applying for a teaching job edgehill

8/22/2019 Applying for a Teaching Job Edgehill

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How to apply for a

Teaching Post

CC 1 Careers Centre


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In the last couple of years the number of applicants we have received for a teachingpost has grown. As a Staffing Committee we take recruitment of new staff as being aone of the most important tasks we do and so we take the trouble to read everyapplication we receive very carefully. This means if you want to make the shortlist,your letter of application needs to stand out from the crowd.

In our last appointment we received 52 applications; of those nearly 75% ofapplicants had a similar letter which was very formulaic with phrases almost liftedfrom a text book. The successful applicants letter answered all the points from theadvert and person specification, but also contained information that outlined herpractical experience of teaching. She described a very successful lesson in some

detail which made us intrigued to meet with her to discuss her application further.She subsequently got the job and is an excellent addition to our team.

So when making your application ensure you answer all the points in the advert andperson specification, make certain you have researched the school you are applyingfor, so that names are correct and try to give an indication of the type of teacher youare by providing information about your successes and the skills you can offer theschool.

I wish you every success with your applications and future career.

Deborah AlbonHead TeacherSt.Gregorys Catholic Primary School, Lydiate, Sefton.

All rights reserved. No part of this publication may be reproduced, storedin a retrieval system, or transmitted, in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise, without permission in writing

from Edge Hill Careers Centre.


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How To Apply For A Teaching Post is designed to provide you with all thepractical information that you need to make effective letters of application, inform youof how to address a person specification, and produce high quality teaching CVs.

Take a look again at: -www.prospects.ac.uk/teaching_jobs_in_local_authorities.htm

In this section you can:

Search education authorities for teaching jobs

Find out more about the Education Sector, including location of authorities

Explore types of jobs in education and lecturing

Just a reminder:

Key Careers Centre support to help you obtain your First Teaching Post

www.edgehill.ac.uk/careers - Teaching Zone web pages Final YearTrainees -includes registering for vacancies (see below), job websites, NQT Inductioninformation and downloadable booklets

TO SEARCH FOR A TEACHING POST VIA THE CAREERS WEBSITE

Go to Careers websitewww.edgehill.ac.uk/careers

Click on the Search for vacancies box on the homepage or go to the

Teaching Zone - Final Year Traineesand click on the keyboard pictureon right hand side

Login/registerto use system. This is not your usual Edge Hill login details youwill need to register the first time and make up a new username and password solelyfor this online vacancy system.

When first registering you will be asked to state your preferences, here you will be

able to choose graduate jobs, and North West or wherever you may be seekingemployment and within the Type of Work section click on Education. (Teachingposts are located within the Graduate Jobs section)(you will then be able to receive email alerts whenever a vacancy is advertised thatmeets your preference criteria)

In Main Menu go to

Search vacancies and then complete the details you require eg. Graduatevacancies, North West or preferred location.You will then see a list of the current vacancies being advertised further filters can

be applied such as Education to cut down the list. Click on the job title and furtherinformation will be found and to how to apply etc.
http://www.prospects.ac.uk/teaching_jobs_in_local_authorities.htmhttp://www.prospects.ac.uk/teaching_jobs_in_local_authorities.htmhttp://www.prospects.ac.uk/teaching_jobs_in_local_authorities.htmhttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.prospects.ac.uk/teaching_jobs_in_local_authorities.htm


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Downloadable booklets:http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm

CC 1 How to apply for a Teaching Post- (includes advice on CVs, applicationforms, covering letters etc)

CC 11 Interview Questions for Primary & Early Years Teachers

CC 12 Interview Questions for Secondary Teachers

CC 15 Teaching Overseas

CC 52 How to apply for a Teaching Post in the Post Compulsory Sector ofEducation and Training

CC 32 Interview Questions for Teachings in the Post Compulsory Sector ofEducation and Training

CC 55 Education- Alternative Careers to Teaching

Lectures organised by your tutors.

Help with teaching applications via careers interviews, telephone or by usingour email service through our website.

Dont forget to attend any workshops that are being organised for you on obtainingyour first teaching post, keep up to date with the news, and keep surfing the web inparticular checking Information for Final Year Teachers on the Careers Web Site.www.edgehill.ac.uk/careers

Good luck!

