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RNV SMUC 2009 Getting into Teaching How to produce a successful application, for the right course, for you Queen Mary UL 2009 Bob Vertes PGCE(S) Admissions.

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Presentation on theme: "RNV SMUC 2009 Getting into Teaching How to produce a successful application, for the right course, for you Queen Mary UL 2009 Bob Vertes PGCE(S) Admissions."— Presentation transcript:

1 RNV SMUC 2009 Getting into Teaching How to produce a successful application, for the right course, for you Queen Mary UL 2009 Bob Vertes PGCE(S) Admissions Tutor (and Mathematics Tutor) St Mary’s University College

2 RNV SMUC 2009 Issues for today’s session What are the choices you need to make? What makes up a PGCE course? What do you have to do to make a successful application for teacher training? Your questions

3 RNV SMUC 2009 What choices? Assuming you are a graduate (or soon will be): Choose your phase. Assessed across 2 consecutive Key Stages for QTS; post-compulsory Choose your style of course Training ( HEI or school) or employment in school; flexible Choose your subject specialism(s). SK top-up? Choose your provider Application is sequential Choose your timing Primary by 1 Dec; Defer? Choose your referee Emailed reference; academic or line manager

4 RNV SMUC 2009 Some Myths Teaching primary children is easier than teaching secondary There’s a teaching shortage, they’ll take anyone If I go into teaching I will be stuck in it for life I know what teaching involves from my parents/friends/schooling To be a good teacher you just have to know your subject Schools and classrooms today are unruly places Teaching has long holidays with no work to do Teaching is just a 9-4 job Teaching in a sixth-form college or FE is just teaching A level Teachers are badly paid

5 RNV SMUC 2009 PGCE v GTP Academic course and qualification University- and school-based student Postgraduate level, including research Master’s level credits Learning from HE and practising teachers Slower start, lighter timetable, structured University tutor/admin support Working with other PGCE students Structured, guided, organised Standards-focused Assignments and portfolio of school experience Free* tuition (but top-up fees) Bursary (+ Golden Hello?) Student financial and other benefits [* Only for home and EU applicants] Practical, on the job, approach Good prior experience desirable Post-graduate in time, not in level School-based employee Teaching soon or from start Individual training programme Few centrally tutored sessions Not with other Graduate Trainees Less formal structure Skills-based assignments Extensive portfolio of evidence needed Unqualified teacher salary No Golden Hello Can take less than full academic year Can be taken by overseas students with work permits via school

6 RNV SMUC 2009 A Warning The PGCE course will be the toughest year of your life but possibly the most interesting, fruitful, challenging

7 RNV SMUC 2009 PGCE (Full-time) STRUCTURE Professional Studies – at postgraduate level Curriculum/Subject Specific Studies Practical Teaching Experiences in 2 different schools University tutors and partner School mentors Time in School:  18 weeks primary  24 weeks secondary Assessment: through professional development portfolio, assignments and school experience (no exams!) Expectations: professionalism, punctuality and 100% attendance

8 RNV SMUC 2009 SWELTEC* model of PGCE(S) training [*Brunel, Kingston, Roehampton, St Mary’s^^; South West London Teacher Education Consortium ] 2/3 weeks induction, including 2 days primary, 3 days secondary, school observation on focused, subject-related, tasks 5 weeks - 2 days taught sessions, 1 day self-supported study, 2 days in partner placement school; developmental school experience 2 nd half Autumn term, 5 days/wk block school experience (up to 50% of a teacher’s timetable, 2/3 major responsibility, 1/3 support/observation) 5 weeks - 2 days taught sessions, 1 day self-supported study, 2 days in partner placement school; developmental school experience 2 nd half Spring term, 1 st half Summer term, 5 days/week block school experience (50% timetable growing to 70%, 2/3 major responsibility, 1/3 support/observation) 2 weeks College–based, but with cross- and extra-curricular visits Occasional days/half days back in HEI ^^ a minimum of 3 visits from a tutor while in school; 3 key stages where possible/requested

9 RNV SMUC 2009 Other London providers of PGCE courses Goldsmiths CollegeInstitute of Education King’s College London London Metropolitan University Middlesex UniversityLondon South Bank University University of East LondonUniversity of Greenwich Some other providers have London-based placements There are also some school-centred - SCITT - courses The Open University runs the most flexible of the part-time courses All these run a variety of PGCE Primary, Secondary and post- compulsory courses, none running all phases/subjects All have different models of training, including timing of start/finish, timing of block, days in provider/school; and of number of tutor visits See for a full listing of providers and

10 RNV SMUC 2009 Professional Standards for Qualified Teacher Status (September 2007 onwards) 1. Professional Attributes Relationships with Young People; Frameworks; Communicating and working with others; Personal professional development 2. Professional Knowledge and Understanding Teaching and learning; Assessment and monitoring; Subjects and curriculum; Literacy, numeracy and ICT; Achievement and diversity; health and well-being 3. Professional Skills Planning; Teaching; Assessing, monitoring and giving feedback; reviewing teaching and learning; Learning environment; Team Working and collaboration Teach in 2 schools Teach (and be assessed) across 2 consecutive Key Stages Pass the 3 QTS Skills tests (Literacy, Numeracy, ICT)

