Seven things to do if you’re thinking about teaching as a career

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  1. Work out whether you are aiming for Primary or Secondary teaching – or perhaps you’d prefer teaching in a completely different setting, for example sixth form college, training centre, or a prison (depending on your personal strengths, previous qualifications, and interests).
  2. Register with Get Into Teaching and the UCAS Teacher Training site; both have information on different routes into teaching.
  3. Set up a chat with a teacher to ask them what working in a school is really like. For example, you could ask about their typical day including lesson planning, marking and tasks other than teaching, what they like about being a teacher, challenges they face and strategies they use to manage the class and maintain their resilience.
  4. Arrange a visit to a school (or even better to two completely different types of schools – large Vs small intake, different age ranges), so you can see how you feel about the environment and working culture. Use your networks to find out if anyone works in a school you could visit. The Department for Education has a School Experience Programme (SEP) which can help you find local opportunities.
  5. Set up experience (volunteering or paid work) so you are in a position to apply for teacher training courses if you decide that’s the right option for you. (Getting work experience in a school or other education setting can be a stepping stone to other areas of work beyond teaching in any case).
  6. Have a look at TryTeaching (paid internships within schools to see whether you like the environment, then further support if you decide you want to apply for teacher training)
  7. Have a look at the information on getting into teaching on Careers Central and book onto one of our Career Focus Teacher Training events via: https://unihub.shu.ac.uk/

Teacher training – when the dream hasn’t become reality….

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…yet.

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So, you’ve been unsuccessful with your first three choices for teacher training through Apply 1 – what now? The dream isn’t over yet, but you’re going to need to do some more work to try and turn the situation around. So you want to teach? That means you’re resilient, right? Then it’s time to get straight ‘back onto the horse’ and see what training places are still available and make a further application using Apply 2. Of course that means putting yourself up for consideration again.

If you weren’t shortlisted for any of your choices, then you may need to revisit your application. You cannot change it, but what you could do when you’ve made your new choice is contact the training provider and ask whether you can supply any supplementary information in support of your application. If this is the case then have a think about how you can add to your original statement. You will still need to be concise though – providing reams and reams of additional content is likely to hinder rather than help.

If you were lucky enough to get an interview, but were unsuccessful at that stage, did you get feedback from the training providers after each interview? We all come out of an interview thinking; I wish I’d said this? Why didn’t I say that? Your first port of call should be to get the panel’s take on where you can improve – was it the answers to your questions, your performance during any activities or simply that you were outperformed on the day? The answers to these questions will help you to work on the things that are within your control, but also you will need to accept those that simply are outside of your control – you can’t mitigate for someone else’s performance for example.

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SHU students and recent graduates are welcome to make an appointment to talk through your interview preparation and you could also see if there are any practise interview slots available in the run up to the real thing to help you to hone your skills. We have information available to help you to prepare for teacher training interviews on our Careers Central website.

Andrew Walton
Employability Adviser

Teacher training interviews: How I prepared

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Sally is a Childhood Studies student applying for teacher training. This is her second post for us:

Well the day arrived… I had received all three interviews for teacher training places to start in September 2015! As you can imagine I was over the moon, however, the nerves and worry kicked in straight away. I printed everything off that I was sent in emails and highlighted all the important information, which at the time felt like the whole sheet! Before I went to my interviews I spent lots of time reading through The Teaching Educational Supplement (TES). This was so I was aware of everything that was happening in the world of teaching and I would feel confident answering questions around teaching in the media. I also used twitter to keep track of news within education by following organisations such as – BBC Education (@bbceducation) and Department for Education (@educationgovuk). I also printed off lots of practice questions and practised them with my cousin and countless cups of tea!

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For my first interview for a PGCE course, I had to teach ‘something new’ for 8 minutes to a group of other candidates,  have an individual interview, and read a 12 page article about studying at Masters Level and present on it for 5 minutes. As you can imagine I was totally overwhelmed and petrified. I’ve not had an interview since I started my job in retail nearly 5 years ago. Straight away I booked myself  an appointment with Andrew Walton, our university Employment Advisor. We spent some time generally talking through the tasks that I would have to complete on the day but also about how the day would most likely be structured. Straight away after the meeting I felt much calmer as Andrew explained I was lucky to have been selected just on the basis of my personal statement.

When I arrived at the PGCE interview I was very apprehensive, mainly because I just didn’t know what to expect or how my day would turn out. All I kept thinking was – What if I’m rubbish? What if straight away they decided I’m not the right person for this course? I knew I had to stop thinking like this and tried to think as positively as possible. My first task was the teaching activity. Eight  minutes is such a short period of time that I was actually worried I wouldn’t be able to ‘teach’ anything, never mind something! I felt that my teaching task went fairly well, but as soon as I had finished I knew areas where I could improve. Next was the individual interview, which was the part I was most nervous about. As soon as I entered the room I instantly felt at ease. It was not at all what I expected, fairly informal and the interviewer was lovely.