Jacqui HoweHead of Careers

Edge Hill Careers CentreUpdated October 2012
http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htmhttp://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htmhttp://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC1http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC1http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC11http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC11http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC12http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC15http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC15http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC55http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC55http://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC55http://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://c1oes_staffhome1_server/staffhome1/norriss/handouts/CC%20booklets/CC%2032%20Interview%20Questions%20for%20PCET%20Teachers.dochttp://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC52http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC15http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC12http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC11http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm#CC1http://www.edgehill.ac.uk/careers/DownloadZone/Booklets.htm


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METHODS OF APPLYING

1. The Application form

You will most likely have to complete a school, local authority or diocesan/churchapplication form. You should always read the instructions carefully and complete itas instructed.

Avoid the temptation to just put seeattached CVin every box on the form.This does not go down well with selection panels. If you cannot follow their simplestinstructions, how can they give you the responsibility to teach their children? Yes,application forms do vary and may not be well-designed, but do give the selectorswhat they ask for some will even ask you NOT to include a CV!

Some application forms have a blank space for you to include your letter ofapplication or personal statement. Others will instruct you to attach a letter ofapplication alongside your application form.

This is the important part of your application and it is imperative that you completethis part of the application form or attached letter of application by addressing theessential and desirable criteria see No 5 The Person Specification.

References Edge Hill should always be your first referee. You should therefore put

Teaching References Department, Faculty of Education, Edge Hill University,Ormskirk, Lancashire. L39 4QP (email:[email protected])

as your first referee.

2. You & Your CV

CVs are now becoming old fashioned and most of you will apply for a teaching postby completing an application form and producing a 2 page letter addressing a personspecification. However, just in case you are asked for one follow these guidelines.

A CV is used to persuade an employer that you are the right person for the job. Itshould be designed to help you get an interview, marketing your particular strengthsand what you have to offer to the school which for the majority of the CV matcheswhat they are looking for.

The way you present your CV will say a lot about you. Utilise the space well and setout in a logical manner that markets you as a teacher first and foremost.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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3. What should the CV include?

Personal details name, address, telephone number/ mobile, nationality,email address.

Education begin with the most recent i.e. your teaching qualification &degree. Remember your reading audience firstly they want toknow where you are completing your teacher training and yourspecialist degree skills. Write a few lines about your degreecourse and teaching qualification relevant dissertation,curriculum areas/interests etc.

Teaching ExperienceMake the most of this section. Use it to provide informationabout your teaching practice so as to avoid lists in your letter ofapplication e.g. age range of children you have taught, subjectstaught, types of schools, numbers on roll, other teachingexperience before you started the course. Again put the mostrecent first!

Other Work Brief details of other work experience skills gained, dutiesExperience undertaken make any links you can with experience that could

be useful in the classroom or school e.g. management,supervisory skills, working with young people or parents,industrial skills that could be utilised for the benefit of theschool etc.

Interests & This enables the school to learn a little more about yourOther Activities personality but also gives you the opportunity to market yourself.

Other Information Anything else which you wish to offer the school e.g. First Aid

Additional Skills certificate, sign language, ICT skills, musical achievements etc.

Referees Edge Hill reference as stated earlier plus a second referencesomeone who knows you and can give a character referencebut preferably someone who can comment on your teachingability e.g. teacher from a school where you have completedblock school experience.For church schools you usually need a reference from amember of the clergy.


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Carol Hunter

ADDRESS: Longacres TELEPHONE: 0151 467 2100Mill Lane MOBILE: 07717 236 5687Sefton EMAIL: [email protected] CO68

Education

2010 2013 Edge Hill University BA (Honours) with QTS* in PrimaryEducation and Mathematics

My degree programme has covered all areas of the NationalCurriculum and has been supported by teaching experience in a varietyof different schools to broaden and enhance my practical experience.For my own interest I have enjoyed the in-depth study of my specialistsubject and have combined the two in my final year research projectfocusing on Gender Issues in the Learning of Mathematics, andMathematical concepts in the primary school.

2007 2009 Trevarick College, Sefton A Levels Mathematics (C), German(D), Physics (C)

20022007 Trevarick High School, GCSEs English Language (C),Sefton Maths (A), Physics (A),

German (B), Geography (C),Art (A)

Teaching Experience

16. 10. 2012to

2. 5. 2013

Longford CountyPrimarySchool, Salford

Inner City school with 250 on roll. Allcurriculum areas taught for 100% of time.Some Maths co-ordinator work undertaken.

1. 10. 2011to

5. 6. 2010

Winter Lane CEPrimary School,Warrington

Town centre primary school with 200 on roll.Operating an integrated day, I covered allcurriculum areas for 75% of the timetable.Organised a visit toChester for two classes.

