PDF The Insiders Guide for New Teachers: Succeed in Training and Induction (TES Career Guides)

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You need to give yourself plenty of room for manoeuvre, so go for calm strategies at first rather than going for the jugular straight away. Marking You may have been warned, but nothing really prepares you for the length of time marking takes. You need a system to help you stay sane. Do the rewards, in terms of feedback to pupils that they read and act upon to improve their learning, merit the time spent on marking? I suspect you want to maximise the usefulness of marking, while allowing you time to plan, make and gather resources—and have a life. How long are you spending on marking?

Try to keep a record so that you know the scale of the problem. Are you letting marking spread over a longer time than it should? Estimate how much marking of class work and homework you have to do in a week and at what level. Decide what seems a realistic amount of time to spend on marking and when you could get it done to fit in with other commitments.

Different sorts of marking There are many different sorts of marking. There will be occasions when a Rolls Royce product is needed but at other times something more everyday is fine. Ask your colleagues how they manage their marking. How long does it take them? When do they do it? What tips do they have for you? If you are using worksheets, consider writing assessment criteria directly onto them for you to make some abbreviated judgements against. These can be differentiated for different groups of pupils.

Peer review is a very useful form of marking. Ideally do this before the end of the lesson so that they can improve their work before the lesson finishes. This will be truly formative marking. Putting people who are friends and whose work is of a similar standard together works well. If you have an assistant, deploy them to help those who have difficulty reading and writing. Pairing people who speak the same mother tongue can also be advantageous, because they can explain things to each other in their own language.

Obviously, pupils will copy the marking style that they have experienced so your one-to-one marking will have countless spin-offs. The above procedure will also be useful for you to use. Follow the school or department marking policy and decide on your own additional one. Note points that many pupils had difficulty with, on a lesson plan so that it can feed into teaching.

Try to focus on marking against assessment criteria—how well they have met the learning objectives. This is easier said than done, particularly in a piece full of errors. What are you going to do about spelling mistakes, for instance? What about handwriting, grammar and punctuation? When will the pupils have time to read and respond to your marking, by correcting and learning spellings for example? Similarly the more you watch children learning, and think about the problems that they have, the better your teaching will be.

Trainee teachers do a great deal of 52 TRAINING observing colleagues and newly qualified teachers find it the most useful of all induction activities Totterdell et al, Make the most of your training opportunities to observe other teachers. Try to watch a range of teachers and assistants, age groups, subjects and lessons at different times of the day. However, observing so that you get something out of it is not easy.

You need to have a focus for your observation. There is so much to see that you can end up getting overwhelmed. First, decide what you want to observe. Ideally, link the observation to something that you have problems with or want to develop. You need to discuss what you want to observe with the teacher. Ask if you can look at planning related to the lesson. Always think about cause and effect. Why are the pupils behaving as they are? The cause is usually related to teaching. Make sure you sit where you can see both the teacher and the pupils, and look at what high, average and low attainers accomplish.

Jot down things of interest. You may want to note certain phrases that teachers use to get attention, ways they organise tidying-up time, etc. You can use a blank piece of paper for this, but a form with prompts helps keep you focussed see Figures 3. Perhaps it inspired a brainwave, unrelated to what you saw. The value of observation, however, depends on how well it is planned, executed and discussed afterwards. The people observing you may also find it stressful. Much teacher training is done in partnership with schools, so you may have people observing you who feel inexperienced and uncertain of the best way to go about it.

They will also be mindful of the responsibility to help you make progress, while maintaining a good relationship. This can lead some to be too kind. Trainees sometimes feel that they are not being sufficiently challenged. Be absolutely clear about what you want the pupils to learn and achieve by the end of the lesson, and make sure that your teaching and the activities enable them to do so.

Really think through every stage of the lesson to pre-empt problems—transitions from one thing to another are usually tricky. Have as much as possible written on the board beforehand. Think about what the person observing you is looking for. Look at the QTS standards again. Look at the form that the observation will be written on, such as the one in Figure 3. All observers have their own pet loves and hates that will affect how they look at your teaching, so plan to please!

Eat and drink things that make you feel good. Avoid too much caffeine. Do everything you can to feel confident—wear your favourite teaching clothes, encourage other people to boost you up. Coping with nerves Being nervous when observed is perfectly normal, and most people can tell when you are and make allowances for this.

