • What do you do that will show yourself in a broader light? Do you have specific interests or hobbies? Do you visit galleries or museums, or perhaps your interests are in conservation, walking, camping, playing music or travelling? Do you do volunteer activity for charity? Everything is important to create a rounded a picture of you.
  • Have you had responsibility in school, college or work experience? Describe and unpick how this might relate to a teaching role.
  • Beyond becoming a teacher, how will this role enhance your view of yourself in the future?
  • Reread everything that you have written and share it with a teacher, lecturer or, if you’re working in a school, the head teacher. 

How you think, how you talk and how you reflect should come through your application. It is a first step. The interview awaits.

Chris

Over a 40-year career in education, Chris Chivers has worked as a teacher, head teacher, university tutor, assessor and adviser. Chris now uses his experience to support developing teachers. A regular blogger at Chris Chivers (Thinks), you can also find him on Twitter @ChrisChivers2


 

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Why FE was for me – Shane Baker

Several factors influenced me to take up teaching as a profession. My grandad, particularly, guided me to higher education and ultimately into the profession. I was always keen to share what I had learnt with others. I remember my primary school teacher being significant in my childhood, and hoping that one day I could have the same impact on others. With the skills, knowledge, and experience I already obtained at the time, I felt there was definitely an area within education that I could bring these skills to, as the teaching profession is so broad.

The application process was very straightforward. It was exactly the same as applying through UCAS for undergraduate courses. I think it is important for those who are contemplating completing initial teacher training (ITT) after their initial undergraduate degree, that you know you can access student finance to fund the course. ITT courses are one of a few courses that are exempt from second funding.

I studied for a BA (Hons) in Youth and Community Work, a Postgraduate Diploma in Education, and an MA in Education and Youth Work Studies. I lived at home and commuted. I actually received a bursary from the government, as I focused on developing as a SEND specialist teacher. This bursary allowed me to purchase my first home, reducing my worries about my finances, and concentrate on developing my skills as a newly qualified teacher.
The course I studied was very informative and really gave me the opportunity to put theory into practice. I felt that as soon as I had learnt something, I was able to put it into practice, having undertaken a placement throughout my time on the course. This, ultimately, put me in the position to gain and take up a full-time, permanent role in a further education college on completion.

FE for me

I have worked within FE colleges as a lecturer, personal tutor, and assessor, teaching students aged 14 to 70. I have taught health and social care, foundation learning, Jobcentre Plus programmes, and childcare. I recently achieved Qualified Teacher Learning and Skills (QTLS) through The Society for Education and Training (SET), and have moved to an outstanding ‘all-through’ SEND school/college as a post-16 class teacher. I think it is important to know that, just because you qualify to teach in the lifelong learning sector, it does not stop you from working within local-authority-maintained schools if you gain QTLS. If you apply and achieve QTLS on completion of your initial teacher training programme, it has parity with Qualified Teacher Status (QTS), meaning you can apply for positions across the profession.

The ups (and downs)

The best thing about being a teacher is seeing students developing, progressing, and meeting their individual targets. It’s the little comments like ‘I get that’, ‘I never knew’, or ‘Thank you’ that remind you that you are making a positive impact. You cannot come into teaching and not expect there to be a large workload and paperwork. You have to be realistic and recognise that teaching in class is just one of the duties of being a professionally qualified teacher. If you do not know the full expectations, I highly recommend you read/research the professional expectations of teachers.

I wish I knew…

I still have a very keen interest in youth work but, for me, there were no opportunities to progress, with the significant cuts to the profession. It has allowed me to continue working with children and young people to make a positive difference to their onset development. I wish I trained earlier as a teacher! The course I undertook was first-class and has allowed me to gain first-class results.

I think I would have liked better careers advice and clearer guidance. Because of my previous experience, I was suggested to focus on becoming a PSHE/citizenship teacher. I think I have found my niche as a SEND teacher. I think it is important to gain some relevant work experience, to ensure you are embarking on the right journey – whether that is primary, secondary, or lifelong learning teaching.

My advice?

Be prepared for hard work. It will not be a stroll in the park but you will gain a lot of satisfaction from seeing your students develop, and getting to the end of your first academic year – looking back and recognising all the hard work you have put in, which has led to the success. You will learn that what works for one class doesn’t always work for another. You will learn to think on your feet, adapt, and react to the forever changing environment that is teaching.

I love teaching because one day is never the same, and witnessing students achieving what they set out to achieve.

Shane


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No regrets – Alice Hackett

My own reception teacher inspired me to be a teacher. I knew I wanted to be just like her! I thought: if I can be as good a teacher as she is, then I want to give it a go. I knew from a young age that I wanted to be a teacher, so I took the relevant paths at each stage to give me the best chance of getting into university. 

I studied a BEd in Primary Teaching with Qualified Teacher Status. The application to university was not as stressful as everyone says. The course was enjoyable and gave a real insight to what being a teacher is like. The placements were really useful as well, because you got to learn on the job. I moved away into halls for the first year, then moved into a house with friends for second and third year.

My advice?

Find out more about student finance before applying. Training to become a teacher is hard, especially the first year, but have faith, you can do it! Also, being aware there are ups and downs, but no down stays with you for long, because the love you have for teaching takes over again.

I love my job

My first job outside university was as a learning support worker. I chose to do this job as, after completing my dissertation, I had a keen interest in SEN. I wanted to know more about SEN and provisions within school. After that, I became a KS1 nurture and behaviour teacher for a year, and I am now a Year 1 teacher as well as PE lead and NQT mentor.

The best thing about being a teacher is being able to make a difference to children’s lives. Being able to see the progress the children make. I have no regrets about being a teacher and the course I chose. I love my job.

Alice


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Career with benefits - Sophie Lea

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I studied a BA Hons Primary Degree 5-11. I have always wanted to work with people and feel that I am doing something worthwhile and positive. When I trained, there were lots of applicants so I can remember that it was competitive. It was good to hear from current students/teachers during interview days. My interview involved a presentation and group discussion.

Placements in school were by far the most valuable part of my training to prepare me for the job. There were lots of practical tasks in seminars, as if we were the children. Guest speakers were the most exciting part of lectures, I remember a lecture by a children’s author being really interesting.

When you start placement/your career, you must prioritise. It’s very easy to get caught up doing unproductive tasks. Every night I ask myself ‘What do I need to do for tomorrow to run smoothly?’ I would also say it’s important to keep things in perspective. When you’re on placement some lessons go well and some don’t go so well. It’s the same when you have your own class too!

No regrets

I was pleased with my route choice, having completed a three year degree. Teaching is most definitely a challenging career but a very rewarding and enjoyable one too. I teach Year 4 at Cam Hopton C of E Primary School and am the English subject leader. Being in the classroom with the children is the best part of the job. Having feedback from the children, after a lesson they really enjoyed, feels great! Marking and planning is the worst part of the job but just has to be done! You do get faster at it!

Why teach?

I love teaching because the children I teach say they enjoy being in my class. Having school holidays is also a massive bonus! If you have aspirations to travel you have lots of opportunities to do so, there aren’t many careers that have as much holiday.

Sophie


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