13. 10. 2010to

11. 4. 2011

Broadoak CountyPrimary School,Burscough

Small school in a rural area. Fifty percent ofthe timetable covered, including all curriculumareas.


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Other Work Experience & Volunteering

October 2012 June 2013

Waitress,Sunrise Restaurant,Southport.

This experience of dealing with a widevariety of people will be useful in ateaching situation.

Summers of2012 and20118 weeks eachtime

Play SchemeAssistant,Lancashire EducationAuthority.

I helped with the organisation and deliveryof many different events for childrenbetween the ages of 8 13.

Sept 2010present

Guide LeaderSefton Guides

Supporting local Guide group everyTuesday evening, some weekends andguide camps

January 2010 May 2010

Community ServiceVolunteerwith young adults in acommunity home.

This was prior to starting my teachingprogramme - living & working with youngadults with special needs. I was a live inassistant and helped with the teaching ofgeneral household tasks, cooking,budgeting and was there to provide an earto listen.

July 2009December2009

Community Volunteerat Ashburn Day Centre,Sefton.

I was a volunteer working with old peoplein a day centre. Duties involved generalcare assistant work but also organisingactivities such as music afternoons,handicraft sessions, etc.

Interests and Achievements

Nominated for Volunteer of the Year Award 2012 for my oustanding contributionto the Sefton Guides

Represented my peers for the past two years as Course Representative

I taught myself to play the guitar, am now quite proficient and have used it inclassroom.

I am a keen swimmer and also enjoy fell walking.

Full, clean driving licence.

Referees

References DepartmentFaculty of EducationEdge Hill UniversityOrmskirk L39 4QPTel: 01695 650804Fax: 01695 570835e-mail :

[email protected]

Mrs Jean RigbyHeadteacherLongford CP SchoolAinsworth LaneSalfordGreater Manchester
mailto:[email protected]:[email protected]:[email protected]


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Sarah JonesADDRESS: 108 Springfield Park TELEPHONE: 0123 346 4356

Kensington MOBILE: 07947 753951Winfield EMAIL: [email protected] 7YU

EDUCATION

2012 2013 Edge Hill University PGCE Geography

2009 2012 NewcastleUniversity BSc Hons Geography (2.2)

I have been committed to a career in geography teaching for a long time. Whilst undertakingmy degree course I helped out in a local secondary school one afternoon per week, and formy dissertation chose the theme of Geographical Techniques And Concepts In SecondaryEducation.

2007 2008 Backfield Community A Levels - Mathematics (D),College, Winfield Physics (B) Geography (C )

2001 2006 Millbank Community GCSEs - Eng. Lang (B), Maths (A),High School , Winfield Physics (B), French (A), History (C)

Teaching Experience

February 2013 June 2013 St. Gregorys High SchoolMy most recent teaching practice was in a large mixed 11-18 comprehensive situated in themarket town of Ormskirk, Lancashire.

I taught National Curriculum Geography in years 7, 8 and 9, across the ability range; taughtGCSE (NEAB Syllabus A) geography to 2 year 10 groups; assisted in Year 11 fieldwork forthe GCSE coursework element; shared in the teaching of the meteorology module for an A-level group; and was pastoral tutor for a year 8 group.

Active learning techniques and ICT were widely used with all groups, and the A-level moduleincorporated the use of the schools Remote Sensing Equipment to access live Meteosatimages. I helped organise a cross-curricular Environmental day for all Year 7 pupils.

I became actively involved in many aspects of the pastoral, academic and extra-curricularlife of the school. Such as the Fast Track Club for Primary Children and a music/dramaproduction. In all it was a very rewarding experience.

September 2012 February 2013 Highfield ComprehensiveMy first teaching practice was in a medium sized, mixed 11-16 comprehensive secondary

school of over 600 pupils, situated in the older industrial suburbs of Preston, Lancashire.


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I gained valuable experience of working with pupils across the full ability range in years 7-9.I taught practical mapping skills to year 7 groups who produced maps and models to variousscales of the school buildings. With years 8 and 9 I covered core topics of the GeographyNational Curriculum based on data collection, processing and analysis incorporating ITtechniques wherever possible.

Other Work Experience & Volunteering

July 2011 September 2012 Play Scheme Assistant Cheshire LEAI helped with the organisation and delivery of many different events for children between theages of 8-13.

