Getting Into Teaching

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Getting into Teaching How to pioduce a successful appiicition, for the right course, for you 2009-1 0 Bob Vertes PGCE(S) Admissions Tutor {and lviathematics

Tutor)

St Mary's University College

V

t' , lssues for today's session

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What are the choices you need to make?

,

Assuming you are a graduate (or soon will be):

ChoOSe your phaSe. Assessed across for 0TS; post-mmpulsory

What makes up a PGCE course?

2

consecutive Key Stages

Choose your style of course Training ( HEI or school) or employment in school; flexible

r

Whatdo you have to do to make a successful

Choose your subject specialism(s). sK top-up?

application for teacher training?

Choose your provider Choose your timing

rr

Yourouestions

Some Myths

. Teaching primary children is easierthan teaching secondary r There's a teaching shortage, lhey'll take anyone r lf I go into teaching I will be stuck in it for life r I know what teaching involves from my parents/friends/schooling r To be a good teacher you just have to know your subject ' Schools and classrooms today are unruly places r Teaching has long holidays with no work to do r Teaching is just a 94 job . Teaching in a sixth{orm college or FE is just teaching A level . Teachers are badly paid

'

Rpplication is sequential

Primary by 1 Dec; Defer?

Choose your referee

Emailed reference; academic or line manager

A Warning The PGCE course will be the toughest year of your life

but possibly the most interesting, fruitful, challenging

What do teachers do?

Age Phases for Teaching in England

" 3-7

Early Years and Key Stage

o

Key Stages 1

5-'11

*7-14

PRIMARY TEACHERS SECONDARY TEACHERS genenlly genenlly . Teach children/students aged 11. Teach children aged 511 19 Teachoneclasslorayear ' , TeachallNationalCurriculum' Teachaspecialistsubject(or subiects and a broader school sometirnes more than one) r Plan, teach and assess lessons curriculum * Plan, teach and assess lessons n Have Pastoral responsibility, e.g. . contribute to management, e.g, as torm tutor . Contribute to extra-cunicular taking responsibility tor a activities cuniculum area

'1

and2

Key Stages 2 and 3

* 1 1-16 * 14-19

Key Stages 3 and 4

r 16-19

Poslcompulsory

Key Stage 4 and post-'16

I PGCE (Full-time) STRUCTURE

SWELTEC. model of PGCE(S) training [-Brunel, Kingston, Roehampton, St Mary's^^; solh

. r r " ' . '

Professional Studies Curriculum/Subject

-

at postgraduate level

Specific Studies

Practical Teaching Experiences in 2 different schools University tutors and partner School mentom

Time in School:

o o

lSweeksprimary 24 weeks secondary

Assessment: through professional development portfolio, assignments and school experience (no exams!) Expectations: professionalism, puncluality and 100% attendance

. . |

Wesl London Teacrer

Edcam

co*um]

2/3 weeks induction, including 2 days primary, 3 days semndary, school observation on focused, subtect-related, tasks 5 weeks - 2 days taught sessions, 1 day self-supported study, 2 days in partner placement school; developmental school experience 2"d half Autumn

term, 5 daysAflk block school experience (!p to

leacher's hmelaore 2/S major respons b. ty. 1 /3

'

sL

ppofl/obse

to

50% ol a

aton)

5 weeks - 2 days taught sessions, 1 day self-supported study, 2 days in partner placement school; developmental school exp€rience 2nd half Spring term, l.thalf Summer term, 5 days/week block school

n

gxpengncg

(50% lmelable growing to 70%,2/3 major responsibility, 1/3

supporuobsrvation)

r

2

.

Occasional days/half days

u

a

weeks College-based, but with cross- and extra-cunicular visits

ninimun af3

visils

tr(itii,

bak

,r

in HEI

*0"_lr:J-1,;1rala!Fs tiere?Gsrbbr'reqrsled

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Qualified Teacher Status (OTS)

Professional Standards for Qualified Teacher Status (2007 onwards)

r

QTS is necessary to teach in the compulsory maintatned sector in England:- i.e. in state schools for pupils under 16.

