Yes, I've started reading The Guardian. I think I have to really, being on the brink of joining a lefty/liberal workplace and possibly even joining a union (unless of course I am lucky enough to find work training future Tory Party members in a lovely private school with a swimming pool, ponies and a cortege of Porche Cayennes). But there are a few good things to consider and some interesting opinions too. For example, the debate about whether it is right to sack an underperforming teacher within 12 weeks:
"Assistant heads, deputies and heads are teachers too. Too much union power doesn't just ensure that failing teachers remain in post – it also protects shockingly poor senior teams who are incapable of properly supporting their staff. Unreformed union power means one size fits all: defend everyone, no matter how much they betray our children." (Katharine Birbalsingh, a former deputy headteacher).
Clare mentioned something like this to me when I called her for a chat the other week. Being an experienced teacher does not make you a good manager, and poor managers make for underperforming staff members. Will this power extend to removing heads of department for failing to effectively support and mentor their staff?
"But if local authorities and schools are able to set their own process, a teacher who might be judged good in one school might be ruled unsatisfactory in another. A lot of the time, when teachers are struggling, it's the context. Some teachers may struggle in one school, but get excellent results in another." (Alice Robinson, president of the Association of Teachers and Lecturers).
Poor management, a stressful working environment, bad facilities, different pupils...you name it, there are many many reasons for unsatisfactory results in the classroom. Who gets the right to decide who is bad? If an entire school is falling behind in its results, will all the staff be sent on their not-so-merry way? Conversely, in a top performing school, will the teacher that only gets the minimum number of A-C passes be given the heave-ho? They won't be doing badly by national standards, yet if the heads are given the power to decide who stays and who goes, then this person is likely to be first in the firing line and will have to fight very hard to find another job.
"I just don't think it's true that there are large numbers of bad teachers in schools. I think there are a few, and I fear that just as there are a small number of failing teachers, there will be a small number of heads who abuse this new process because of personality clashes with their staff." (Alice Robinson, president of the Association of Teachers and Lecturers).
Scary, but probably true unless there are strict procedures in place. 12 weeks is not a long time for a full performance review. My current workplace gives you 6 months and endless chances to redeem yourself, full one-on-one support and guidance throughout the disciplinary process.
"...the government's proposed standards apply equally to new starters and more experienced teachers. Surely performance measures should be progressive, reflecting professional development and continually challenging a teacher to improve?" (Stephen Twigg, Labour's shadow education secretary)
How much time am I, as a new teacher, allowed to take before I am measured on my capability to produce good results? I do not expect to be laid off within my first term, but when then? A year? Two? Five? How long are you allowed to underperform for before the final sentence is passed? Food for thought for sure. I agree with Mr Twigg on this one.
And in the words of one sensible parent named Sally Llwellyn; "Children only go through education once – if you go through Year 4 and you don't learn anything you never get that year back. That's a whole wasted year for 30 students."
Excellent point, and well made. Poor quality teaching has got to be dealt with, and I think the stick as well as the carrot is an effective method which is being portrayed hashly by the media and those who fear reform. You know, even if you won't admit to others, when you're not trying your hardest and you've given up. Perhaps the threat of swift dismissal will help a few lazy ones to sharpen up (oh dear, can you tell I'm married to an Adjutant with a penchant for sacking soldiers?) and will improve the lives of a few important children. As for me, I'm determined to give it my best shot. Teaching is a vocation, not a job, and I think it takes a special sort of person to do it well regardless of the amount of criticism, statistics and bad behaviour that is thrown at them. I just hope I have what it takes to achieve what I would like to.
Removing bad teachers – panel verdict
Underperforming teachers could be dismissed within a term instead of a year, under powers being introduced in September
Katharine Birbalsingh, Alice Robinson, Stephen Twigg, Sally Llewellyn
guardian.co.uk, Friday 13 January 2012 17.14 GMT
Friday, January 27, 2012
Thursday, January 26, 2012
The Long Wait
"You should know the result of your interview in three or four days."
Erm....wrong.
Although it's not all bad. I had an email from the University yesterday asking for a copy of my passport (already supplied before my interview) and a copy of any visas I may have held over the last two years, in order that they can determine whether I'm a UK resident and qualify for funding. So it hasn't been a flat 'no' already.
