Presentation on theme: "School Direct Top tips on recruitment Updated April 2014."— Presentation transcript:
School Direct Top tips on recruitment Updated April 2014
Overview UCAS Teacher Training System – entry profiles Develop your marketing approach Other tools on offer to support you Plan your selection process Professional skills tests Support from NCTL Contacts
UCAS Teacher Training UCAS opened to applicants on 21 November and it is mandatory for all schools to use the system. Further details are available at: http://www.ucas.com/members-providers/teacher-training http://www.ucas.com/members-providers/teacher-training You should be clear on how you will accept additional information from applicants outside of UCAS, as the applicants are unable to make changes to personal statements once submitted. Consider moving applicants across other lead schools and providers, where appropriate, to ensure good applicants are not lost where allocations may not be available. Please refer to the latest UCAS guidance on how to make changes. Consider carefully how an applicant searches. The name of your alliance can be supplemented with the name of the lead school in order to enhance search possibilities.
UCAS Teacher Training: Entry profiles Keeping your entry profile on UCAS as up-to-date as possible is important as it gives potential applicants specific information to help them make informed decisions about the courses they apply for. Some ideas to help boost your profile to applicants are: Focus on “Why train with us?” section of the entry profile To use the drop down boxes and your entry profile if you offer a PGCE so it comes up in searches Do you offer any post-ITT training or qualifications awards e.g. leadership development programmes or Masters? Your SD salaried rates and/or the fees for fee-based places Do you want to apply some discretion over three year’s work experience in hard to fill subjects? Provide information on your partner schools - or links to their websites - and the structure of your partnership
Entry profiles (continued) Include the number of places you have in each phase/subject. Keep it up-to-date e.g. we only have x places left. Details on application deadlines, including interview dates and holiday dates when school staff might not be available. Specific entry requirements, e.g. the amount of school experience, including any minimum requirements e.g. 2:1 & GSCE. The timescale for training and how many hours trainees can expect to spend within schools. Success statistics e.g. employment rates, linking to your school website where you may have further information and/or case studies on your School Direct trainees and training programme. Further guidance on entry profiles is available on the UCAS website at http://www.ucas.com/members-providers/teacher-training/entry- profileshttp://www.ucas.com/members-providers/teacher-training/entry- profiles
Develop your marketing approach Consider your ‘unique selling point’. Applicants are really drawn to some key things including providing SEN placements, enrichment activities, how much time they will really spend in school – if they are starting with you on 1 September tell them, they like that! Be creative - don’t be afraid to think outside the box: bus advertising is expensive but magnetic stickers to put on school mini buses isn’t! Use school newsletters, events with parents and the community to advertise locally e.g. sms to parents to advertise local vacancies Use strong testimonials or quotes from previous trainees and NQTs Use local PR opportunities Ensure that every front line person answering the school telephones or working in reception is well briefed with the correct details and contact details. Record details of where the person saw the advert to inform future marketing.
Develop your marketing approach Link in with providers and schools to maximise applications locally and regionally –Look for joint advertising opportunities e.g. through university magazines, with an agreed format used by all schools linked to the approach. –Make links with university careers/employment advisers with an agreed brief to support SD across the region. –Make best use of any regional recruitment events. Collaborative events always draw more potential applicants and are a better use of everyone’s time and effort. Match make between applicants and schools.
Develop your marketing approach Don’t forget to use your school website Not only is this one of the most cost effective and widely used marketing tools, but often first port of call for most candidates looking for new opportunities. Make sure the content is clear, concise, up-to-date (including relevant dates) and with contact details for more information. Signpost your recruitment/School Direct information on your website's homepage – clearly – and with one-click movement to the information Request that partner/alliance schools or your higher education institution training partners websites have information about, and links to, your website. If your school has a twitter or facebook account, make this obvious on your website to help increase your followers. Then use these channels to announce your offer, events, deadlines etc.
Develop your marketing approach Applicant insight: Behaviour/classroom management is often quoted reason for not applying to teaching. Can you demonstrate how you will support trainees gain these skills? Physics graduates often want to specialise in physics or physics with maths and can be put off by prospect of teaching too much general science. Can they deployed as a specialist across your partnership/alliance?