One way of coping with nerves is to understand why you get worried: then you can do something about it. Common concerns and possible solutions are listed in Figure 3. During the observation Give the observer a copy of your plan so that they are clear why you are doing certain things, but otherwise just block out the observer and focus on teaching and learning. Try to keep to time, but be flexible where necessary. Try to demonstrate the standards. Be particularly organised with resources. Think on your feet.

Television Content Development and Production induction schedule

Most trainees have some lessons that go swimmingly, others that are okay and some that are a disaster. What were you pleased with? What could have gone better? How did your teaching affect the progress pupils made?

See it as an event to be learnt from and given advice on. It was a one-off performance, a snapshot, and things can be different tomorrow. Use the feedback to discuss the minutiae of the lesson, and to get ideas for improvements. Be aware of your body language and notice that of the person giving you feedback. You want to come across as earnest and reflective. Focus on what is being said rather than how it is being said and see it as information rather than criticism. Make notes of salient points. Paraphrase and summarise what the observer says. This helps you concentrate on what is being said and is very helpful in getting a clear understanding of their view.

It involves reflecting back your interpretation of what you have heard, which can be very useful for the observer. However, if you think your teaching is criticised unfairly make sure you explain the reasoning behind your actions. Stick up for yourself, though in an utterly professional way. Try to get lots of advice and ideas that you can go away with and mull over. Afterwards, reflect on the discussion. Feel good about the positive comments there will always be some and think about how to improve.

In this chapter, I will look at ways to make it easier on a very practical level. Being aware of the stages you might go through There is a common perception that a teacher should be able to teach well. However, there is a huge difference between novice and experienced teachers. Like any skill or craft, learning to teach is a developmental process characterised by devastating disasters and spectacular successes.

Teaching is a job that can never be done perfectly—one can always improve. The more I know about teaching and learning the more I realise there is to know. This is what makes it such a great job—but also such a potentially depressing one. How you feel about teaching will probably change on a daily basis at first. One day will be great and leave you feeling positive and idealistic, but the next will be diabolical. As time goes on, good days outnumber the bad ones, and you will realise that you are actually enjoying the job. There are recognised stages that teachers go through.

Looking after yourself If your experiences are like mine, illness will plague you during your training and first year of teaching like it has never done before. By illness I am not talking about anything serious—just the lowlevel depressing rounds of sore throats, coughs and colds. Large numbers of children mean a lot of germs! Everyone knows that they function better with good nutrition and rest, but these seem to be the first things to be neglected. They are signals to you from your body that should not be ignored for long.

Snack on nutritious, highenergy foods such as bananas rather than chocolate bars. Get organised at weekends so that you have enough suitable food to last the week. Vitamins and minerals are essential in helping your body fight off all the viruses that the pupils will bring into school. Some people swear by Echinacea. Teaching makes you feel very tired but exercise will give you more energy. You function better all round if you are fit. Do whatever makes you feel better.

This might be soaking in a hot bath, reading novels or watching escapist films. Also, keep a social life. This is likely to be limited, but is essential. If someone asks you to do something, remember that you can always say no. Each lesson is a performance and if one goes badly the next can go better. Separate the performance from the real you. Remember that few people are natural born teachers— everyone has to work at it and everyone can get better. Plan some days to be less demanding.

Recognise the peaks and troughs in your daily energy levels and organise yourself accordingly. Looking after your voice Perhaps one of the most important tools teachers have is their voice — without it we are lost. Teachers use their voices as much as the busiest professional actor, but do so day in day out and without training.

Tension restricts your voice and can cause lasting damage. In training and your first year of teaching, if not throughout your career, you are likely to suffer problems with your voice. It is worth trying to look after it.

These put a great strain on your voice and are often habits rather than physical necessities. These dehydrate the body. This is just as harmful as shouting because it strains the voice. The voice is part of the muscle and breathing system, both of which suffer when you are stressed, so the ability to relax is essential. Find nonverbal ways to get attention. The look, the smile, the glare, the raised eyebrow, the tut can be more effective than words—and so can a theatrical silence or closing of a book.

Listen to yourself teaching use a tape recorder —are you using enough intonation to keep attention, unnecessarily repeating things, talking over the pupils, or talking too much? Aim for six to eight glasses of still water each day. Open your mouth more and try to speak from the lungs rather than the throat. Aim to say things only once—some teachers get into the habit of repeating almost everything they say! Position yourself so that everyone can see your lips and hear you at your most comfortable volume. Most people, however, feel that they have too much to do in too little time.