Here's hoping they don't decide I'm a foreign student.
I am totally sick of explaining about the Forces lifestyle. It says HM Forces on my marriage certificate (supplied before my interview) for goodness sake. Isn't anything easy?!
Erm....wrong.
Although it's not all bad. I had an email from the University yesterday asking for a copy of my passport (already supplied before my interview) and a copy of any visas I may have held over the last two years, in order that they can determine whether I'm a UK resident and qualify for funding. So it hasn't been a flat 'no' already.
Here's hoping they don't decide I'm a foreign student.
I am totally sick of explaining about the Forces lifestyle. It says HM Forces on my marriage certificate (supplied before my interview) for goodness sake. Isn't anything easy?!
Monday, January 23, 2012
The Interview
Well as it turns out, there is nowhere to park at the Falmer Campus. I spent the whole day worrying whether or not my car was going to get clamped. Thanks for the heads up, Brighton. (OK, so if I had read the email all the way to the bottom I would have known. UIt's a good job that Inititative is not one of the assessment criteria)
The interview day wasn't too bad. We started off with Death By Powerpoint, where they explained all about the PGCE course, the University and the funding available (£15,000 bursary plus anything that Hastings council might offer) - which will largely go towards my rail travel to and from Hastings. Awesome.
We then did a written English test, where we got given an article from The Times about league tables, and told to summarise it and write an opinion about it. This, she said, is purely to make sure that you can read and write coherant English. I'm pretty sure I aced that that one. I even used an expensive pen.
After that came a very strange group interview. We sat around in groups of 7 or 8 and had to discuss various statements which were printed on green card. They said things like "Children learn best when they learn by rote", "Children learn best when they are allowed to explore their environment", " Children learn best when they have a parent or carer at home". So we discussed these while important looking people with clip boards wrote things about us on orange paper. All the pieces of paper used that day were colour coded. How organised.
After that we were separated into our PGCE subject groups, which meant that the majority of the room left with the English department, most of the the rest went to Geography, one each went to RS, Maths and Business Studies and 5 to the Science department - 3 Chemistry, 1 Biology and 1 Physics. I guess the financial incentives are working. Except for Physics....nobody really likes Physics...
Anyway, we had a fun lecture in the labs from the heads of Science and a local Headmaster who reminded me a lot of our own dear James (personality, not looks, he had teeth like Bugs Bunny), during which they explained that Brighton is the best University in the world and turns out extremely good teachers who often get offered jobs by the schools they do their teaching placements in. Fab! The room we were in was just like at school, with those funny high stools and the very evocative smell of formaldehyde, gas and burnt wood that put me right back into my uniform, sitting next to Zoe opposite the fume cupboard with Mr Hart 'teaching'. It also had an interactive whiteboard which we were not allowed to play with, but I'm dying to have a go with it because it looks like a prop from Mission Impossible. I expect the novelty will wear off pretty quickly, but I thought it was quite cool.
I had my interview first, at about 12.30, by virtue of the fact that I had furthest to travel home. I did tell them I was only going back to Hastings but it didn't make any difference. I was glad not to have that awful waiting around time in which to get nervous and tounge tied.
We spent the first 5 minutes talking about the Subject Knowledge Enhancement (SKE) course that I have to do in order to teach Chemistry as I didn't take it at degree level. I had applied to do the year long SKE course at Brighton before starting the PGCE or going straight onto the Graduate Training Placement (GTP) - where you learn on the job in school. The University won't have any idea about how many SKE places (if any) they will have until June, when the funding is confirmed, which means that they couldn't have offered me a place on the PGCE until June, as an offer of a place would be conditional on me accepting and completing the SKE......so......he offered me the chance to pack the year long course into 3 months distance learning starting in April and do it through Sussex University, leaving me free to start the PGCE in September this year, which effectively puts me a whole year ahead of my original plans. Hurray! I of course jumped at the chance, but I'm beginning to think that it might not be such a good idea because it will be an awful lot of work - 9 months into 3 for starters, plus a full time job and child to look after. There is the potential that I won't sleep for 3 months because I won't have the time. Mmm.
