applying for your first teaching job

7/28/2019 Applying for Your First Teaching Job

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Getting Your First

Teaching JobA quick guide to getting a job in

Primary and Secondary Schools in the

UK

j3gardiner

2012


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On-Line Applications

Essentially online applications are just like any other applicationsand should be professional, clear, concise, using formal language,

style and content.Play it safe and print off the application or copy it, using the copy,to complete a draft that you can then use on your final version. Becareful about word limits and also remember the limitations ofSpell-check - UK version only!

Mirror and Match your application tothe job paying specialattention to

The jobdescription for keywords - such as organised, liaised,creative, innovative - and make sure you use them(appropriately) in your application.

Messages about the school in particular values and ethos.

GIVE EVIDENCE USING EXAMPLES TO DEMONSTRATE HOW YOUMATCH THE SCHOOL NEEDS.

Keep your own copyyoull be able to print it off for the interviewCheck the deadlinea job may still be posted that has passed itsdate for submission.

Quality not quantityBetter to make one excellent applicationthan 20 that dont quite make it. Why waste valuable time notgetting an interview?

Your extra selling points Check to job spec and the schoolsweb site to see how your interests fit with the schools, prioritisethem accordingly and TELL THEM ABOUT THEM.

The most important part of the form is THE PERSONALSTATEMENT.


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ONLINE ETIQUETTE:

DO

Use a Sans Serif font like Arial easier to read. Send the CV/Application Form (if applicable) as an attachment, but

make sure the covering letter forms the main body of the email. Double check youve attached all the documents before you hit

send. Remove silly signatures from your email. Set up a new email account for job applications - keep it

professional and remember to check your new email address.

Check your Sent items or Outbox to make sure the email hasbeen sent.

Make sure you have accounted for any gaps in employmenthistory.

DONT

Leave the subject line of your email blank. Lapse into informality just because it is email. Use Dear not Hi

and a formal closing greeting, not thanks or best. Save your CV as CV.doc - rename the file to include your name. Add in personal details such as National Insurance Number, date

of birth or work permit status into your CV if it is to be emailed, asemail is not secure.

Use images on your CV - it can be unprofessional and is certainlyunpredictable as different software programs may scrambleimages.


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Effective Applications

DONT

Assume anything potential employers only know what you tell them. Theycertainly dont have time to guess or read-between-the lines. Spell out yourexperience and skills and give evidence of them.

Copy and paste without thinking about itmany teaching applications arereceived with the last school details on it, wrong dates and a mis-matchbetween what the school is asking for. (see below)

Use the same application over and overit is essential to make everyapplication fit the new post and relevant to the new schools values, ethos andimage.


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Everything you write on the form should be an attempt to show thatyou can do the job you are applying for.

read the job description carefully, and use it in your application dont simply say you can do the job - prove it. Give concrete examples of

things youve done, projects that have been successful, and situations youvehandled well.

Complete all sections of the formdont leave it blank with a see myCVnote. This is not tolerated by employers.

A personal statement should be just that - personal.

Avoid using jargon or clich, Explain simply and clearly what qualities you have and the kind of teacher you

are.

Find out as much as possible about a school Think about the schools strengths and weaknesses, and how you would fit in

there. Head teachers admit they often appoint someone because of a gut feeling

that theyre our kind of person - so try to get your own personality across,and make it clear youre in sympathy with the ethos of the school.

Include any added value such as sporting skills, musical aptitude or creativetalent

The Letter

If the application form gave you plenty of opportunity to explain your personalqualities and what you would bring to the post, then all you need do is write acovering letterto accompany it. Keep it short with a simple but strongstatement about your suitability for the job.

If the application form only asked you to list qualifications and experience,then youll need to write a longerletter of application, perhaps up to threesides, making a more detailed case.

The letter should say something new not repeat whats on theform.

Use good, clear, standard English, Keep your sentences fairly short. Get the grammar and spelling 100% - one mistake could mark the

end of your application! Layout essentially: clear, professional, to-the-point and easy to

read.