It s such a problem that the DfES a is spending a great deal of time and money on restructuring the teaching workforce so that everyone can work fewer hours, and spend time on the most useful aspects of the job. Complete the chart in Figure 4. Look at your chart. What are you doing too little of? Is there any way that travel time can be reduced by, say, going to work or college before the morning rush hour and leaving before the evening one starts?

For those of you with dependants at home, travelling may be the only time you get to yourself. For the majority of people this is early in the day, when they are freshest. A minority of people do their best work late at night. About 20 per cent of our time is prime time and, used well, it should produce about 80 per cent of our most creative and productive work. The rest of your time is likely to be of lower quality, and is nowhere near as productive.

In this low quality time, plan to do things that are easy to pick up after interruptions or jobs that you look forward to doing. Lesson planning, writing essays and other difficult jobs need high quality time. You also need to consider where you work best: take a look at this question posted to the New Teacher Forum in Top tip! It seems to me that most of it is mere presentism. Am I alone in finding that I work far more efficiently at home, where I am not surrounded by others and can focus much more efficiently on lesson preparation, marking or admin?

Indeed, you could work all the time if you were so inclined and still have more things to do: evenings, weekends, holidays. Work smarter not harder The DfES is committed to reducing teacher workload. Areas in which you could reduce worktime are: admin, planning, marking, making resources and worksheets, and display.

When do you work best? Fit work around energy highs and lows. What work can be done in lows? Set boundaries to tasks—time, quality, quantity. Build in rewards.

The Missing Links in Teacher Education Design

Remember that a tired teacher is rarely an effective teacher. There are so many different sorts of schools. You need to factor into the equation financial incentives; whether to opt for the independent or state sector; supply teaching; working abroad; moving between primary, secondary and special; and what sort of school will suit you. Are you clear what you want? Which country Even before you think about which school, you should decide which country to work in. Most people teach in the country they trained in, but moving even within the United Kingdom can be difficult because the regulations and induction systems vary.

The entry qualifications to be a teacher differ between England, Northern Ireland, Wales and Scotland. The General Teaching Council of Scotland is rigorous about qualifications and you must register in order to teach. You may want to work further afield, outside Europe. Will this be detrimental to my chances of getting employment when I return? Employers may feel that your professionalism has been enriched through teaching abroad or they may question your commitment to the job and staying at their school.

You also need to question whether you should teach abroad when your own country has invested in training you and needs you desperately. Unfortunately we have to accept or leave. They talk of palm trees, the Red Sea, amazing pupil teacher ratios and the tax-free salary. It feels different when you get into the classroom and face 27 very mixed ability, mixed English, indifferent, rude, obnoxious pupils.

Before accepting a teaching position, speak to or e-mail someone who works at the school and ask specific questions about salary, accommodation, classroom resources, the sorts of pupils and teaching workload. Our school was state maintained but it was closed in August and reopened in September as a City Academy. Morally, however, I think the two teachers in this example should be given the money since they joined the school thinking that it was one!

In order to actually claim the Golden Hello you have to fill in the form that you were probably given when you were training, and send it to your LEA. In fact, you can have about three and half years out since the rule is that you can have the Golden Hello as long as, within five years of qualifying as a teacher, you have finished induction one year minimum and are working in a state school.

You have to be teaching the shortage subject that you qualified in, so the person in the Inbox below would not be eligible. Am I eligible for the Golden Hello? For a start, the only people eligible for this fabulous deal are those who qualified after 1 February However, it applies to all routes into teaching—not just the PGCE. You have to have a permanent or fixed term contract of at least eight continuous weeks with the school or Local Education Authority—not a supply agency There are also deals for people in Further Education colleges.

I bet those of you who teach geography, history, RE, PE, music or art feel really sick. First, no Golden Hello; now, no loans repaid. Pretty demotivating stuff, especially if you work harder than those getting the goodies. Its aim is to recruit for shortage subjects and tempt people with certain degrees into teaching rather than industry or finance. Primary teachers have been told that they are eligible if they teach shortage subjects to classes other than their own and do so for half the week.

For most people that will mean February, but the date on your QTS certificate from the DfES is crucial in determining the seven months exactly. This time limit will come as a blow to those people who want to travel or teach abroad. The scheme does not repay money borrowed from family, friends or banks. Nor does it have any reward for those people who got jobs while studying, scrimped and got by without taking out big loans with the SLC. The rules change all the time. Please note that the RTL is called a pilot scheme.

The scheme will repay whatever amount is outstanding when you start work as a teacher in an eligible post. Now we come to the biggie. Your student loans will be paid off over 10 years for full-time teachers with income contingent loans, or around five to seven years for those with older mortgage-style loans.