1. Professional Attributes Relatbnships with Young Pmpl€; Frameworks; Communicating working with others; Peraonal professional developrnent

and

2. Professional Knowledge and Understanding

'

QTS gets awarded at the end of a teacher training course, for those successful, but an induction year, (normally in a school and in the state sectofl is necessary to confirm QTS, and thus

Teachina and learninq; Assessment and monitoring: Subiecls and curiculu-m; Lilermy. iumeracy and ICT; Achievement and diversityi health and well-being

3. Professional Skills

gain membership of the General Teaching Council for England

Planning, Teaching; Assessing. monitoring and giving feedbmk: reviewing teachrnd and learnlng: Leaming environment Team Working and collaboration

(GTCE). This then enables international recognition as a teacher.

, " ,

Teach in 2 schools Teach {and be assessed) eross 2 consecutive Key Stages Pass the 3 QTS Skills tests {Literacy, Numeracy, ICT)

2

The PGCE

Applying for an ITT course

'

Minimum academic entry requirements:

Prerequisites Subject

Knowl€dge

2.

Useful qualifications, interests and transferable skills Communications

,

skills, ICT skills

Spons [,lusic, Drama

by

t€

Training and DevelopmentAgency

for Schmls, TDA)

1. A recognised degree

Sctloolobseryationerp€rEnce Appropriatereference

o

stdom

(as

Other qualifications

GCSEs [orequivalents]

c GradeC

Teamwork elc

Other issues to have considered Finances, Fees, Ethos and qualrty of provrder, Domestic issues, Transport, Partner school quality/age range/location, Accommodation, Tulor Support

:

Grade

o

Grade

lfot

C C

EnglishLanguage Mathematics Science

pinary cdlidales -

ALL applicmts nust now have tht3)

Personal health Criminal Record Bureau check These MUST have been obtained

'

How/where to apply GTTR, SCITT, EBITT, First Teach, iTeach lFast Trmk no long€r fundedl

r

at least

r

/

professional prerequisite to interview at St Mary's l\,'linimum 2

r'

in at least one state secondary school (prererabty in England): not 0ust)your old schooli pteferably 11-18;prolqably (s€)mixed; looking at $me lesns in your sublect area at KS3 and KS4;

bokino

{do

notluit

srt rn

rol€s of tre slafroom dur'ng regisuatron o'assembly)

N.B Ouality of experience is more rmporlarl tnan quantity: lookrng and serng . lf unsure b€treen the two pha$s, make an informed choice after obs€rying in both

"

classroom experience while pursuing their studies. M.tda.gov.uk/sas

. . r . . .

diwvsrwhat te&hing

is roally like,

wrk

alongside

orwldalgov'ukfta3teE

NB1 2. Ensure you obsrye

9!4 sqbieq!leaching

anlL also pSgblg! roles

ofteach€r

Getting schoolobservation 3.

;

Other provider-led schemes e,g. Pimlico connection www. imperial.ac.

leehors and developnewskills

u

k/pimlico -

manased

volunte€ring

.z Direct application to schools -(the best route)

.

Telephone appropriate schools and ask to speak to the Professional Coordinating Tutor (PCM); ask for observation bq! work experience, or teaching practicel

-

Be ready with an up to date CV and evidence ofgenuine interest in teaching and perhaps of enquiries at providers

dtn€

SAS,s manred by alm,led number oi provde.s. de by $me LEASad olhg'groups, rlls l4usd on *condary sh-odaq6 subtels but hm,t€d bppdunil@s 6r al lor oh6rs arc lor P'Tary' us"ally have to apply eady. bul rl rs !g! lor lho* vho have already apphod to ITT uh: r hrl @mdx.e uh, T.y ss@r@ ac.u\; s [email protected], [email protected] a.\ayton@gdd ac.uk; k rebster@!'e.ac.Jk; g.a.oren1et\en@0p€1 ac uk

and

ITT ADDlcants in Enoland trho have aoolied to a smndfl PGCE @urs in on6 olhe sven sioritir'subiects. andrrceived a condriibnaloffer ol a plrci$biet to garning mqe $hool bxperience, up to 10 days in a ehool: relened by providq, $hml gets rermbur$d

