Despite a “sharp increase” in the number of people coming in to the teaching profession, teaching is still under-rated by the public, according to the Training and Development Agency for Schools (TDA).
Research conducted by the TDA suggests the public rates teaching as one of the worst professions for career progression, yet eight out of ten teachers apparently see opportunities as “some of the best in the UK”.
“With teaching recruiting record numbers of people in 2009 the profession is attracting increasing numbers of top quality graduates and career changers. As a result it is becoming more and more competitive,” said Graham Holley, Chief Executive of the TDA.
“It is no longer just a safe job that is alright for a fall-back. It is a profession with increasing status that is getting harder to get into, year by year, because more of the most talented people in this country are turning to it as their first choice.
“However, there is a danger that outdated and old-fashioned perceptions of teaching could continue to put off some candidates. Teaching offers more opportunities for career progression than any other career and competitive salaries, particularly for those who progress to senior leadership.”
Making a career move in to teaching
Wendy Greaves, Head of Maths at Kaskenmoor School in Oldham, Manchester was made redundant eight years ago by British Aerospace. She believes that her experience in industry has been a real asset to developing her teaching skills and often uses real life situations to demonstrate mathematical principles in the classroom.
“Making the move into teaching was one of the best decisions of my life. I’ve progressed to be head of department in just three years and hope to rise further as I become more experienced. It’s not just the practical application of my subject that has helped me from my previous role; it’s also more general workplace skills, like communication and management techniques.”
Perceptions on pay
Perceptions on pay are “wholly out of touch with reality,” says the TDA: over 80 per cent of final year students under-estimate the starting salary of a teacher, some believing it to be under half the actual wage. And over a quarter of students thought the starting salary in inner London would be £19,000 or lower when, in reality, newly qualified teachers can expect to earn £26,000.
What’s more, the TDA points out that, according to Higher Education Statistics Authority, the starting salary for teachers in London is over £6,000 per annum higher than the national average, at £19,677. This tops starting salaries in engineering, architecture and careers in science in the capital. The salary for teachers outside London is almost £1,500 higher than the national average.
• What do you think? Are you one of those who see teaching opportunities as some of the best in the UK? Was making the move into teaching one of the best decisions of your life too? What about pay? Do you know many people coming in to teaching from the private sector? Over to you to post your comments….
1 Mar 2010
How to make meetings work
Spending more and more time in meetings that often go nowhere? From a meeting between an NQT and their mentor, to staff meetings, year group meetings or even a parents’ evening, we examine essential skills and techniques that can boost productivity and save your time.
Meetings can be a great way to communicate and make decisions. They can even be empowering. But any type of meeting can slip into a kind of meaningless blur if appropriate boundaries aren’t set. They can end in confusion – even acrimony. Or they can conclude with all having a sense of having participated in making key decisions, and knowing what they need to go away and do to put them into effect.
“Our staff meetings used to drag on without much focus, or a clear end time, every Monday after school,” reports one, now ex-, teacher. “We couldn’t go and tidy our classrooms until it had finished.”
So what went wrong?
“The people who ran it needed to keep their points short, focused, and not let issues be hijacked by every person giving their anecdote about what happened at their last school. Each meeting needs a definite finish time to allow participants to give their full attention, knowing that afterwards they’ll have time to complete their other duties.
“Whoever is chairing needs to let everyone have a chance to speak, to give ideas - and to then move it along, especially if it's in the lunch hour and people need to get back. Letting people go off the point and ramble on and on is a big time waster.”
Why have meetings at all?
It all begs the question: what are meetings for in the first place? Is a meeting really necessary at all? Generally meetings are considered the place to communicate information and make decisions. And it’s true: they can be a great place to do that if effectively run. But it is worth stepping back and considering who needs to be invited to make the decisions, and whether some information would best be communicated in another way – on a noticeboard or via an intranet or email, for example.
Chairing skills are critical
Chairing the meeting effectively is clearly critical to keep things on track. Part of the art of chairing, like teaching, is effective preparation. Creating and circulating an agenda that identifies each decision that needs to be made is essential. Ideally a time budget should be allocated for each item, which allows for some discussion or even brainstorming where it’s useful, but which can be used to steer the meeting back on course when things look like overrunning. Many swear by limiting Any Other Business to 15 minutes or less, to end on time – and in reasonable spirits! To keep things short and sweet some even champion meetings where everyone has to stand up throughout the entire proceedings!