Are you eligible to have your loans repaid? If you 1. Types of school Maintained sector Most schools are in the maintained sector, which means that they are funded and controlled by the state. However, there are lots of different schools around. The governing body, rather than the LEA, is the employer and the admissions authority.

Some schools have awards or specialist status. Others are based around a certain faith. Adverts usually refer to what status or awards the school has. There is a confusing array of types of schools—and one school can carry several labels and hold several awards.

Advanced schools Advanced schools are successful, progressive secondary schools that perform consistently well in relation to their circumstances, are LOOKING FOR A JOB 79 recognised for their particular areas of expertise, already work closely and effectively in collaboration with other secondary schools and have the energy and capacity to lead transformation across the education system. Specialist schools Specialist schools have been designated by the government to have a special focus on their chosen subject area. Specialist schools are expected to work with other schools and the local community, sharing their specialist resources and expertise so that everybody in the community benefits.

Beacon schools Beacon schools are identified by the DfES as among the best performing schools in the country, with examples of successful practice worth sharing with other schools. Beacon schools are given additional resources to work closely with other schools to share best practice and drive innovation. They are expected to be at the heart of professional learning communities, facilitating networks in order that best practice is shared widely.

In September , there were 1, Beacon schools in England. Academies Academies are publicly funded independent schools, which will be state-of-the-art, all-ability specialist schools established by sponsors from business, faith or voluntary groups working with partners from the local community. Sponsors and the Department for Education and Skills provide the capital costs for an academy with running costs met in full by the Department.

Faith schools Many faith schools are within the state sector, although some are feepaying. They prefer teachers and pupils of that faith, although they vary in how strict they are about this. The governing body is the employer and the admissions authority in VA schools. The independent sector The first thing you need to consider is whether you should go into the independent sector. Figure 5. Many independent schools are very good but some are appalling. There is still some mistrust and prejudice between the maintained and private sectors and limited movement between the two, so you need to be aware that you may find it hard to get a job in a state school if you start in an independent.

You should certainly check that the independent school teaches the National Curriculum in the same way as a state school—and that it keeps up to date with national developments. Induction is optional in the independent sector, though most offer and encourage it, but you need to complete induction in order to be able to teach in a state school in England in the future. Supply teaching Thinking about supply? Tempted by the seductive day rate, the lack of planning, marking and assessing, or the going home at the same time as the kids and without giving another thought to the job?

Well, you need to think a few things through. The pay sounds good. Some are more exploitative than others, so shop around. The workload is potentially lighter. Gone are the days when you could turn up with winning lessons from your own private repertoire. You may be scared at the thought of having to be responsible for the education of a whole class of children. This is a perfectly common feeling, which is probably made a whole lot worse by thinking about it too much. However, supply teachers on induction can be neglected.

No paperwork at all was completed in the first term, no lessons were formally evaluated and I had no NQT meetings in the whole I was there. After that you must get a post where you can get induction, otherwise you would not be allowed to teach. You are entitled to 10 per cent reduced timetable, which the local education authority funds. Make sure you know your rights and gently remind people about their responsibilities. Agencies vary greatly in terms of the support they give. There are many that will ignore the fact that you are newly qualified and not even tell the school to which they are sending you.

Some offer what they call induction, which is actually aimed mostly at teachers from abroad.

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Supply has pros and cons: with short-term jobs you get to see a variety of schools and practices and you gain a lot of classroom teaching experience very quickly—a real baptism of fire. Doing supply is tough for an experienced teacher, so the odds are stacked against an NQT succeeding. So try to get a settled job as soon as possible so that you can get the induction support you need.

Moving between primary, secondary and special Once you have qualified teacher status you can teach in any sort of school, in theory. Every year there are people who trained to teach secondary who decide that they really want to work in primary or vice versa, and those who want to work in special schools. Although these are options, it makes most sense to gain experience in the sort of school that you have experience and training in. Primary schools will be looking for someone to teach the whole curriculum.

They might feel tempted by someone who is a maths or English specialist but are unlikely to do so by someone with French and German. There are a few conversion courses but experienced teachers are more likely to get places than NQTs who might be deemed to be running away from something. For most people, meeting the QTS standards again is no problem, but for you it will be, as your training experience will be so different from your work.

You can do induction in a special school, and a small number of people do so, but remember that you have your whole career in which to specialise. There are plenty of children with special needs in mainstream schools and the experience of teaching children with the full range of abilities will be invaluable whatever you eventually decide to do.