June 2011 September 2011 Childrens Activity Organiser EurocampWorking in France organising childrens activities on campsite. My main duties includedorganising sports activities for teenagers.

September 2010 - July 2011 Volunteer St. Patricks Secondary School, NewcastleWorking as a volunteer half a day per week at a local secondary school helping out withthe delivery of the geography curriculum across all year groups at Key Stage 3 and 4.

November 2009 April 2012 Sales Assistant, McDonalds, NewcastleMy main responsibilities were serving customers, cooking and general store cleanliness.This gave me the opportunity of dealing with a wide variety of people, which will be useful ina teaching situation as there is often a lot of wider community involvement in schools.

Interests and Achievements

In 2010 2011 I was the winner of Student Employee of the Year across all North WestUniversities

In 2012, I received a volunteering award for my contribution to the Students Union.

I particularly enjoy reading fictional novels, and regularly read the TES.

I am a keen swimmer and play for the local badminton team.

Full, clean driving licence.

Referees

References DepartmentFaculty of EducationEdge Hill UniversityOrmskirk L39 4QPTel: 01695 650804Fax: 01695 [email protected]

Mrs Lisa ThompsonHeadmistressSt. Gregorys High SchoolOrmskirkL39 AAATel: 01695 456 345
mailto:[email protected]:[email protected]:[email protected]


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4. The Letter of Application and Opening Paragraph

Your letter of application is the most important part of the application process.This is your opportunity to match yourself, your skills, experience and abilities to therequirements of the teaching post, and to persuade the governors that you havewhat they are seeking for their new appointment.

There is no single correct way to write a letter of application. Sometimes you will beconfused by contradictory advice that you are given. However, what we give youhere, is a combination of the best advice we have encountered over a number ofyears taking into account: - positive feedback from governors and head teachers,recruitment advice from professional personnel staff and moreover from our ownsuccessful graduates.

Remember again that you are marketing yourself as a professional person. Lettersshould be word-processed and usually be about two sides in length. (No longer thantwo and a half sides)!

Your opening paragraph is very important and you should state clearly the post youare applying for and where you saw it advertised. You need to sound enthusiasticand motivated and be able to demonstrate that you have researched the post/schooland can comment on what specifically attracts you to this post. Make the readerwant to find out more about you!

5. The Person Specification

Most organisations now use person specifications when they are recruiting newpersonnel and most governors in schools are trained to use this simple recruitmentprocedure.

What is the dif ference between a job descript ion and a person specif icat ion?

A job description informs you of the day to day tasks that you as a teacher must

undertake in your class and school.

A person specification lists the skills, experiences, qualifications etc that are requiredfor the post i.e. the candidates the governors select for interview must have thedesired skills, experience and qualifications.

When a school sends you a person specification, you know exactly what the schoolis looking for and your whole letter of application must be based around this personspecification. You must make sure that you address all parts of the specification,giving evidence that you have all the criteria that the school is looking for.


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Examples of Person Specifications

Person Specification KS2 Teacher

Post title: Teacher Grade: Main Scale Responsible to:KS2 Curriculum Leader

CriteriaMethod of Assessment

Essential Desirable Application Interview Other

Qualifications and GeneralExperience

Qualified to degree level Qualified teacher status

Relevant experience ofprimary education

Professional Knowledgeand Experience

Understanding andknowledge of the KS1curriculum and assessmentpractices

Very good understanding of

effective learning

High quality teaching skills

Awareness andunderstanding of Every ChildMatters

Expertise and knowledge of akey aspect of the curriculumand ability to lead this aspect

Understanding of the 2009Independent Review of thePrimary Curriculum (RoseReport)

Understanding of the newprimary strategy

Professional skills

Ability to maintain a positiveapproach with an accent onhigh achievement for all

Good communication skills

Ability to be pro-active aboutchallenge and change

Ability to use ICT to enhancelearning


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Criteria Method of Assessment

Essential Desirable Application Interview Other

Ability to form goodrelationships with children,colleagues and parents

Flexible, approachable with asense of humour

Ability to be reflective andself-critical

Ability to work effectively aspart of a team

Commitment to being a goodrole model

Other Requirements

Ability to articulate a clearphilosophy about creative,child-initiated learning in the

primary years

Commitment to promotingequal opportunities andmeeting the specialeducational needs of pupils

Understanding of andcommitment to developinglinks between home andschool

Commitment to achievinghigh standards of pupilachievement

Commitment to highstandards, continuousimprovement and qualityassurance

Commitment to safeguardingand promoting the welfare ofchildren and young people

Good attendance record


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Person Specification Teacher of Science