Other tools on offer to support you Marketing Resource Bank - www.education.gov.uk/sdmarketing. This is where guidance, top-tips, useful presentations and ready- made press adverts are available to use for your recruitment for free.www.education.gov.uk/sdmarketing Subject Knowledge Enhancement (SKE) - SKE courses are fully- funded pre-ITT courses designed to help potential trainees gain the depth of knowledge in their chosen subject that they will need to train to teach. SKE provision is available for: mathematics; physics; chemistry; computing; modern and ancient languages and design and technology. A directory of SKE programmes is now available on our website. If you are a school or provider offering SKE programmes, you can promote them on the directory. Funding could be used to bring in Specialist Leaders in Education (SLEs) to deliver SKE for one of your applicants.directory of SKE programmes
School Experience Programme (SEP) - SEP is a government funded opportunity for quality prospective teachers in shortage subjects (mathematics, physics, chemistry, languages, design and technology and computing) to gain experience in a school prior to starting their ITT. 80% of School Direct lead schools who are engaged in SEP use it to meet potential applicants for their School Direct places. SEP schools will have candidates directed to them by the Teaching Line, as well as funding up to £50 per placement day. Provision of school experience should be seen as a recruitment tool as it allows you to undertake an early assessment of a potential applicant and for the attendee to get a good idea of what would be on offer in your SD training programme. Almost 60% of candidates accessing more than 2 days school experience in priority subjects through the portal go on to make a successful application. The majority stay with the school that has run their SEP experience. Other tools on offer to support you
Further considerations Switch fee for salaried places –You are able to switch School Direct fee funded places for salaried places - SD salaried places receive higher applications. A link to 14/15 salary funding rates is available from http://www.education.gov.uk/schools/careers/traininganddevelopment/initial/b00 204256/itt-funding-and-allocations/school-direct http://www.education.gov.uk/schools/careers/traininganddevelopment/initial/b00 204256/itt-funding-and-allocations/school-direct Career prospects –Offer an enhanced School Direct programme as a career package for trainee teachers – consider offering a PGCE in addition to awarding QTS; post-ITT training (e.g. leadership programmes) or qualifications (e.g. Masters). Signpost clearly on your UCAS entry profile and mention if you are likely to offer a year- in-post following their successful training. –Prospect of a career with future learning opportunities and early career progression appeals to high fliers and can make your programme stand out.
Open and fair recruitment - guidance The recruitment period must be long enough to allow open and fair access to places and well communicated to applicants. It is for the network of schools in conjunction with their ITT provider to determine their own selection and recruitment processes (i.e. timelines for accepting applications, number of applications to be considered) based on their capacity/needs etc. Recruitment activities should be high-quality, open and transparent and will be subject to inspection by Ofsted. ACAS have provided advice about being able to transfer a trainee directly into a vacant post as they have completed a competitive interview process prior to commencing training. This provides a significant reduction in future recruitment costs.
Plan your selection process Plan in advance when you want to shortlist and interview etc, and book the time in people’s diaries (remember the 40 working day deadline for UCAS) Consider whether you can share the load with other school partnerships or your provider. Or task schools with specific subject specialism with recruitment for those subjects. Make sure you have clear selection criteria in place which meets the needs of the school and the provider. Make sure the process isn’t too onerous and time consuming for the applicant. They may have applied for other places. You could conduct a thorough assessment in just one day that includes an interview, classroom-based activity and written tasks. Offer interviews in schools where you know they may struggle to attract applicants to challenge perceptions e.g. rural / coastal areas.
Selection process (continued) Don’t forget you are looking for potential, not the finished article and some of your applicants might need more development than others. The area most applicants have least experience in is engaging with children and young people and supporting their learning. If applicants are not suitable for your partnership, but may be suitable for other training routes encourage them to apply elsewhere and actively identify these opportunities to ensure good applicants are not lost in the system. It is common practice to make conditional offers, for example if a candidate is awaiting their degree results, skills test results, or other paperwork such as CRB checks. Keep in regular touch with your successful applicants, invite them into school, send them school newsletters and so on.
Understand the recruitment cycle Primary Will self-generate applications, so having an up to date website for applicants to find, with clear contacts is vital. Secondary You may find that PE, history, art and drama fill up quickly. This is usual for secondary recruitment. Other subjects are slower. English, music, geography and biology should see a steady flow. Physics, maths, chemistry, modern languages and computer science will start to trickle in from January onwards. This will slow down before Easter and start to build again from mid-May – in line with academic times in universities. Develop processes that allow you to assess applicants, offer places and receive acceptances quickly and for small numbers.