Teaching effectively in a special school requires a great deal. Most people go into them having developed their skills and gained experience in mainstream, which is why there is no initial teaching qualification for special education. It is also easier to go from a mainstream to special school than vice versa. So, for all these reasons, think carefully about going straight into special education. Every time you visit a school and spend time in a classroom and in the playground, take a good look at what you see around you.

It will help you work out the kind of school you want to work in. Which do you feel more comfortable with? Are they too liberal and lacking in discipline? Different policies suit different schools. What do you feel comfortable with? Make mental notes of the style of headteacher you like to work for. The same goes for senior management and departmental heads. Are they laughing at the antics of a notorious child, swapping anecdotes, groaning at the latest round of paperwork or what was said about teachers on Radio 4 this morning?

Or are their heads stuck in marking books, ignoring each other? More importantly, is there conversation that involves life outside of school? Do they make you pay 10p for a cup of coffee or does someone offer you a choice of biscuits? Is there gossiping about colleagues behind their backs? These little things tell you a great deal about the character of the school. Different teachers suit different schools. And vice versa, of course. The difficulty is deciding what is right for you. Where to look for a job You can begin to get a feel for the jobs market even before you decide to apply.

Read the TES jobs pages or visit www. If not, where are they? There will be lots more jobs advertised after the end of May, the cut-off date for people to hand in their notice. Choose somewhere where you can make the most of your induction year. The salary scales are explained later in this chapter. They are for people with management responsibility, not new teachers. Jobs that are suitable for newly qualified teachers will often say so.

Some schools and or areas within an LEA offer relocation and rent and mortgage subsidies. Get a feel for their staff turnover. A school with frequent ads probably has a high turnover. The TES is the biggest and most established. The Independent and The Guardian have a smaller number of adverts.

If you register on the TES jobs section you can get an e-mail or a text message telling you as soon as a job fitting your requirements is advertised— www. You can choose from: — The Early Bird alerts. These let you know about jobs as soon as they are advertised so you can check the TES newspaper for details on Friday. These allow you to view jobs online at www. Many schools advertise locally as well as, or before, doing so nationally. You may be asked for an SAE. However, not all schools in an LEA will use this service so keep an eye on national adverts too.

They vary— some LEAs put you through a rigorous interview process, others just add your details to a database so schools can select candidates for interview. Some just keep all the application forms in a box for headteachers to look at. Some will even advertise in the October issue. Vacancies are often filled by people who someone at the school knows or has heard of. This is the hardest circle to break into. Many schools will give jobs to people who have done teaching practices with them.

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  6. It may be worth sending your CV with an accompanying letter to schools that you fancy working in. Most applications have to be in within two weeks of the advert, and interviews are held about a week later. The first step is to ring for an application form and information about the job. For instance, the TES comes out on Fridays. If you found the job ad in the TES you can look at a map on its Web site or www.

    Is your journey going to be long and stressful or are the pupils likely to be rather too close to your home for comfort? Look at the date of the report. The summary pages are the most useful in getting an overall picture. Similarly the standards that pupils are reaching are described on a fivepoint scale, A—E: A. As soon as you get your application form, photocopy it at least twice. You need to perfect a rough copy before you complete the real form. Read through it to see the information it requires. Check the closing date and make sure you have plenty of time to contact referees, draft the form, write the personal statement, complete the form, check it and post it with plenty of time for them to receive it.

    The first application form you fill in will take a long time! Referees How many referees does it ask for? Normally you need to name two, so people tend to use their college tutor and the headteacher of the most recent teaching practice school. Often schools expect a quick turn around, and this puts referees under pressure, so the more you can do to ease this the better. Check what contact details you should put on the form—sometimes college tutors prefer to have requests faxed to them via an administrator for speed.

    There are two examples of a personal statement on the TES Web site www. What do you think of them? Your personal statement needs to convey that you meet the person specification for the job they are recruiting for. Jot down examples of how you meet each part of the person specification. Give examples of how you meet the specification. I used a range of teaching methods, including discussions, games, collaborative activities and the individual focused tasks.

    I also made my own resources to help make the lessons interesting and relevant to the children. I tried to motivate and enthuse the children in their work by activities having positive outcomes and celebrating their achievements. I also defined specific learning intentions for each lesson. These factors all contributed to the establishment of a rich and purposeful learning environment. Use the same headings or order as in the person specification.