Word process whenever possible,


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Use Arial or Verdana, in 11 or 12 point for a letter or CV, perhapsas small as 10 point for a form, though no smaller.

Always be in black ink/font. Spacing - one- and-a-half space usually offers a balance. Check

the look yourself. Dont use cheap paper stick to white or cream. CHECK EVERYTHING

FIVE QUESTIONS TO ASK YOURSELF BEFORE SENDING

1. Have I demonstrated I can do the job?2. Does my personality come across?3. Is the application tailored to this particular school/job?4. Is there anything that might be off-putting, or could be taken the

wrong way?5. Would a non-teacher, such as a governor, understand what Ive

written?


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Job-seeking FAQs

Whats the difference between a letterof application and a personalstatement?

There are three possibilities here:

A personal statement. A letter of application A covering letter

Letters of application and personal statements are the same thing,except that one starts Dear and the otherdoesnt.

A covering letter is just that: it provides the context for an applicationform containing a personal statement

If you dont have an APPLICATION FORM with a SUPPORTING orPERSONAL STATEMENT SECTION include a LETTER OFAPPLICATION. This is your only chance of promoting yourself to the

employer.


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Making the most of you at interview?

Prepare

Think back to your application:

What are they looking for?

What are the points about you that you want to get over to thepanel?

How can you illustrate these skills and qualities? Use yourteaching practice to give concrete examples such as: Behaviourand Classroom Management.

Think of additional examples you can draw on in interview so that

you can show it was nota one off!

If you need to gain confidence in how you are projecting yourselfpractice! You can do this with friends/colleagues or seek professionalhelp for example a Careers Adviser or Tutor.


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FAQs and myth busters

Is it possible to request to see my references?

References are to enable heads to appoint someone who will be a goodteacher and who will not represent a danger to children. There are clearrules about writing references, and about who gets to see them.

Myth:

that it is not allowed to write a poor reference about someone, that you have the right to see a reference written about you.

The reference has to be fair, accurate, reasonable and not

misleading.

You may request to see a reference but your actual referee does nothave to show you - they are specifically exempt from the Data Protectionlegislation. If you make a formal data protection request, you may getsight of a version that (a) doesnt show any opinions (as opposed tofacts), and (b) the person who wrote it will not be identified if they do notwish to be.


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If offered a job, must I decide instantly?

Most schools will offer the job by phone that evening or the nextday.

Some schools keep the candidates at the venue, making offers onthe day, expecting an immediate answer. Some may even get thecontract signed on the spot.

The very most that you could hope for would be 24 hours to think itover.

If I accept a job offer, can I then change my mind?


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NO and YES!

Once a school offers you the job, and you accept, even if both are doneverbally, you have both entered into a legally binding contract.

The writ ten contract- officially called The Conditions of Employment -doesnt in law have to be signed at the latest until eight weeks AFTERyou start work.

In practice no-one wants a reluctant employee therefore you are unlikelyto be forced into accepting the job.

Unlikely but- you could be made to pay the cost of re-advertising thepost (several hundred pounds) or even the cost of taking senior staff off

their jobs to interview. Instead of this they could m ake sure otherschoo ls know about you as an unrel iable candidate.


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Preparing for the interview.

About you

! Identify 3 or 4 key points about yourself that you want to tell the panel.

2. Think of your key strengths for example:

I have good communication skills with parents. I am very committed to the pastoral side of teaching. I am prepared to work my socks off for the children. I am very analytical and clear-headed. I am very caring about the whole child.

I think academic success is the main thing.

3. Now think of examples to illustrate your claim, for example How do I know I have good communications skills? What did I do in my teaching practice that offers an excellent

example of this?

What is and where is my evidence that I was effective?

4. When you get a question, ask yourself: Is there one of my

strength s that I can i l lus trate here?This should allow you to give apicture of who you are and your strengths.

About the school

Research the school thoroughly.

Visit the web site,

Read

the prospectus,

publicity materials and

the school inspection report.