Attributes Where Identified

Essential DesirableApplicationForm/Letter

Interview Reference

Qualification/Knowledge

Well qualified Honours Graduate of Chemistry or arelated Science subject

Qualified Teacher status Knowledge of teaching Key Stage 3 and 4

Knowledge of teaching Key Stage 5

Experience

Experience of teaching Chemistry/related Sciencesubject

Experience of using a variety of teaching styles Experience of teaching full ability range at Key

Stages 3and 4

Evidence of using assessment data to setchallenging targets and raise standards of pupilsachievements

Experience of using tracking systems

Disposition

and

Attitude

Understanding of the way young people learn Ability to communicate effectively with pupils,

parents and staff and to work as part of a team

Effective classroom management Work effectively as an individual and as part of a team Be prepared to contribute to the departments extra-

curricular programme

Well organised with high level of commitment toteaching

Good management and interpersonal skills Computer literate

Motivation

and

Social Skills

Show initiative Ability to deal with pupils in a firm and sensitive

manner

Place importance on self and pupils achieving highstandards

Supportive of the school ethos Ability to contribute to other aspects of school life


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It is important that you always view your application form from the school/employersperspective. See the grid below with candidates across the top and the skills andexperience the school is looking for on the left hand side.

Qualifications,Skills andExperience

BROWN WHITE GREEN SMITH JONES BAKER DAVIES

A degree

TeachingQualification

Ability to teach

BUSINESSSTUDIES (Y7-11)

Experience ofteaching Y12preferred

Skills orexperience to beI.T. Co-ordinator

Ability to act as aform tutor and

provide pastoralsupport

Ability to liaisewith parents

An interest indevelopingeducation/industry links

On receiving the application forms, the governors will first look through all the formsand do an initial trawl using the person specification. Your task is to make it easyfor the governors to find what they are looking for! Try and provide the relevantevidence in the order it is given to you.

What if I dont have all of the criteria?

It depends upon how much you have. If you are only missing one thing, then it maystill be worthwhile applying. If there are a lot of things you do not have, then it isprobably best to let this one go by. Much depends on the competition against you

and this is always an unknown factor.


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What happens if twenty people meet the cri ter ia and the scho ol only wants to

interview six c andidates?

This is where the governors will now consider your whole application i.e.- Presentation of your letter- Spelling & grammar mistakes

- Your personality & strengths- What else have you got to offer the school?- Why do you want to work in this particular school?- Why are you particularly suited to this post? Your enthusiasm and motivation?- How interesting/boring is your letter what picture of you does it give to the

governing body?- Can they imagine you as a teacher in the classroom?- Do the children like you?- Are they going to learn anything?

The style and presentation of your letter will say a lot. Make sure you get it right!

Examples of how to address specific criteria

This is to show you HOW applicants address essential and desirable criteria in theirletters of application please do not copy the examples!

Proven Excellent Practitioner:I believe am I a strong classroom practitioner and tutor feedback has confirmed this,which has stated that I have adopted the role of the teacher very effectively and

demonstrated an ability to motivate children. I thoroughly enjoy teaching and thisradiates to the children. My tutor stated my enthusiasm was readily transmitted andshared by all the children who were motivated very well. I have delivered fun,meaningful and successful lessons. For example, when teaching a Year 5 literacyunit, I incorporated drama and role play. The children were reporters and interviewedcharacters from Goldilocks (played by children). The class then wrote their ownnewspaper articles from their point of view. The lesson was successful and thechildren got fully into their characters

Student Engagement:

I consider one of my strengths is engaging the students with novel and interestingstarter activities to ensure students are on task as soon as they enter the classroom.For example, my BTEC Business class had a quiz, crossword or puzzle challenge atthe beginning of each lesson relating to their subject knowledge. On entering theclass, they would automatically pick up the lesson starter with intrigue, wonderingwhat was in store for them that day!

Access to Learning:I have worked hard to ensure that lessons I have delivered encompass opportunitiesfor children to access the learning whatever their learning style. I have plannedlessons that include using the outdoor environment which allows lots of kinaesthetic

movement, is stimulating and fun and creates differentiation for all pupils. Forexample, when looking at settings from the story The Polar Express, I took the


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pupils onto the school field to provide a large space where they could fully explorethe activity. I have also devised fun lessons that incorporate home school links. Forexample, during the maths topic of time I took the children onto the field to play aversion of What time isit Mr Wolf. All the children were fully engaged in bothlessons and there were no behavioural issues which meant everyone could accesslearning.