    Your personal statement should cover no more than two sides of A4 and it should be word-processed—it s easier to read and looks professional. Proofread it, then get someone else to check it… and then check it again! Read it out loud to yourself; unlike a CV, your personal statement is prose and it needs to read well. It will be this, more than the rest of your application form, that gets you that interview. Attach a word-processed covering letter saying where you saw the ad, that your personal statement is attached, that you are newly qualified and that you look forward to discussing your application with them.

    A month-long pause is enough to let you know that all hope is gone. But your failure is compounded by a lack of manners on the part of the school that refuses to write to say you have been unsuccessful. Time will be short. This gives you a huge insight about what is being looked for. Not all schools will pay for travel and accommodation for long-distance applicants, so ask before the interview whether they reimburse or contribute to expenses. Some schools in far-flung parts put all candidates up in a hotel the night before.

    Appearance is really important. Go for a reasonably professional look but jazz it up with interesting jewellery or a tie to express your personality. Have emergency paracetamol, tissues, and mints. Eat breakfast and turn off that mobile as soon as you get to the school. There is nothing worse than a rumbling belly or a jolly ringtone during an interview. Take a file with your application form and statement, a portfolio of work from teaching practice in case you get a chance to show them , and a copy of the most recent TES.

    It will make you look professional and may come in handy in answering a question or two. Possible interview formats Interviews vary in how formal they are and how long they last. This would be a question to ask when you phone to accept the interview. Interviews can take place over a whole day, with all shortlisted candidates together.

    These may include experienced teachers and internal candidates. It really is grim. Be friendly and relaxed with any other candidates. Look at displays, through classroom doors, the way the pupils and staff conduct themselves. Most importantly, find complimentary things to say about what you see—a little flattery goes a long way. And ask yourself: can you imagine yourself working in this school? The school wanted music specialist—I had made it clear I was not, but had an interest.

    In groups of four we were given 15 minutes to prepare a 10minute talk on the benifits of music in the curriculum. Still, you need to be prepared. Consider what the interviewers are looking for, and plan to give them what they want. Give the interviewers a word-processed copy of your plan—check for spelling errors.

    Make sure it has a clear learning objective, some useful motivating activities, and clear differentiation. Keep the lesson simple and do it well. Bring your own or borrowed resources rather than assuming that the classroom will have them. Think of questions for the very able and for those with special needs. Make sure your behaviour management is as good as possible. Make lots of eye contact with the children, smile, and use praise to reinforce the behaviour you want. Tell us about an aspect of your teaching practice you described in your statement.

    How would you like to work with parents? How do you approach planning and assessment? How do you exploit opportunities for literacy and numeracy in your subject? How do you plan to keep up to date in your specialist subject? Would you accept the job if it was offered to you? You can plan answers to these sorts of questions, thinking of examples from your experience that you can use to bring yourself to life. You do and will have written them down, if you want to come across as bright and proactive. The school will expect you to accept straight away.

    Remember that phrase, say it again and again in your head: subject to a satisfactory contract and salary. The school should be clear about whether the contract is permanent or temporary and about the salary it is offering you, along with arrangements for your induction. I can think of no commercial industry that would get away with such a practice. You should always treat a school as you would like to be treated yourself. If you have to do this, let them know as quickly as possible, in writing, and explain the reasons why.

    Bad behaviour has a way of coming back to haunt you. I can think of no commercial industry that would get away with such a practice, That teaching has got away with its arcane appointments system for so long is amazing. This is the time to see an interview as good practice for the next one. Make the most of it as a learning experience. Reflect on what you did well and think about what you can improve on the next time. Rack your memory and note down all the questions you can remember being asked.

    Then you can practise getting the perfect answer to questions on behaviour management, equal opportunities, etc. Come across as enthusiastic and keen to learn. That can more than make up for a lack of experience. The bearer of this bad news may not be able to offer this immediately, in which case ask if you can have 10 minutes of their time in the near future. You need to persevere in the job hunt. This will give you rich experience to draw on in future interviews, and is a great way of getting to know about jobs that are coming up.

    It also gets your name about so that you apply for jobs with a good reputation to back up your assertions. Over a third of NQTs are given temporary contracts Totterdell et al, , for no good reason. This results in insecurity, inequality and low status. Clearly, a large number of schools are discriminating against new teachers. There are times when you might agree to something that you later regret, like this person from the New Teacher Forum: Top tip! I was offered the job and accepted.

    I have no experience in the nursery and I am now extremely worried about my induction year. Ideally I would like to get a KS1 position at a different school but where do I stand as I have already verbally accepted the job? A verbal agreement is as legally binding as a written one. Anyway, much of the fault lies with the school in not being clear about the post, so I think you should explain your concerns to the head as soon as possible, so that both of you have time to resolve the situation, Here are some things to say.