From these figure out what their strengths are, and what you cancontribute.

On the day


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Keep bright and enthusiastic - keep focused and remember thatyou already know a lot.

Dont feel you have to ask questions in a tour or group interviewbut show them your interest and engagement, however if you have

questions ASK THEM!

Typical interview questions.

Suitability to the role

Why did you apply for this particular role?Why did you choose to teach this particular age range?

What are your core strengths?What are your weaknesses?What can you bring to the role that other candidates may not bring?What makes you a good teacher?

The school and staff

What makes a successful school?

What importance do you attach to co-operation with colleagues, such as


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those who are teaching parallel classes?How would you cope with a lack of enthusiasm from colleagues?What is your impression of the school/organisation?How do you feel about parent helpers in the classroom?

How would you work with a teaching assistant in your classroom?Do you find it difficult working alongside older, more experienced staff?What is the most difficult piece of feedback you have ever had to give,and why?How would you react if a senior member of staff queried or criticisedsome aspect of your teaching?

Teaching and learning

What is your understanding of high quality teaching and learning?Describe a good lessonDescribe a lesson that did not go well. What were the reasons for this?If I came into your classroom, what would I see?Describe the teaching method you find most effectiveHow would you organise teaching and learning for a mixed-age group?Do you differentiate between outcome and task?

Ensuring progress

What assessment strategies would you use?How do you ensure all children are involved?How do you assess and record your childrens progress?How would you motivate a reluctant child?How would you meet the needs of gifted and talented children in theclass?Have you had experience of a very high attaining and very low attainingchild in your class?

Tell us about your experience of assessment for learning andassessment of learningIf a child doesnt show signs of improvement after all your planning,monitoring, assessing etc, what do you do next?What strategies do you use to manage children with special educationalneeds?

Behaviour management

What behaviour management policies have you experienced, and whatdo you consider as having been effective?


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How would you deal with a pupil who is not co-operating?How would you deal with a disruptive child?What do you think is the best way to motivate pupils?Some people say you should demand respect from children. Do you

agree or disagree, and why?What do you understand by the term providing support for the pupil?Bullying is often a serious issue that has to be dealt with in all areas ofwork with children. In your experience, what is the best way to deal withit?


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Child protection issues

Have you ever felt uncomfortable about a colleagues behaviour towards

children in a previous job?What were your concerns, what did you do, and how was the issueresolved?Safeguarding children is an important part of our work. Can you give mesame examples of how you would contribute to making the organisationa safer environment for children?Tell me about a time when a child or young person behaved in a waythat caused you concern. How did you deal with that? Who else did youinvolve?

Why do you want to work with children? What do you think you have tooffer? Give an example of how children have benefited from contact withyou.How did your previous organisation tackle child protection?

Career development

How will you develop yourself as a professional teacher?What is your understanding of effective performance management?What are your plans for the future?How would you like to see your career develop?Are you prepared to go on courses?How long do you expect to stay here?Would you aim to widen your experience by seeking posts in otherschools after a reasonabletime?


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Teaching in the South West

Despite nationally difficult economic times, this year there will still behundreds of teaching vacancies advertised across the South West.

A large proportion of these vacancies are for main scale posts

With no responsibility points, and therefore just the job for NQTs. The

bulk of these posts are advertised during the Spring and Summer terms,

so if you plan ahead, you may well be able to secure your first teaching

job whilst you are still training. For many teaching posts in the South

West, however, competition is fierce, and so applying for posts needs to

be given time, thought and energy.

Where can you find out about teaching vacancies? The majority of jobs

are listed in the Times Educational Supplement (TES), which comes out

every Friday, or view their website, and, in addition, you can use

the vacancy bulletins produced by the LAs here in the South West.

These bulletins give details on teaching vacancies across the region.

You can also access this information on the web as each authority lists

the vacancies in its area. A good way of gaining access to all theseWeb sites is to log on towww.teachingsouthwest.org.uk, which

provides information to teachers and those entering the profession who

wish to work in the South West. It contains links to other related sites

and more general information on living and working in the region.