Learning Styles:When I prepare lessons I ensure I am catering for all learning styles. During aGeography lesson on Mexico my aim was to give children a taste of the country. Iused pictures on the interactive whiteboard. The main activity was hands on. Iorganised the lesson as a carousel approach. Children had the opportunity to look atMexican artefacts and apparel. They were able to taste the Mexican cuisine, designMexican pottery and write postcards. This promoted collaborative and independentwork.

Barriers to Learning:

I have also liaised with class teachers, subject co-ordinators and outside agencies toensure that any barriers to learning can be overcome. For example, I have spokenwith speech therapists and those with a particular specialised knowledge, such asDown Syndrome, with whom I am currently working with on my final placement. TheAdditional Needs module has helped me develop useful provisions for any barriers tolearning that I may come across; highlighting to me the importance of quality firstteaching and a good network of support that includes both staff within the school andoutside agencies. Furthermore, during placements I have being involved in thedeveloping of IEPs and have studied intervention techniques such as Every ChildCounts and hope to have the opportunity to implement them on my final practice.

Student Achievement:The achievement of personalised targets is also a great cause for celebration in myclassroom, I am currently working on a method where the childrens personalisedtargets are written on stars and kept in their trays to be referred to when they wish,when these are achieved they are then stuck on the ceiling above their seat toremind themselves how well they have done and so that everybody can reach forthe stars!

Behaviour Strategies:Behaviour can sometimes be challenging in my class as some pupils have specific

difficulties or issues which affect the way they act. As the teacher I have to considerthese when managing the behaviour of these children; addressing themappropriately and sensitively. I am firm but fair; using time out strategies, giving thechildren options of how they should next act and I record major incidents in the classBlack Book. If children have 3 records of the same incident in the book by half termthen they are not able to attend an out of school trip, for example to the theatre ormuseum. I also go through class rules with the children when I first enter a new classto establish what is expected of them to prevent any misunderstandings and providea foundation to build a positive working relationship.

Flexibility & Resourcefulness:

Whilst on a remote placement I stayed in the village inn. For a science investigationtesting acids and alkalis, I needed to collect red cabbage, soap, vinegar, washing up


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liquid, milk and lemon juice. As my accommodation was in an isolated rural location,I did not have the resources readily available, which presented me with a problem.However, with the co-operation of the landlady and the chef (who boiled the redcabbage for me). I was able to acquire all the resources for the lesson to be asuccess.

Planning and preparing:When planning and preparing lessons, I make a conscious effort to see lessonsthrough all learners eyes. I fully understand that children have differing needs andlearn in different ways. I myself am a visual learner; however I strive to ensure thatmy lessons cater for all preferences. For example, when teaching Year 5 childrenabout balancing standard weights, I taught the children how to create humanscales. Children came to the front, chose and held a certain standard weight andcreated human scales. We discussed as a class the required actions needed tobalance the scales and the relevant action was taken by the children. Visuallearners were catered for, as they could see the human scales, auditory learners aswe discussed balancing the scales and kinaesthetic learners as the children chose

the weights and actually balanced the scales themselves.

Specialist Knowledge:As a member of the ASE, I have found the School Science Review a good source ofideas and information. It will be interesting to see the results of the current reviewinto the National Curriculum and the recent Government proposals to introduce morevocational routes into Science careers. I would certainly be interested in developingcourses around these in the future. Whilst on my most recent teaching practice Iobserved the planning and implementation of the GCSE Core Science course ontothe VLE which created differentiated routes of learning through the syllabus allowingpupils to choose the best route for them.

6. Structure & Content of Your Letter

Whether you have a person specification or not there are simple guidelines that youcan follow in putting your letter together.

Make the letter as specific as you can to the post you are applying for

Match yourself to the school

Grab the attention of your readers in the opening paragraph

Make yourself an interesting candidate


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Guidelines: The Letter of Application

WHO

Find out the name of the head teacher and always put his/her name on your lettere.g. Dear Mrs. White & Governors,

WHY

State clearly in the opening paragraph why you wish to apply for the post

Example of a simple introductionI wish to apply for the post of Key Stage 2 Class Teacher at St. Marys RCPrimary School in Southport, as advertised on the Edge Hill Careers website thisweek. I am particularly interested in this post, as I am a practising Catholic andhave registered for the Catholic Teachers Certificate. I am familiar with theSouthport area and immensely enjoyed my teaching practice at a neighbouringschool, Millside Primary.