e4eiened

Therc is a lax-froe bursary around t40 lorevery day spenl in $hool orcolleg€ duilng lhe $here The sh€me lsops to slldentsregrslergd @ rel€vel HND, loundaion degr@, undergraduale degree poslgraduate programres subjecl lo @ddn conditims. All stud€nb pdcrpaLng rr U'E $here ae gve^ a trarnrng ad induclon programru to prepare lhem for wo*rngwhyourg peoib You wrll lhen spand'r16e1 days ln a shool or@llsgp so{ng alongside erpereied ieacniis airc asrstng lhem rn class'oom l€dxng The lfi@1 days or lhe $h€@ can bo p anred lolil your sludies Guided by erperig@d teadErs you will gain experione of how to wort wilh pupils rn lhe cla$@m The lo devotop-new *ills. cdlrihit€ b helprng ra* he atlarnrenl and $\ere drw! you he aspiratdsolioung people in sdool and qain frrdnand exp€rignc€ ofs/hat a @rsl rn ledrng nvolv€s

blek

School introduction programme

,

Getting school observation 2, via SAS The Studenl Associates Scheme (SAS) is for students inlerested in gaining

The $h€me qivsssludenlsthe ciame lo

Taster course programme

Via Teaching lnformation Line 0Ef5 6000 991

r

bwattainers;

al$ seing post-16 in your subject sp€cialism(s); al$ athe oastoral cross{utrculal and ertacurEular

teah;s

Open Schools Programme

3 day course, one day in a school; 3 categories of programmes: ssondary priority subjecls; men into primary; minority ethnic recruitnent

lvlinimum 2 days for PGCE Secondary (for us)

id€alv

cours

bt conpetlive

For people who have not yet applied to ITT brn are considering it; one day Via Temhing lnfomation Line 0845 6000 991 ormlda.gov.uk

weeks for PGCE Primary (for us) ems tme in boh Ksl and KS2, in at leastone stale $hml

a range of age and ability including

any teach€r taining

plgCpplt4h!

Getting school observation 1. via TIL

School observation A

before Slafllng

Some poviderc ask lot these lo haw been obtained Seconddy subjects and fot hinary coure$.

.

Some schools now will not let you in without a CRB check.

3

Useful

Essential (at least for us) x

Complete and accurate personal details

'

Telephone/email contact details

s

r r

. r r

lnterview availability (or lack of) noted Appropriate choice of sequence Accurate description of qualifications Good personal statement Supportive appropriate reference Home or EU studentfee status

Other issues to consider

Other issues to consider 2.

1.

r PfOvidefS differ, in expectations, support, placement policies r Ethos of training provider Support available, M or H level start r Quality of training provider Ofsted reports, student satisfaction r Location of partner schools Employment prospects r Accommodation for postgraduates r Transport convenience of access when at provider r Facilities Library, lCT, catering, social, religious, access t0 tutors r Personal domestic circumstances

r

Financial Planning Training bursary (only for hone and EU trainees-l o Top-Up Fees (and repayment schemes)

o

o

Student Loans (and repayment schemes)

r Career Development

Loans

o

Shortage Subject incentives

n o

Council tax student rebates Oyster card student rebate

a

Means tested and other support funds

-

"golden hello"

*St

Mary's wlt only take home and EIJ students. and nal seen as "overseas fees , lor teacher training courses.

(e.g. finances, childcare, full-time v. part{ime, etc. )

f

hose not

tlnse wha are

eli$bleihould aonsidet employnent4ased tainitrg toutes

Current funding arrangements for 2010

Other issues to consider 3,

r

r Openness to learning, unleaming, relearning r Awareness of a teache/s roles and responsibilities r Awareness of range of ability r Teaching is not telling, lecturing, coaching, ortutoring -

All home and EU trainees get a TDA bursary (tax-free) Primary 14000, Secondary generally €4000-6000 - but t9000 lor national shortage subjects (for which there are [2500 or 15000 "golden hello'payments after induction, but only ifteaching in state schools in England)

r

All students pay "top-up fees" Full amountt3000+, (varies yearto

r

-

a "graduate tax"

yeatl

forwhich....