So what does the South West have to offer NQTs and why choose to

start your career in this region? The main reasons NQTs want to work in

the South West is that they were brought up in the area or want to move

back to it, and the reputation and approach of the school. Also,

many of those who have trained with one of the local Initial Teacher

Training (ITT) providers (University of Plymouth, University of Exeter,

College of St Mark and St John, SCITTs, GTPs run within the region)

are keen to stay. As well as the region being a popular choice amongst

NQTs, the regions schools return the compliment and are eager to offerlocally-trained NQTs their first teaching post.
http://www.teachingsouthwest.org.uk/http://www.teachingsouthwest.org.uk/http://www.teachingsouthwest.org.uk/http://www.teachingsouthwest.org.uk/


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If you are not immediately successful in gaining a post, or you wish to

delay taking up a permanent position for a while, you might like to

consider supply teaching. The need for supply teaching is now greater

than ever, and high quality, reliable supply teachers are constantly in

demand. There are a number of supply agencies operating in the region.

It is possible to complete your induction period working as a supply

teacher as long as you meet certain requirements within long-term

supply placements.

Teaching in the South West is an attractive proposition as it has large

urban schools as well as the many smaller village schools you might

expect to find in the extensive, beautiful rural areas of the region. There

is a rich and diverse range of students in the schools, both academically

and socially, offering professional challenges to both newly qualified and

more experienced teachers. Continuing professional development (CPD)

is given a high priority within all the South West LAs, with high quality

support and advice for all NQTs available during induction and beyond.

Written by Sally Daldorph

Teaching South West 2010


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Main pay scale

Point From September 2010 Current - Sept 2011 From September 2012

M1 21,588 21,588 21,588

M2 23,295 23,295 23,295

M3 25,168 25,168 25,168

M4 27,104 27,104 27,104M5 29,240 29,240 29,240

M6 31,552 31,552 31,552

Source: ATL (Association of teachers and lecturers)

Need further advice?

Your Trade Union representative can help you with issues such as pay and their web

sites are also full of useful information and help.


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If you teach in London and the surrounding areas you will receive an

enhanced salary.

Note. Teachers usually start at point M1 but if you have other teaching

experience you may start higher up the scale. Schools may also award

discretionary points for other relevant experience. Each schools paypolicy should explain how these points are awarded.

Useful web sites:

The Times Education Supplement

Teaching South West
http://www.tes.co.uk/http://www.tes.co.uk/http://www.teachingsouthwest.org.uk/http://www.teachingsouthwest.org.uk/http://www.teachingsouthwest.org.uk/http://www.tes.co.uk/


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Resources and professional associationsNational Association for Special Education in Schools (nasen)Service for Looked After Children and Children in Need, they recruit

teachers, education support workers and learning mentors

Service schoolsall applicants must be experienced teachers to work in

schools outside of the UK serving the children of Service families and

MOD personnel

Steiner schoolsrepresents Rudolf Steiner/Waldorf schools in UK and

Ireland with links to Teacher Training courses and Teaching Vacancies

Teaching AgencyLatest government information for teachers

Teacher support networkan independent charity which gives teachers

and lecturers advice and support

VSOqualified and experienced teachers needed as volunteers indeveloping countries
http://www.nasen.org.uk/http://www.nasen.org.uk/http://www.sceschools.com/home.phphttp://www.sceschools.com/home.phphttp://www.steinerwaldorf.org.uk/http://www.steinerwaldorf.org.uk/http://www.education.gov.uk/http://www.education.gov.uk/http://www.teachersupport.info/http://www.teachersupport.info/http://www.vso.org.uk/http://www.vso.org.uk/http://www.vso.org.uk/http://www.teachersupport.info/http://www.education.gov.uk/http://www.steinerwaldorf.org.uk/http://www.sceschools.com/home.phphttp://www.nasen.org.uk/


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applying for your first teaching job

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