Other reasons why: -Familiarity with an area may mean that you would relate well to the pupils andparents of the school/areaWish to start your teaching career in an education authority where you have hada happy and successful teaching practiceWish to teach in a particular religious schoolWish to teach in an 11 18 schoolExperience of a similar type of school e.g. independentInterested in a particular ethos, aspects of the school that are different/unique

VISITING THE SCHOOL

If you are offered an opportunity to visit a school prior to putting in an application,you should take up the offer but ignore any suggestion that it is an informal visit.Always dress smartly and think carefully about what you need to know. Take noteof the school environment you could be asked to comment on it later atinterview. You may wish to mention something you particularly liked in your letterof application. Remember to mention that you have visited the school in theopening paragraph of your letter. The person who took you around may not beon the selection panel and you must inform the whole of the governing body thatyou have visited!

PERSON SPECIFICATION

There should be short paragraphs relating to the person specification, or anyother information that you have about the post you are applying for e.g. subjectspecialism, age range, experience of teaching in the area, syllabuses which youhave taught, projects such as Young Enterprise, work experience i.e. anythingwhich is mentioned in the job description

If you have very little information about the post e.g. an advert says send in letterof application and CV for a key stage two primary post at Larkfield Primary inLancashire, then you should provide at least the following information: -


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STRUCTURE

Introduction what you are applying for and where you saw it advertised(sometimes schools have more than one vacancy)

Why you are applying see previous information

Visit to school if possible see previous information

Subject specialisminformation about your subject strengths.For primary, dont just mention your degree subject. (Take time to write down thesubjects of the National Curriculum in the order of your preferred teaching justfor your own benefit to analyse your strengths). You may be specialising inscience, but English but may be the next subject that you feel most confident inteaching. In this case, write about your strengths in science but also in English.For secondary give details of the range of topics you could cover from yourdegree specialism and teaching experience to date e.g. for GCSE, BTEC, GNVQ,

A level etc.

Moreover give short examples of how you have taught your subject/s in theclassroom! Give evidence of the good practice you have taken part in, becreative and innovative in your ideas. How have you motivated children to learn?How have you helped at least one child to progress through your subjectteaching? Give specific examples. Let the governors be able to get a clear pictureof you in the classroom motivating their children to learn!

Teaching experienceadd to your subject teaching experience with any othergeneric experience. Give examples of the diversity of your teachingage range,

ability levels, different schools, successful outcomes.

Create links between the experience gained on TP and how that will behelpful to the school you are applying to!Do not forget any teaching experience that you had prior to your QTS course orvoluntary teaching/youth work/church groups you have/are taken/taking part in.

Philosophysometimes you will be asked to include information about yourteaching philosophy/good practice etc. This is fine as long as you do not writetheoretical essays in your letter of application. Remember the governors want to

know how you are going to teach their children. For example, if you say I believestrongly in as much parental involvement as possible. This much be backed upwith for example, whilst on teaching practice at N school I givingexamples of what you did in working with parents. All theoretical statements,especially the I believemust be backed up with evidence of how you haveapplied this in your own classroom experience.

Work experiencemust be relevant. Avoid statements such as I believe thatmy previous work experience makes me a better classroom teacher. What doesthis mean? (Especially to the head teacher whose own work experience is solelyteaching)!


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Students with previous work experience should market it as a positive strengthbut first decide how. It could be through the skills that you have acquired e.g.communication, teamwork, and previous supervisory or management skills. Itcould also be through making your lessons more practical, motivating yourstudents by using real projects with local employers, economic awareness,utilizing scarce resources, work experience, mini enterprise etc. Remember to

market yourself not just as a classroom/subject teacher but also assomeone who can make a contribution to the school as a whole e.g.helping to raise the profile of the school within the local community!

What else can you offer?Apart from your subject what else can you offer theschool? E.g.Can you offer other subjects?Cross curricular strengths and interests?Fund raising experience/hobbies/interests?Employer liaison?Musical/sporting/drama/ achievements?

IT/marketing/writing skills?Management experience

Other points re matching yourselfIf you are applying to a school where equal opportunities would be particularlyimportant e.g. a school in East Lancashire with a large multicultural base, then youshould include something about your commitment to equal opportunities andevidence of this in your teaching

If you are applying to a special school, then of course, you needevidence/experience of teaching you have taken part in with students with special

needs

If you are applying to a school which is a very academic school with goodexamination results then your letter should have evidence of your teaching with themore able

Above all make yourself an interesting candidate! Make the school want tointerview you because of what you can offer but do it in a friendly manner. Youwant to come across as a friendly caring teacher who has a lot to offer, but who isalso looking forward to learning a lot more in a first teaching post.