While it’s important to have an assertive chairperson who always has an eye on the clock, it’s also important that they encourage everyone to have a say, value each contribution, know how to intervene and can move on to the next item while not putting people down by ending a discussion abruptly. The chair also needs to be able to defer decisions that can’t actually be made for some reason - perhaps due to a lack of information. This prevents the meeting getting bogged down in discussing issues that can’t be decided anyway.
It’s also important to be aware of ‘hidden agendas’ and ‘game playing’ that can go on between personalities in meetings at a covert level, and which, if not nipped in the bud, can hijack the real agenda and waste hours of everyone’s time through point-scoring and nit-picking.
If you’re new to chairing, it can all seem rather daunting. But the good news is that many of the skills required can be learned through practice.
Parents’ evenings
If you’re a teacher at a parents’ evening, you’ll need to chair your own small meeting. You’ll probably only have about ten minutes with each parent, so being assertive and keeping things on track is essential. Strategies might be: to note a big issue and defer it to another meeting or another member of staff; to ensure the parent only discusses the child in question; and, when the time’s run out, to stand up, smile and thank the attendees for coming and to explain that you now have to move on to your next meeting.
As a meeting participant
Meeting participants should prepare beforehand, by reading through background papers and considering how they can add to the discussion. Arrive at the meeting on time, and remember to focus on issues and not personalities. You are at the meeting to listen, so it’s good to demonstrate you’ve done this and acknowledge others’ contributions even if you disagree with them, before putting forward your own views.
Keep a record
It’s important that some kind of record is kept of virtually all kinds of meeting. More formal meetings need a minute taker – a skilled job in itself. Minutes don’t need to record every nuance of debate, but in general just key decisions. And, critically, actions must be recorded, with one or more individuals assigned to each.
Minutes should be circulated swiftly following the meeting, and reviewed at the beginning of the next one to check that actions have been carried out. At more informal meetings, perhaps between just two or three people, it may well be enough for each participant to take their own notes about what’s been decided and what they’ve agreed to do.
And when it’s all over
When the meeting ends, it’s time for the decisions to be put into effect through actions. And if actions are consistently not being completed by the next meeting, you may well be holding too many meetings!
For extra marks, when your meeting’s over you might want to find out from some of the participants how they think it went - and how your next meeting can be improved.
Share your tips with us - do you know of any tips that have made your meetings more effective? Have you tried and tested any methods that really work? Add a comment now!
Meetings can be a great way to communicate and make decisions. They can even be empowering. But any type of meeting can slip into a kind of meaningless blur if appropriate boundaries aren’t set. They can end in confusion – even acrimony. Or they can conclude with all having a sense of having participated in making key decisions, and knowing what they need to go away and do to put them into effect.
“Our staff meetings used to drag on without much focus, or a clear end time, every Monday after school,” reports one, now ex-, teacher. “We couldn’t go and tidy our classrooms until it had finished.”
So what went wrong?
“The people who ran it needed to keep their points short, focused, and not let issues be hijacked by every person giving their anecdote about what happened at their last school. Each meeting needs a definite finish time to allow participants to give their full attention, knowing that afterwards they’ll have time to complete their other duties.
“Whoever is chairing needs to let everyone have a chance to speak, to give ideas - and to then move it along, especially if it's in the lunch hour and people need to get back. Letting people go off the point and ramble on and on is a big time waster.”
Why have meetings at all?
It all begs the question: what are meetings for in the first place? Is a meeting really necessary at all? Generally meetings are considered the place to communicate information and make decisions. And it’s true: they can be a great place to do that if effectively run. But it is worth stepping back and considering who needs to be invited to make the decisions, and whether some information would best be communicated in another way – on a noticeboard or via an intranet or email, for example.
Chairing skills are critical
Chairing the meeting effectively is clearly critical to keep things on track. Part of the art of chairing, like teaching, is effective preparation. Creating and circulating an agenda that identifies each decision that needs to be made is essential. Ideally a time budget should be allocated for each item, which allows for some discussion or even brainstorming where it’s useful, but which can be used to steer the meeting back on course when things look like overrunning. Many swear by limiting Any Other Business to 15 minutes or less, to end on time – and in reasonable spirits! To keep things short and sweet some even champion meetings where everyone has to stand up throughout the entire proceedings!
While it’s important to have an assertive chairperson who always has an eye on the clock, it’s also important that they encourage everyone to have a say, value each contribution, know how to intervene and can move on to the next item while not putting people down by ending a discussion abruptly. The chair also needs to be able to defer decisions that can’t actually be made for some reason - perhaps due to a lack of information. This prevents the meeting getting bogged down in discussing issues that can’t be decided anyway.