Anyway, once I'd got over being excited by this news, we went through the interview with the obvious questions like:
Why do you want to teach Chemistry when your degree was in Biology? (Chemistry's fun isn't it?)
What are the issues in the media surrounding teaching at the moment? (Pensions - no opinion. Directionless at the moment, with significant lack of good ideas by the people in charge....And you still want to be a teacher?.....er....yes?)
Did a particular teacher inspire you at school and how? (Mrs Dziedzic and the trout pressure chart. Priceless)
What is your experience of teaching? (I actually have quite a lot of this, just not in the classroom. Fun, memorable and some of the only times I would repeat over and over)
Have you ever witnessed a bad teacher and what was it that made them bad? And what would you do differently? (A Chemistry teacher in NZ who had obviously given up. I'd do better)
How was the Nuffield Chemistry course? (Dreadful)
You obviously have a lot of leadership skills and are used to being in charge (Husband take note). How will you manage when you are a new teacher and don't know anything? (I'm sure I'll be fine, I'm not a total moron with no social skills)
Describe a time in your life when you've been pushed to the limit and how did you cope? (Thank you Sandhurst for providing endless subject matter. Telling someone you didn't sleep for 3 or 4 days in a row because you were digging a giant hole with a teaspoon-sized bendy shovel always sounds impressive)
So, nothing too challenging but plently of traps to fall into for the unwary.
After that moderately uncomfortable 20 minutes I was set free and was home by 2.30 (no clamp on the car). I should know whether I have been offered a place by the end of this week. I will let you all know with shouts of joy if it's a yes.
The interview day wasn't too bad. We started off with Death By Powerpoint, where they explained all about the PGCE course, the University and the funding available (£15,000 bursary plus anything that Hastings council might offer) - which will largely go towards my rail travel to and from Hastings. Awesome.
We then did a written English test, where we got given an article from The Times about league tables, and told to summarise it and write an opinion about it. This, she said, is purely to make sure that you can read and write coherant English. I'm pretty sure I aced that that one. I even used an expensive pen.
After that came a very strange group interview. We sat around in groups of 7 or 8 and had to discuss various statements which were printed on green card. They said things like "Children learn best when they learn by rote", "Children learn best when they are allowed to explore their environment", " Children learn best when they have a parent or carer at home". So we discussed these while important looking people with clip boards wrote things about us on orange paper. All the pieces of paper used that day were colour coded. How organised.
After that we were separated into our PGCE subject groups, which meant that the majority of the room left with the English department, most of the the rest went to Geography, one each went to RS, Maths and Business Studies and 5 to the Science department - 3 Chemistry, 1 Biology and 1 Physics. I guess the financial incentives are working. Except for Physics....nobody really likes Physics...
Anyway, we had a fun lecture in the labs from the heads of Science and a local Headmaster who reminded me a lot of our own dear James (personality, not looks, he had teeth like Bugs Bunny), during which they explained that Brighton is the best University in the world and turns out extremely good teachers who often get offered jobs by the schools they do their teaching placements in. Fab! The room we were in was just like at school, with those funny high stools and the very evocative smell of formaldehyde, gas and burnt wood that put me right back into my uniform, sitting next to Zoe opposite the fume cupboard with Mr Hart 'teaching'. It also had an interactive whiteboard which we were not allowed to play with, but I'm dying to have a go with it because it looks like a prop from Mission Impossible. I expect the novelty will wear off pretty quickly, but I thought it was quite cool.
I had my interview first, at about 12.30, by virtue of the fact that I had furthest to travel home. I did tell them I was only going back to Hastings but it didn't make any difference. I was glad not to have that awful waiting around time in which to get nervous and tounge tied.
We spent the first 5 minutes talking about the Subject Knowledge Enhancement (SKE) course that I have to do in order to teach Chemistry as I didn't take it at degree level. I had applied to do the year long SKE course at Brighton before starting the PGCE or going straight onto the Graduate Training Placement (GTP) - where you learn on the job in school. The University won't have any idea about how many SKE places (if any) they will have until June, when the funding is confirmed, which means that they couldn't have offered me a place on the PGCE until June, as an offer of a place would be conditional on me accepting and completing the SKE......so......he offered me the chance to pack the year long course into 3 months distance learning starting in April and do it through Sussex University, leaving me free to start the PGCE in September this year, which effectively puts me a whole year ahead of my original plans. Hurray! I of course jumped at the chance, but I'm beginning to think that it might not be such a good idea because it will be an awful lot of work - 9 months into 3 for starters, plus a full time job and child to look after. There is the potential that I won't sleep for 3 months because I won't have the time. Mmm.