Ending the letter sometimes students find this difficult. Provide a courteousending to your letter e.g. Thankyou for considering my application. I lookforward to hearing from you soon.


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CHECKING YOUR LETTER OF APPLICATIONFOR A TEACHING POST

Have you put the Head teachers name?

Do you mention the school by name in the first paragraph and again at someother stage of the letter?

In the opening paragraph do you state:-- where the job was advertised- why you are applying for this particular post- why you are suitable be specific market yourself- make the reader want to read on

Have you given the reader information about your curriculum strengths and whatyou can offer?

Is there information about your teaching practice/experience?- use words like happy, successful, enjoyable, be motivating, stimulating

make it sound as though you enjoy teaching and give good examples ofsuccessful teaching experiences.

Have you mentioned the children you have taught?How have you motivated them to learn?What dialogue has there been between you and your students?

Where appropriate have you mentioned your:-

- extra-curricular activities- work experience- liaison with parents- pastoral side to teaching- equal opportunities/special needs etc?

Have you addressed all areas that the school seems particularly concerned aboutfrom any information that you have about the post or the school in general?

Is there a courteous/polite ending to your letter?

Finally if you were a parent governor, would you select this candidate for aninterview and moreover; from the letter application, would you want your childto be taught by this person?

And a few final points.

If you are providing a hard copy of your CV, make it stand out by printing it off onbetter quality paper e.g. cream/watermark type paper that you could purchasefrom an Art shop. It will make a great difference to how your CV looks and is agood investment it will sell you as someone who has put a lot of care and

professionalism into your application! (i.e. you really want this teaching post!)


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You may wish to cover your CV with a plastic wallet or cover again this is up toyou.

Keep a copy of everything that you have sent to the school your interview willcertainly pick up on some of the information you have provided.

If you have not heard from the school two weeks after the closing date, do not beafraid to ring up and check up on your application. If you have not been selectedfor interview, ask the school if they could possibly spare you a few minutes togive you some feedback on your letter. If your letter is not quite right then itsbest to find out as soon as possible.

Keep all of your teaching application handouts, notes and information together.Make sure you have downloaded all the information produced by the CareersCentre and that you are using the internet for information and vacancies e.g.TES, The Department for Educations Teaching Agency see web site links forTeaching on the Careers Centre web site atwww.edgehill.ac.uk/careers.

If you find that you are not getting interviews for posts or have any seriousconcerns about your application then do make an appointment with a careers

adviser as a matter of urgency! If this is difficult to do then use the Careerswebsite to Email a Careers Adviser and send in the person specification of thelast post you applied for and your letter of application so that we can give yousome feedback.

And finally best wishes from Careers Centre with your teaching applications.Please keep us informed as to how you are getting on by popping into theCareers Centre and letting us know when you have obtained a teaching post.We keep in touch with all of our teaching students up to six months aftergraduation to make sure that you have all obtained work. Our teachinggraduates have an excellent job record. Please help us to maintain thisinformation for future students by letting us know when you have securedyour first teaching post!

Jacqui HoweHead of Careers

Edge Hill Careers CentreUpdated October 2012
http://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careers


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CUSTOMER VIEWSYour views are important to us and help us to continually improve the quality of ourservices.

We would appreciate it if you could complete this form and tell us what you thoughtof the information weve given you.

Publication title :

Will this publication help you? YES / NO

Did you find the information easy to understand? YES / NO

Was the publication interesting? YES / NO

Did you like the design of the publication? YES / NO

Do you have any other comments about Edge Hills Careers Centre of theinformation weve given?

Thank you for taking the time to complete this form. Please return it to the CareersCentre or email your comments [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Inclusive Learning

It is Edge Hills aim to make our services and provision accessibleto all our users. If you need us to present our information in adifferent format (eg: electronic copy, large print), or need any othermodifications to this publication, please contact The CareersCentre and we will do our best to accommodate your requirements.

Edge Hill Careers CentreContact Details: Tel: 01695 584866

Website; www.edgehill.ac.uk/careers

Opening hours:

Monday Friday 9.00 am 5.00 pm
http://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careershttp://www.edgehill.ac.uk/careers

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