    The organisation and management of children, staff and parents requires a high level of maturity, experience and skill, which you do not have. While you would be interested in such a challenge in the future, you feel that such a role would be too much for you in your induction year and thus would require the school to provide a great deal of support, You thought you were being interviewed for a Key Stage 1 job, and really feel that this is where your strength lies.

    You should get a job description and contract, and know the arrangements for salary payments, pension contributions and procedures for sick leave.

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    You may be asked to go for a medical. You should be sent documentation to enable you to get a feel for the school. This would include the following, though items might be prioritised or staggered to avoid overload. The initial visit Before you start work try to arrange, where possible, to visit the school to familiarise yourself with the environment, colleagues and meet the class es that you will be teaching. Ideally, you should leave the school feeling full of enthusiasm, with lots of information and secure in the knowledge that you will be supported.

    Careful planning will ensure that you get the most out of the visit. Make another list of items that you want to come away with. I have, however, known people to return from these visits so worried that they speak of not signing contracts. Their impressions of the school gained at interview have been contradicted by talking to jaded teachers, and seeing pupils behaving badly. As a result, every year there are one or two NQTs who do not turn up at their school or who leave after the first week.

    It will be better at the start of the school year. At some time before or during the first week, the induction tutor needs to agree a programme with you based on the CEDP Career Entry and Development Profile and your teaching context. Salary The information in this section is up to date as I write but is liable to change.

    Ignore upper pay scale UPS. The leadership group pay scale is for deputies and senior managers. Most people start on M1 and after six years will be at the top of the scale. In exceptional cases, teachers can be awarded an extra point on the scale for excellent performance over the previous academic year, so they would go up two points in a year. People on the Fast Track scheme are expected to do so see Chapter 1. I was told that the County worked out salaries out and that was it. I have no experience points! I am a mature student, with years of work experience as a classroom assistant.

    Age alone is no reason. Have you had relevant experience? If so, negotiate this when you are offered the job. They can only say no and might say yes—so you have nothing to lose. The inner London area allowance is now within a separate scale. There are also allowances for management responsibilities, special needs and recruitment and retention. We were told that because we would both be acting as heads of the music department, we would each get one management point.

    The school has broken a varbal but legally binding contract, so you would be within your rights to turn down the job. If I were you, I would consider doing so. The extra money might not compensate for the stress you would perhaps experience. Sharing a position would be hard for experienced teachers, but for two NQTs it would be disastrous. This would mean your induction tutor would be someone from outside the music department who may be unable to support you well or judge your work fairly.

    What do we have to pay and what is optional? All but the lowest paid work incurs National Insurance deductions. Union membership is offered at a reduced rate for NQTs and is regarded by most teachers as a necessity. Join all the unions for free while you are a PGCE student and assess which provides the best information and service. It really is exciting. You have your own classroom at last! Try to visit the school at the end of term, before you start. Look at other rooms and resources in the school.

    Perhaps draw diagrams and take photos because things will look very different at the start of the school year. You really need to go into school in the last week of the holiday before you start. Find out when the building will be open and teachers allowed in. The position of electrical sockets will determine where you put computers, tape recorders and overhead projectors. A lockable drawer or cupboard is useful for keeping things like money and staple guns. Our headteacher insists that desks are unnecessary. He says that good teachers can manage without them.

    Could your headteacher do without a desk? A desk is essential. Where do you put work to mark, important documents, etc. How can you be organised without a desk to put things in and on? Often new teachers are given cast-offs. Look around other classrooms to check that you have a fair allocation. Are there enough tables and chairs? Remember to allow space for moving around and for other adults who might be working in the room, and any equipment for children with special needs. How often do the children work collaboratively in groups?

    Where is the whiteboard? Popular arrangements include rows, horseshoes and clusters of fours or sixes. Choose whatever you think is going to work best for you and the children rather than slavishly following what other teachers do. Nigel Hastings and Karen Chantrey-Wood found huge benefits to flexible seating arrangements. For instance, Louise has two layouts for her Year 3 class of 26 children.

    Her basic arrangement is a double horseshoe with tables laid out into a big and small U shape, and a table for a group teaching. This is used for whole-class teaching and paired and individual work. She rearranges the tables for collaborative activities, usually in science, DT and history. They are moved to form five grouped sets. A team of six children does this just before break times and it only takes a minute. Resources Have you got everything that you need to teach your age group? Ask your induction tutor for missing items. Organise resources to minimise fuss and wasted time.