Anyway, once I'd got over being excited by this news, we went through the interview with the obvious questions like:
Why do you want to teach Chemistry when your degree was in Biology? (Chemistry's fun isn't it?)
What are the issues in the media surrounding teaching at the moment? (Pensions - no opinion. Directionless at the moment, with significant lack of good ideas by the people in charge....And you still want to be a teacher?.....er....yes?)
Did a particular teacher inspire you at school and how? (Mrs Dziedzic and the trout pressure chart. Priceless)
What is your experience of teaching? (I actually have quite a lot of this, just not in the classroom. Fun, memorable and some of the only times I would repeat over and over)
Have you ever witnessed a bad teacher and what was it that made them bad? And what would you do differently? (A Chemistry teacher in NZ who had obviously given up. I'd do better)
How was the Nuffield Chemistry course? (Dreadful)
You obviously have a lot of leadership skills and are used to being in charge (Husband take note). How will you manage when you are a new teacher and don't know anything? (I'm sure I'll be fine, I'm not a total moron with no social skills)
Describe a time in your life when you've been pushed to the limit and how did you cope? (Thank you Sandhurst for providing endless subject matter. Telling someone you didn't sleep for 3 or 4 days in a row because you were digging a giant hole with a teaspoon-sized bendy shovel always sounds impressive)
So, nothing too challenging but plently of traps to fall into for the unwary.
After that moderately uncomfortable 20 minutes I was set free and was home by 2.30 (no clamp on the car). I should know whether I have been offered a place by the end of this week. I will let you all know with shouts of joy if it's a yes.
Monday, January 16, 2012
Three days and counting...
It is now Monday, and my interview is on Thursday. I've been frantically reading The Guardian in an attempt to reacquaint myself with the left wing side of me that has been tucked away in the box room since I married into a family that is blue to the core, and getting 'nervouser and nervouser', although I know that should I use that phrase in my written English test I will probably be sent straight home without even being allowed to finish my coffee.
I have confirmed my stance on the following topics:
1) The Cane, and its use in the classroom: probably a good idea, if only for the sanity of the teachers.
2) Sacking bad teachers quickly: brilliant, as long as it's not me.
3) Searching pupils for drugs, weapons, phones and other contraband items: well, teachers have to supplement their incomes somehow, and ebay is marvellously easy these days.
I jest, of course. Apart from number 2.
So this week is going to be a bit of a labour of love. I will make the journey from Topcliffe on Wednesday, and drive the 300 or so miles to Hastings with Jocelyn in the back and braving the Dartford Crossing in my very stylish but underpowered BMW before entrusting the care of my daughter to Grandpa on Thursday morning, (what could go wrong? He's qualified in the care of children after all) before Granny rescues him after lunch. The day itself involves a group interview, where I am reliably informed by my older and infinitely more knowledgeable sister and brother-in-law that they are looking for someone who is well balanced, fair and open-minded. Sounds good so far. I also have a written English test, which involves me actually writing in English. Gasp. No computer with handy spell check. So much for teaching moving lightning fast into the 21st Century. And then there will be the one-on-one interview, 30 minutes of interrogation about why in the world I have chosen Chemistry as my PGCE subject and not Biology, which is my first love as those who know me well can testify. I have several reasons, outlined as follows...
1) I may well be able to get a bursary of up to £20,000 to re-train for a year.
2) I'll get a jolly big 'Golden Hello'.
3) There is a shortage of decent Chemistry teachers, so the chances are good that I'll get into a decent school.
4) Good chemists get to design really great things, like cars and bombs and rocket fuel, and exciting ways to brew alcohol from garden vegetables.
And as for the reasons that I can actually voice out loud in front of the interview panel:
5) Chemistry is a really cool subject (yes, now please stop choking on your coffee) because the practicals are visual and easy to relate to modern industry.
6) Whatever you say, titrating potassium permangonate is pretty.