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Next interview was for a School Direct place, which was completely different. As well as a teaching task and  individual interview, I also had to complete a written task, which was a reflection on my teaching activity, and about my educational philosophies. After this I had a Maths and English test. Probably like most people, I have not studied Maths since I finished my GCSE’s in year 11, so straight away the Maths was going to be my biggest problem, especially when I had less than a week to revise. Thankfully the day ran smoothly and my teaching task, which was 20 minutes, was a lot better than my first interview. This was mainly because I’d had chance to improve my resources and probably because I was more relaxed.

My last interview was for another School Direct place. I felt as though this was the best and most enjoyable interview day that I had, perhaps because I felt a lot more comfortable and confident within myself. My teaching task was 15 minutes long and due to the fact it was the third time I taught it I felt as though it ran really smoothly. I even received positive feedback from both the children and the interviewers. Following from this was a 30 minutes written task about OFSTED and behaviour management within the classroom setting. I also felt that my individual interview, even though it was the most formal and had 3 people on the panel, went very well. This was probably due to the fact my confidence had built up during the other interview days and I knew what to expect.

My advice to anyone who has an interview coming up is – make sure you are totally up to date with everything that is current in the news. Also, I would advise going through practice questions just so you can be prepared. Interviewers aren’t trying to trick you, but they may ask you questions that may never even have crossed your mind. I would also strongly recommend practising your teaching task, whether this is in front of a friend/family member or just stood in front of the mirror in the privacy of your own bedroom. This way you can see exactly how you are coming across and you can time yourself.

Thankfully I had my mum and other supportive members of the family around me constantly encouraging me to strive to do the best that I could during the interviews. It is a stressful and worrying process, especially when you have other university work to worry about. It’s important to make time for yourself, whether this is having a bath featuring a glass of wine and some Shania Twain playing or just reading a book. Spending too much time worrying about interviews will only make you more nervous for the day. Hopefully my next blog will feature positive news of some teacher training offers as I am currently in the waiting process. Good luck to anyone who has an upcoming interview… Remember positive mental attitude!

 Up-date: Good news – Sally has received offers, and is currently considering her choices!

 

 

 

 

 

One piece of paper can determine the rest of my life!

Sally Taylor is a final year Childhood Studies student. Here are her thoughts on applying for teacher-training.

Since I can remember I have always wanted to be a primary school teacher… I remember spending countless hours in my bedroom with my teddies laid out pretending to be taking a register. Now at nearly 21 years of age my dream is almost a reality. I have just started my final year of my Childhood Studies course and I would love to have a place on a teacher training course starting next year.

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Thinking back to being that little girl with her teddies and register I didn’t think becoming a teacher would be such a long process… It is. And anyone who tells you it isn’t stressful or hard work must be lying to you. I am currently attempting to sell myself to other universities in 47 lines through a personal statement. This is THE hardest thing ever! How can I possibly tell someone in 47 lines how passionate I am about becoming a teacher and educating children on the curriculum?! Thankfully at Sheffield Hallam we have an incredible Employment Advisor called Andrew, who we all probably take for granted, who is willing to spend the time pointing out exactly how to make universities see how passionate we really are.

Thankfully, I am a very organised person in general, so fairly early on I decided I needed to gather lots of materials from Andrew, online, books about how to write the ‘perfect personal statement’and through speaking to other students who had gone through the application process themselves. After I studied this material I decided to just write everything I could think of down on paper. I started by talking about why I actually wanted to be a teacher and about the qualities that I had. Then I progressed into writing about all the experiences I had and how this will shape me into becoming a first-class teacher. By the time I’d finished my draft I had 75 lines! As you can imagine I didn’t know where to start with chopping and cuttings things out. I made an appointment straight away with Andrew and he explained the UCAS layout to me. Little did I know there was a section about my previous experiences… Great, that was 15 lines I could move. I am still, 5 weeks after writing my original draft, adapting my personal statement. It’s funny really how one piece of paper can determine the rest of your life! Luckily, because I started my statement so early on I have the time to not get too stressed out about writing my application and as soon as UCAS opens I will be ready to copy and paste everything into the correct sections.

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I feel so blessed that I have supportive family and friends around me who are there to help me through this process. Because it really is stressful and emotionally draining. I often have sleepless nights thinking – I have no plan B! What will I actually do if I don’t get onto a teacher training course?! I still don’t have the answer to this… But thankfully I have supportive people around me who assure me that I can and will do it. The key advice I have when applying for teacher training is – be organised, use the resources around you and always have a positive mental attitude! As I was taught at primary school… PMA will get you anywhere in life.

Top tips for applying for teacher-training

Our Employment Adviser, Andrew Walton, has some top tips for anyone applying for teacher-training.

My biggest message to anyone applying for initial teacher-training, is to be prepared. Start thinking about what you want to say in your personal statement. What’s going to make you stand out? You may have “always wanted to be a teacher” but why?  What does your experience say about you and how will your study and your degree underpin your application and your ability to teach?  What are the challenges and how will you recognise them?

I often describe the role of a teacher with a rudimentary drawing of an iceberg. Above the surface is the classroom; the teaching, the learning, interaction with pupils and seeing their growth and development.  Under the water lies the planning, marking, curriculum management, planning, behaviour management, parents, staff meetings, marking, assessments, planning…. and so on and it’s important that this is acknowledged.

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