You are strongly encouraged to take out a student loan Around !4000 maximum may be available; none pairi back until (at the earliest) the April afrer you finish the PGCE, and then only ifearning overll5 000

lftaking out a student loan then eligible for means tested support funds.

but manaqing learninq

:

'

Professionalism: punctuality, attendance, personal organisation, stress management, commitment Personal health, and possible issues with CRB check

4

rv$,rv. qttf .ac.uk

PGCE(M)v PGCE(H)

The Graduate Teacher Training Registry

From Sedemb€r 2007 two pathways wrll be avarlabb lo graduates who wish be@me trained temhers

. . , '

lo

Postgraduate Certificate in Education - PGCE(M) PGCE (H) Professional Certificate in Education

-

The PGCE(M) requires work at M {l\y'asteas) level. Up lo 60 M level credits can be eamed, translerable towards a later Ma$er s degree The PGCE(H) requires work at H (Honours) level

Both pathways lead to Qualified Teacher Status (QTS), needing an induction year Providers vary in the wav that Deool€ can aoDV for, or swilch between' these two levels ofcourse St Mary's starts everycr'ne'at M level. Some change to H laler' Funding during the murse and school opporlunitEs for those completing either patiways lumessfully rs are expectbd to be the same. For some countries outside England. i will be necessary to have a PGCE(H) for teacher kaining lemgnition equivalent to their own systems

Writing your personal statement

1.

will need to enter a referee's name and email address ' You Complete the application on line in terms of personal details 'n Ensure you give full address, telephone numbers and email address

' . r r r

r

.

r

teach?

(children, in this phase, in ihis

subject)

r

:

What do I think are the qualities of a good teacher? Which do I have? (How do I inow?) Of what professional challenges am I aware, and how prepared am I forthese?

Select your sequence of choice of course provider with care NB Best nol to mix primary (2 choi@s) and s@ndary {4 cholces) or difier€nt subjecls

Give precise details of qualifications; and signal if needing an equivalence test for GCSEs Give precise details of your degree, and list appropriate content proportions and details (especially ifthe degree is not obviously relevant to your choie oftraining subject, in which case signal how you propose to update) lr,lention other skills and qualifications gained, or useful interests

Writing your personalstatement 2.

Check: Am I "personally and academically suited to the teaching profession"? [in 21st century English stale schools] Why do I want to

Check if you are eligible for home fees, if so by whom; or if EU fees; or if you are seen and funded as an international student

ln which National Curriculum subjects do I have strong knowledge? What am I doing to update my subject knowledge?

'

To which other National Curriculum subjects can

'

What other relevant knowledge/skills/experience

r

Am I familiar with the effects of the National Strategy?

I

make a contribution?

do

I

have?

Writing your personal statement 4,

. r

What is my experience of observation in state schools of the right age range ?

ls it in other than my old school or where I have been employed? Is it enough to be sure about, and to be able to convey, convey making an informed decision?

r

What has this experience taught me in comparison with my own schooling? wnat OiO I learn from such visits about the

Youth

.

What do I know of the roles of teachers other than as subject specialist (pastoral and extra-curricular) roles?

work

Summer canps, Sports @aching, Religion

shool, S@uls,

Language

$h@l

Have I any transferable skills from other u/ork experience? persvelare

Comnunication skills, organisational skills, teamwork, diligen@,

. r

teaching and learning of my subject ln the 21"tcentury in England?

.

What other relevanl \,rcrk experience with young pegple do I have, especially in the age phase in wirich I wish to teach?

What are my numeracy, literacy and ICT skills?

own equivalence

' r

Reaoy ror

ors

tests

Do I need special entry/equivalence tests or enhancement courses? What am I doing to prepare for these? [4ost prdid€rswillonly r@gnis ther tesis;a cbndiiion for TDAenhan@rent

@urss

is hotding a PG0E ofier

Have I had a (clear) Criminal Record Bureau check? How is my health? Do I have any disabilities?

What can I contribute to be a member ol a school community?

5

Which courses at St Mary's?

Before submitting the GTTR form 1. Have I made an informed choice about my sequence of

pfoviders on the fofm?

gaue I spoken to the admissions tutors and/or subject me? Have I asked leaders? Have I vrsited on an oren dav? When will thev 'nteruiew I checked their Olsted about the schmls to whbh thei are lk-ely to seno me? Have reporl. their student satisfacilon and employabilfy rates?