7) Bunsen burners add a little danger, and everyone knows that danger is exciting.
8) You get to explode sodium in buckets of water.
9) I'd like to try to break the steroetype that all Chemistry teachers are boring old men with bad breath, grey shoes, comb-overs and BO. Clever women are role models, ladies and gents!
10) I joined the Army for a while. Surely teaching can't be as bad as that.
Ok, perhaps the last reason needs a little work, but it is true that there is a push to recruit new teachers from the Armed Forces.
I read recently an article in The Guardian about the use of humour in the classroom. "Don't smile until Easter" I was told. I don't know about you, but when I was a teenager, the odd joke now and again made the lessons more interesting and made the teacher more real. I'll let you know how I get on with that when I've had to see the funny side of some serious bunsen burner related scarring and / or the after effects of pupils drinking stolen ethanol.
I think it will be fun, mostly. In my last two jobs I have been pushed into training roles and have been expected to become a subject matter expert with the minimum of knowledge ('winging it', in common parlance), and it has been brilliant. I think the classroom is a pretty natural place for me; after all, who doesn't like to be cleverer than everybody else in the room? Now if it weren't for those pesky kids...
I have confirmed my stance on the following topics:
1) The Cane, and its use in the classroom: probably a good idea, if only for the sanity of the teachers.
2) Sacking bad teachers quickly: brilliant, as long as it's not me.
3) Searching pupils for drugs, weapons, phones and other contraband items: well, teachers have to supplement their incomes somehow, and ebay is marvellously easy these days.
I jest, of course. Apart from number 2.
So this week is going to be a bit of a labour of love. I will make the journey from Topcliffe on Wednesday, and drive the 300 or so miles to Hastings with Jocelyn in the back and braving the Dartford Crossing in my very stylish but underpowered BMW before entrusting the care of my daughter to Grandpa on Thursday morning, (what could go wrong? He's qualified in the care of children after all) before Granny rescues him after lunch. The day itself involves a group interview, where I am reliably informed by my older and infinitely more knowledgeable sister and brother-in-law that they are looking for someone who is well balanced, fair and open-minded. Sounds good so far. I also have a written English test, which involves me actually writing in English. Gasp. No computer with handy spell check. So much for teaching moving lightning fast into the 21st Century. And then there will be the one-on-one interview, 30 minutes of interrogation about why in the world I have chosen Chemistry as my PGCE subject and not Biology, which is my first love as those who know me well can testify. I have several reasons, outlined as follows...
1) I may well be able to get a bursary of up to £20,000 to re-train for a year.
2) I'll get a jolly big 'Golden Hello'.
3) There is a shortage of decent Chemistry teachers, so the chances are good that I'll get into a decent school.
4) Good chemists get to design really great things, like cars and bombs and rocket fuel, and exciting ways to brew alcohol from garden vegetables.
And as for the reasons that I can actually voice out loud in front of the interview panel:
5) Chemistry is a really cool subject (yes, now please stop choking on your coffee) because the practicals are visual and easy to relate to modern industry.
6) Whatever you say, titrating potassium permangonate is pretty.
7) Bunsen burners add a little danger, and everyone knows that danger is exciting.
8) You get to explode sodium in buckets of water.
9) I'd like to try to break the steroetype that all Chemistry teachers are boring old men with bad breath, grey shoes, comb-overs and BO. Clever women are role models, ladies and gents!
10) I joined the Army for a while. Surely teaching can't be as bad as that.
Ok, perhaps the last reason needs a little work, but it is true that there is a push to recruit new teachers from the Armed Forces.
I read recently an article in The Guardian about the use of humour in the classroom. "Don't smile until Easter" I was told. I don't know about you, but when I was a teenager, the odd joke now and again made the lessons more interesting and made the teacher more real. I'll let you know how I get on with that when I've had to see the funny side of some serious bunsen burner related scarring and / or the after effects of pupils drinking stolen ethanol.
I think it will be fun, mostly. In my last two jobs I have been pushed into training roles and have been expected to become a subject matter expert with the minimum of knowledge ('winging it', in common parlance), and it has been brilliant. I think the classroom is a pretty natural place for me; after all, who doesn't like to be cleverer than everybody else in the room? Now if it weren't for those pesky kids...
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