It’s also important to be aware of ‘hidden agendas’ and ‘game playing’ that can go on between personalities in meetings at a covert level, and which, if not nipped in the bud, can hijack the real agenda and waste hours of everyone’s time through point-scoring and nit-picking.
If you’re new to chairing, it can all seem rather daunting. But the good news is that many of the skills required can be learned through practice.
Parents’ evenings
If you’re a teacher at a parents’ evening, you’ll need to chair your own small meeting. You’ll probably only have about ten minutes with each parent, so being assertive and keeping things on track is essential. Strategies might be: to note a big issue and defer it to another meeting or another member of staff; to ensure the parent only discusses the child in question; and, when the time’s run out, to stand up, smile and thank the attendees for coming and to explain that you now have to move on to your next meeting.
As a meeting participant
Meeting participants should prepare beforehand, by reading through background papers and considering how they can add to the discussion. Arrive at the meeting on time, and remember to focus on issues and not personalities. You are at the meeting to listen, so it’s good to demonstrate you’ve done this and acknowledge others’ contributions even if you disagree with them, before putting forward your own views.
Keep a record
It’s important that some kind of record is kept of virtually all kinds of meeting. More formal meetings need a minute taker – a skilled job in itself. Minutes don’t need to record every nuance of debate, but in general just key decisions. And, critically, actions must be recorded, with one or more individuals assigned to each.
Minutes should be circulated swiftly following the meeting, and reviewed at the beginning of the next one to check that actions have been carried out. At more informal meetings, perhaps between just two or three people, it may well be enough for each participant to take their own notes about what’s been decided and what they’ve agreed to do.
And when it’s all over
When the meeting ends, it’s time for the decisions to be put into effect through actions. And if actions are consistently not being completed by the next meeting, you may well be holding too many meetings!
For extra marks, when your meeting’s over you might want to find out from some of the participants how they think it went - and how your next meeting can be improved.
Share your tips with us - do you know of any tips that have made your meetings more effective? Have you tried and tested any methods that really work? Add a comment now!
23 Feb 2010
Time for a ‘great debate’ on schooling?
Headmaster Anthony Seldon’s calls for an urgent debate on the future of education, because it’s become “formulaic and mechanised”, have received widespread coverage in the media. So is he right – do we need another shake-up, or is that the last thing that should be on the agenda?
Writing in The Observer, Anthony Seldon, political commentator and headmaster of private school Wellington College, called for a new education debate – 35 years after James Callaghan called for his great debate because of apparent public concerns over informal teaching methods. This paved the way for the national curriculum.
“Our schools and universities are geared towards the requirements of the 20th century, with students assessed on regurgitating information, but often incapable or unwilling to think independently,” argues Dr Seldon, in his Observer piece (14.2.2010).
“Concerns are now heard that the new focus on league tables is narrowing the quality and breadth of education,” he says.
“‘Punch-drunk’ with constant reforms”
The Daily Telegraph quoted a spokesman for the Department for Children, Schools and Families, who said Dr Seldon’s view was “very negative”. And the Telegraph also reported John Dunford, secretary general of the Association of School and College Leaders, as saying that “changes were unlikely to be popular with staff who were already ‘punch-drunk’ with constant reforms”.
Meanwhile news blog EducationState welcomed the call for a debate, but one that is “genuine and open to all”, not one monopolised by what it describes as “Establishment figures”.
* Are we teaching pupils to think or just to pass exams? Is it time for a Great Debate, or is that the last thing pupils and teaching staff need? What do you think?
Writing in The Observer, Anthony Seldon, political commentator and headmaster of private school Wellington College, called for a new education debate – 35 years after James Callaghan called for his great debate because of apparent public concerns over informal teaching methods. This paved the way for the national curriculum.
“Our schools and universities are geared towards the requirements of the 20th century, with students assessed on regurgitating information, but often incapable or unwilling to think independently,” argues Dr Seldon, in his Observer piece (14.2.2010).
“Concerns are now heard that the new focus on league tables is narrowing the quality and breadth of education,” he says.
“‘Punch-drunk’ with constant reforms”
The Daily Telegraph quoted a spokesman for the Department for Children, Schools and Families, who said Dr Seldon’s view was “very negative”. And the Telegraph also reported John Dunford, secretary general of the Association of School and College Leaders, as saying that “changes were unlikely to be popular with staff who were already ‘punch-drunk’ with constant reforms”.