2. Have I checked the details, handwriting, grammar, spelling

and punctuation on the form?

Has someone else checked it for me?

3. Have I asked an appropriate referee to act in that role? Have

I

fed them infomation/can they e-maili can I check when they have done so?

4. Have I checked to ensure I meet all of my first choice provide/s entry criteria? wnat do I need to ensure I do meet them?

PGCESecondary 11-18--,

, . ' . ,

Iespecia//y

Rellgious Education Science {SC)

:-'Current estimated TDA Targets for Sept 10 courses

PGCE

Primary

FT 120

PT

We filled all our places for September 2009

r

/wemaybrcakthtinta

These

dur*s

and linish in

mid'June

are tunded by a

tg000

Applied lnformation and Communications Technology(AICT) - also lTt for'Diploma' BUSineSS EdUCaliOn (BE)

Heatth and Sociat Care (HSC) also Society, Health and Development(SHD)fOr'Diploma'

-

18

AlstMarysfulltjme@srsssrarlmeaily

bursary

PGCEfuimary4'11 (fuil'time) PGCE Prinary 4-1 JApn

_

Deemb€r

1

'

(pad'time)

18 monlhs lalerl

Where can I find out more?

r .0."

"

BtatasyPhyst6'chenistry'l

Read with care

30

1,no

ltalianl

(RE)

("Ass€ssed 11i6 Mlhpossibleexlensonto @pen&nl on leachmg erptrrences)

'

pGCESecondary 14-19. (fult.ilne)

r

l\,4odern Languages (ML) Ftench Geman butalsospantsh

sepr;mber

5. Have I checked via GTTR, and the provider, if my first choice provider still has vacancies? speak to the admissions tutor if you can

(fuil-time)

(GG) l\.4athematics- (lVA)

Geography

the St Mary's University College

PGCE Secondary Brochure ,u.u,u..1

available on the St Mary's University College website www.smuc.ac.uk AND/OR a copy from our stand today, or via [email protected]

PGCE Secondary ( FT)

20 HSC/SHD 20 18 RE

See also www.tda.gov.uk

BE 9 MA 40

AICT/IT

SC

GG

10

MFL

20

St 1,,|ary's University College's next PGCE Open Morning rs on Wednesday 2 December, starls at 10, finishes by 1; inclL,des an hour with a &icondary sublect tutor or Primary Tutoi (also a lalk and a campus tour). On Dec 1, PGCE Open Evening 630 start.

30

These are subject to amendment.

Please come

Target 1 77. We recrylteQ 1 8f f9r Sep 200!

PGEE r r : ' r r I r r . . . .

V

(and

sft

GTP

Academic course and qualification University- and school-based student Postgraduate level, including research

Maste/s level credits Learning from HE and practising teachers Slower start, lighter timetable,

stuctured Universaty tutori admin support

Workingwith otherPGCE students Structured, guided, organised Standardsjocused Assignments and portfolio of school exp€rience Free- tuition (but top-up fees) Bursary (+Golden Hello?)

Student fnancial and other benellts I. Only home and EU applicantsl

. r 'I . . r . r r . . r r

Practical, on the job, approach Good prior experience desirable

Poslgraduate intime, notin level School-basedemployee Teaching soon or from start lndividual training programme

Fewcentrallytutoredsessions Notwi$ otherGraduate Trainees Less tormal structure Skills-based assignments Extensive portfolio of evidence needed Unqualifiedteachersalary No Golden Hello Can take less than full academic year Can be taken by overseas students with work permits via school

-

no booking needed.

See \,!€bsite or Brochure for other dates in 2010

,eseryes )

Any Further Questions?

r

.

PGCE Secondary: contact Bob Vertes [email protected],uk ot 020 8240 4154 PGCE

Primary:

Contact Trish Lee/Judith Cullen

[email protected] or [email protected],uk

:

WWW.S1IUC.3C,Uk

r

www.tda.qov.uk THANK YOU FOR COMING TODAY Let us know if and how we can be of further help

6