Understand the recruitment cycle Secondary Consider moving surplus applicants into subjects where you have vacancies, and using SKE to top up an applicant’s knowledge Subject ArttoDesign and Technology PE English toPrimary
Professional skills tests (1/2) Applicants must have passed the professional skills tests in maths and English before beginning training. The computer-based tests cover the basic skills that teachers need to fulfil their wider professional roles in school, regardless of subject specialism or intended teaching phase. Practice tests are available on the DfE website.DfE website New applicants for ITT take the tests after they have applied and they will need to provide evidence of application when they attend the test centre. Visit www.education.gov.uk/teachskillstests for further information.www.education.gov.uk/teachskillstests All applicants will be asked to provide their personal details, which should match exactly the details in their ITT application form, and the ID they will use when attending the test centre.
Professional skills tests (2/2) All correspondence to applicants will be sent by email, so it is essential that a valid email address is registered. To prevent correspondence going into junk folders, applicants should add the following email addresses to their contacts list: firstname.lastname@example.org and email@example.com. firstname.lastname@example.org@pearson.com Lead Schools will be able to check applicants’ results by accessing the results portal. To access results, the Lead School nominates a contact - plan ahead and ensure you have nominated personnel ready and able to access the system: Search by surname and date of birth: Results are shown for each test taken by an applicant. Further information can be found on the DfE website.DfE website
Support from the NCTL The NCTL runs events in areas which may be finding it difficult to recruit, inviting potential applicants interested in teaching to come and meet with providers and schools. Graduate fairs Train to Teach Premier Plus Career Changer workshops Online events The most up-to-date event details in terms of dates, times and venues are on our website www.education.gov.uk/get-into-teaching/eventswww.education.gov.uk/get-into-teaching/events You can advertise your own events on our website, which attracts 3 million visits per year by emailing WhatsOn.WHERE@education.gsi.gov.ukWhatsOn.WHERE@education.gsi.gov.uk
Support from the NCTL The NCTL are currently running a series of mini Train to Teach events across the country which will provide the perfect opportunity for candidates to learn all they need to know about teacher training and how to apply These events will have many of the same features as the main Train to Teach events with presentations, advice zone plus an exhibition area for providers and schools If you would like to attend one of these events, please contact Jane Beere email@example.com@blackberryproductions.co.uk
DateLocationVenue 26-AprSouthamptonThornden School Winchester Road Chandlers Ford Hampshire SO53 2DW 29-AprBath Hilton Bath City Walcot Street Bath BA1 5BJ 06-MayShrewsbury Mercure Shrewsbury Albrighton Hall Hotel Ellesmere Road Albrighton SY4 3AG 07-MayNottingham Hilton Nottingham Milton Street Nottingham NG1 3PZ 12-MayManchester University of Manchester Student's Union Oxford Road 13-MayNorthampton Hilton Northampton 100 Watering Lane Collingtree Northampton NN4 0XW DateLocationVenue 17-MayLondon Regents Park Holiday Inn Regents Park Carburton Street, London, W1W 5EE 21-MayPreston UCLAN The Atrium Preston 21-MayBrighton Hilton Brighton Metropole King's Rd, Brighton BN1 2FU 03-JunPlymouth Holiday Inn Plymouth Armada Way Plymouth PL1 2HJ 05-JunOxford Holiday Inn Oxford Peartree Roundabout Woodstock Road Oxford OX2 8JD 10-JunLiverpool Crowne Plaza Liverpool City Centre St Nicholas Place Princes Dock Liverpool L3 1QW 16-JunCanterbury Best Western Abbots Barton Hotel 36 New Dover Road Canterbury Kent CT1 3DU
DateLocationVenue 18-JunMiddlesbrough Thistle Hotel Middlesbrough Fry Street Middlesbrough TS1 1JH 19-JunLeeds Hilton Leeds City Neville Street Leeds LS1 4BX 21-JunGloucester Holiday Inn Gloucester/Cheltenham Crest Way Barnwood Gloucester GL4 3RX 24-JunCambridge De Vere University Arms Hotel Regent Street Cambridge Cambridgeshire CB2 1AD 25-JunNorwich Holiday Inn Norwich North Cromer Rd Norwich Norfolk NR6 6JA 28-JunLondon Regents Park Holiday Inn Regents Park Carburton Street, London, W1W 5EE * May be subject to change
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