Meanwhile news blog EducationState welcomed the call for a debate, but one that is “genuine and open to all”, not one monopolised by what it describes as “Establishment figures”.
* Are we teaching pupils to think or just to pass exams? Is it time for a Great Debate, or is that the last thing pupils and teaching staff need? What do you think?
15 Feb 2010
Inner city secondary schools face headteacher shortage
The Guardian has reported that schools in England's poorest neighbourhoods could find themselves without a headteacher in a few years' time because of a dramatic decline in applications to a government-backed scheme that trains the future leaders of challenging comprehensives.
According to the newspaper (9/2/2010) , only a third of the number of last year’s applicants has applied to the Government’s ‘Future Leaders ’ scheme, which trains heads for challenging urban schools.
The scheme currently operates in London, the north-west, the West Midlands, Yorkshire and the Humber, Bristol and the on the south coast, although it may be expanded to cover other areas in the future.
The Future Leaders website says it “presents talented and committed people with a unique opportunity to develop their leadership skills in preparation for National Professional Qualification for Headship (NPQH), and thus make a significant difference to the lives of children and young people.”
Those selected for the programme can become headteachers within four years.The application deadline was extended until 16th February due to “the challenging start to the new year experienced by many schools”, according to The National College for Leadership of Schools and Children’s Services website.
The Guardian reports that just 122 applications have been received, compared with 374 this time last year – when just one in seven applicants were selected.
According to the article, Heath Monk, Future Leaders' chief executive, attributes the sharp fall in applications to teachers being worried about the threat of public spending cuts on schools and deciding to stay in their current jobs.
In September last year, the Daily Telegraph reported that headteacher vacancies generally were unfilled at one in four schools. Dr John Dunford, general secretary of the Association of School and College Leaders, told the Telegraph that the Government should do more to address increased workload and pressure on senior leaders and offer salaries and working conditions “commensurate with the high expectations now placed on them.''
Have your say: are fast track management courses like Future Leaders the answer to recruiting quality headteachers in urban schools? Is it your goal to become a headteacher? Or is it your idea of a nightmare? Post your comment and let us know!
According to the newspaper (9/2/2010) , only a third of the number of last year’s applicants has applied to the Government’s ‘Future Leaders ’ scheme, which trains heads for challenging urban schools.
The scheme currently operates in London, the north-west, the West Midlands, Yorkshire and the Humber, Bristol and the on the south coast, although it may be expanded to cover other areas in the future.
The Future Leaders website says it “presents talented and committed people with a unique opportunity to develop their leadership skills in preparation for National Professional Qualification for Headship (NPQH), and thus make a significant difference to the lives of children and young people.”
Those selected for the programme can become headteachers within four years.The application deadline was extended until 16th February due to “the challenging start to the new year experienced by many schools”, according to The National College for Leadership of Schools and Children’s Services website.
The Guardian reports that just 122 applications have been received, compared with 374 this time last year – when just one in seven applicants were selected.
According to the article, Heath Monk, Future Leaders' chief executive, attributes the sharp fall in applications to teachers being worried about the threat of public spending cuts on schools and deciding to stay in their current jobs.
In September last year, the Daily Telegraph reported that headteacher vacancies generally were unfilled at one in four schools. Dr John Dunford, general secretary of the Association of School and College Leaders, told the Telegraph that the Government should do more to address increased workload and pressure on senior leaders and offer salaries and working conditions “commensurate with the high expectations now placed on them.''
Have your say: are fast track management courses like Future Leaders the answer to recruiting quality headteachers in urban schools? Is it your goal to become a headteacher? Or is it your idea of a nightmare? Post your comment and let us know!
21 Jan 2010
Independent closures: What next for teachers?
The national press recently estimated that at least 25 private schools could be up for sale, as pupil numbers diminish in the current economic climate. But while press stories focus on group takeovers and the effects for pupils and parents if schools have to close, where does all this leave teaching staff – and how can Eteach help?
Back in 2008, The Independent reported that three private prep schools had followed prestigious girls' senior schools and shut down after falling pupil numbers pushed them into financial difficulties.
And this month, The Guardian quoted Jill Berry, the new president of the Girls’ Association, as saying that any independent school could face the risk of merger or closure even if they were very well run.
Meanwhile the Times reported that two private school chains are hoping to acquire more schools, with “one in negotiations to buy up to 15 schools to add to the 46 it already runs in the UK”.