    Procedures Discuss with the children what the rules for the smooth running of the class should be. This is a good activity for the first day of term. Ask everyone including other adults in the class if they agree with them. Display The number of bare display boards in your room may fill you with blind panic. You may be in a school where support assistants do all the displays for you. Getting ideas for displays can be hard so keep photos of displays, look around the school and in books, and ask others for inspiration.

    There are always people in school who love display and will be more than happy to help you. In fact, many, including myself, find it a really creative, relaxing and rewarding part of teaching. Ask for help. Parents Dealing with parents is challenging because it calls for skills that you probably had little need to develop during teaching practices. You need to fill them with confidence something that you may not feel that their child is in safe hands educationally. They will also probably expect you to know their child well. This can be used when you initiate contact over problems such as lateness, homework or behaviour, or more positive things such as a particularly good piece of work or improvement in behaviour.

    Many NQTs find the thought terrifying. Everyone feels the same way and everyone survives. The most obvious goal of this information is to ensure that the intended goals and operating procedures of the program are understood. Principals should also ensure that information about the mentor program is a part of the interview process for hiring new teachers.

    Rather than slip in the topic at the end of the interview, it should be given the prominence it deserves. Principals might also consider arranging for candidates to meet with a new teacher and his or her mentor to learn about the mentor program firsthand from program participants. Candidates are likely to formulate a 6 7 positive opinion about working in a school that supports new teachers systematically through a mentor program. Principals can support this relationship in two important ways. The first is to act on the recognition that effective mentoring is time-intensive by freeing mentors from other professional responsibilities whenever possible.

    Not surprisingly, the teachers who are most qualified to serve as a mentor also are in demand for other important tasks, including curriculum development, textbook selection, leadership teams, and hiring new staff. A second absolutely essential way for principals to support the mentoring relationship is by respecting the trust and confidentiality between new teacher and mentor.

    Mentor programs are often created without taking into account the wide variety of support mechanisms that already exist for new teachers. The first step is to brainstorm with veteran teachers, relatively new teachers, and central office personnel e. The second step is to determine the sources of assistance that already exist outside of the school and school district e.

    The third step is to determine the relationships between these internal and external sources of assistance. The final step is to consider how a formal mentor program can be designed so as to complement these pre-existing sources of assistance. The time and effort committed to conducting a New Teacher Support Audit will enhance the likelihood that a mentor program adds value to and enhances the induction support already available to new teachers in a meaningful way. It is easy to attribute more power and influence to mentoring than is warranted, especially if the available financial resources for mentoring are limited e.

    Success as a teacher can be attributed to three factors. The first factor includes the knowledge, skills, and dispositions that new teachers bring to their work - what they already know about good teaching as they walk through the school house door and what they are able to do to put that knowledge to use. The second factor includes workplace conditions, such as the numbers and abilities of children in classes, classroom resources, and curricular and instructional support.

    For example, if a newly hired teacher is weak in some essential skills, it is probably unreasonable and unfair to expect the mentor program and the mentor to eliminate the deficiency. Therefore, it is unwise to hire a teacher who otherwise would not be hired just because a new mentor program exists. By supporting mentor programs in the ways described here, school principals can maximize the unquestionable value of new teacher mentoring as a central feature of the professional learning community that they lead. Tom Ganser gansert uww.

    He is an international speaker, facilitator, and consultant in the design, implementation, and evaluation of new teacher mentor programs. References Association for Supervision and Curriculum Development. Mentoring to Improve Schools. Brock, B. From first-year to first-rate: Principals guiding beginning teachers.

    Educational Leadership. Feistritzer, C. The making of a teacher: A report on teacher preparation in the U. Washington, D. Ganser, T. Blueprints for building an effective mentoring program for beginning teachers. Cassette Recording No. Designing effective mentoring program for beginning teachers. Dallas, TX: Sound Solution www.

    Why public schools lose teachers. Working Paper Ingersoll, R. Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal. Odell, S. Quality mentoring for novice teachers. Peske, H. The next generation of teachers: changing conceptions of a career in teaching. Phi Delta Kappan, 83 4 , 11 12 Portner, H. Training mentors is not enough: Everything else schools and districts need to do. Stansbury, K. What new teachers need. Leadership, 30 3 , Wisconsin Department of Public Instruction, n. Building a profession: Strengthening teacher preparation and induction.

    Item No. Bolich, A.