It’s an uncertain and unsettling environment, for parents, for pupils – and not least, for school staff.
While we don’t have all the answers to the credit crunch, we can pitch in and offer support to staff if they are suddenly faced with the prospect of closure; in one recent case we were able to send an experienced team into a school to talk about the alternatives to staff who had worked there for years. And the good news is that head teachers are obliged to support staff in finding new positions in these situations, and so should welcome initiatives of this type.
Have you found your school in similar circumstances? Do you have any tips on how you might be able to gain support through these difficult times? Add a comment and let us know!
Back in 2008, The Independent reported that three private prep schools had followed prestigious girls' senior schools and shut down after falling pupil numbers pushed them into financial difficulties.
And this month, The Guardian quoted Jill Berry, the new president of the Girls’ Association, as saying that any independent school could face the risk of merger or closure even if they were very well run.
Meanwhile the Times reported that two private school chains are hoping to acquire more schools, with “one in negotiations to buy up to 15 schools to add to the 46 it already runs in the UK”.
It’s an uncertain and unsettling environment, for parents, for pupils – and not least, for school staff.
While we don’t have all the answers to the credit crunch, we can pitch in and offer support to staff if they are suddenly faced with the prospect of closure; in one recent case we were able to send an experienced team into a school to talk about the alternatives to staff who had worked there for years. And the good news is that head teachers are obliged to support staff in finding new positions in these situations, and so should welcome initiatives of this type.
Have you found your school in similar circumstances? Do you have any tips on how you might be able to gain support through these difficult times? Add a comment and let us know!
19 Jan 2010
Chasing that job in the sun
If the recent arctic conditions have started you thinking about teaching abroad in the sun, then you’re not alone: ice or no ice, our recent survey found that more than a third of the UK's teachers are actively looking for work overseas.
If a job in another country is your new year’s resolution, now’s the time to start looking. And the best place to start? With Eteach of course!
Your teaching qualification can become your passport to a world of travel opportunities, and working overseas is an invitation to experience first-hand the sights, sounds, people and cultures of another country.
The recent Eteach poll, which questioned almost 800 UK teachers, suggested that more than a third (34.6%) are actively looking for work overseas, while a similar proportion (31.8%) said they are "open" to the idea.
If you’re one of the many teachers thinking about taking the plunge, then a really useful place to start is the International Zone at eteach.com.
As you would expect, the site lists quality international teaching jobs at reputable schools around the world. Not only can you browse opportunities, but you can sign up to receive email alerts whenever a new post comes up that fits the criteria you set.
And because picking up sticks to work in another country can seem rather daunting, we’ve packed the International Zone with really helpful tips and practical advice about how to make the big move.
You’ll find quality information about the opportunities that exist, the rewards and benefits on offer, the skills and qualifications you’ll need, how to choose where to go, information on work permits and visas, FAQs and much much more.
So to start your international teaching journey, head on over to the Eteach International Zone. And don’t forget register with eteach.com if you haven’t done so already, to take full advantage of our suite of digital job-hunting tools.
What would prompt you to work overseas? Why not leave a comment and let us know!
If a job in another country is your new year’s resolution, now’s the time to start looking. And the best place to start? With Eteach of course!
Your teaching qualification can become your passport to a world of travel opportunities, and working overseas is an invitation to experience first-hand the sights, sounds, people and cultures of another country.
The recent Eteach poll, which questioned almost 800 UK teachers, suggested that more than a third (34.6%) are actively looking for work overseas, while a similar proportion (31.8%) said they are "open" to the idea.
If you’re one of the many teachers thinking about taking the plunge, then a really useful place to start is the International Zone at eteach.com.
As you would expect, the site lists quality international teaching jobs at reputable schools around the world. Not only can you browse opportunities, but you can sign up to receive email alerts whenever a new post comes up that fits the criteria you set.
And because picking up sticks to work in another country can seem rather daunting, we’ve packed the International Zone with really helpful tips and practical advice about how to make the big move.
You’ll find quality information about the opportunities that exist, the rewards and benefits on offer, the skills and qualifications you’ll need, how to choose where to go, information on work permits and visas, FAQs and much much more.
So to start your international teaching journey, head on over to the Eteach International Zone. And don’t forget register with eteach.com if you haven’t done so already, to take full advantage of our suite of digital job-hunting tools.
What would prompt you to work overseas? Why not leave a comment and let us know!
Coming soon: Eteach International seminars in Liverpool, Manchester, Leeds and Cardiff. We’ll keep you posted…
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