11 RNV SMUC 2009 Applying for an ITT course Prerequisites Subject KnowledgeOther qualifications School observation experienceAppropriate reference Useful qualifications, interests and transferable skills Communications skills, ICT skills, Sports, Music, Drama, Teamwork etc. Other issues to have considered Finances, Fees, Ethos and quality of provider, Domestic issues, Transport, Partner school quality/age range/location, Accommodation, Tutor Support Personal health, Criminal Record Bureau check How/where to apply GTTR, SCITT, DRB, First Teach [Fast Track now only once qualified, in schools]

12 RNV SMUC 2009 Worried about Subject Knowledge? The Training and Development Agency for Schools (TDA) funds courses to develop competence and confidence in subject knowledge and understanding for those not fully qualified; including Mathematics, Physics and Chemistry Enhancement courses 6 months, £225/week funded, January to Julysee e.g. we help run the South West London MEC, contribute to UEL’s PEC; they run CEC French and German Extension courses - 3 months, £225/week funded, Summer Subject Knowledge Booster courses in shortage subjects e.g. St Mary’s runs an RE Booster course - 2 weeks: There are other subject Mathematics Booster course in London and around the country. Booster courses are free, no fees, no pay; often Summer. See www.tda/ Some providers will be happier than others to make conditional offers for PGCE places subject to successful completion of one of the above types of courses.

13 RNV SMUC 2009 The PGCE Minimum academic entry requirements: (as set down by the Training and Development Agency for Schools, TDA) 1. A recognised degree 2. GCSEs [or equivalents]  Grade CEnglish Language  Grade C Mathematics  Grade C Science ( for primary candidates – ALL applicants must now have this ) These MUST have been obtained before starting any teacher training course. Some providers ask for these to have been obtained pre-application for competitive Secondary subjects and for Primary courses.

14 RNV SMUC 2009 School observation A professional prerequisite to interview at St Mary’s Minimum 2 weeks for PGCE Primary (for us) at least some time in both KS1 and KS2, in at least one state school Minimum 2 days for PGCE Secondary (for us) in at least one state secondary school (preferably in England); not (just) your old school; preferably 11-18; preferably (some) mixed; looking at some lessons in your subject area at KS3 and KS4; a range of age and ability including low attainers; ideally also seeing post-16 in your subject specialism(s); looking also at the pastoral, cross-curricular and extracurricular roles of teachers (do not just sit in the staffroom during registration or assembly) N.B. Quality of experience is more important than quantity; looking and seeing… If unsure between the two phases, make an informed choice after observing in both

15 RNV SMUC 2009 Getting school observation 1. TIL Open Schools Programme For people who have not yet applied to ITT but are considering it; one day Via Teaching Information Line 0845 6000 991 or Taster course programme 3 day course, one day in a school; 3 categories of programmes: secondary priority subjects; men into primary; minority ethnic recruitment. Via Teaching Information Line 0845 6000 991 or School introduction programme “SIP” ITT Applicants in England who have applied to a secondary PGCE course in one of the seven priority subjects, and received a conditional offer of a place subject to gaining more school experience; up to 10 days in a school; referred by provider, school gets reimbursed NB 1. one day may not be sufficient for many providers’ prerequisites; 2. ensure observe own subject teaching and also pastoral roles of teacher

16 RNV SMUC 2009 Getting school observation 2. SAS The Student Associates Scheme (SAS) is for students interested in gaining classroom experience while pursuing their studies. There is a tax-free bursary around £40 for every day spent in school or college during the scheme. The scheme is open to registered students subject to certain conditions. Students participating are given a training and induction programme then spend fifteen days in a school or college working alongside experienced teachers and assisting them in classroom teaching. The fifteen days can be planned to fit your studies. SAS is managed by a limited number of providers, by some LAs and other groups; It is focused on secondary shortage subjects but limited opportunities exist for others and for Primary; usually have to apply early; but it is not for those who have already applied to ITT Try;;;;;;; and elsewhere outside;

17 RNV SMUC 2009 Getting school observation 3. Other provider-led schemes e.g. Pimlico connection - managed volunteering Direct application to schools Telephone appropriate schools and ask to speak to the Professional Tutor; request observation [not work experience or teaching practice] * Be ready with a CV and evidence of genuine interest in teaching * Some schools now will not let you in without a CRB check.

18 RNV SMUC 2009 Essential (at least for us) Complete and accurate personal details Telephone/email contact details Interview availability (or lack of) noted Appropriate choice of sequence Accurate description of qualifications Good personal statement Supportive appropriate reference Home or EU student fee status

19 RNV SMUC 2009 Useful (for every application) Early application - closure dates, competition Informed choice - GTTR process is sequential Transferable skills - prior experience, interests School/community skills - music, drama, sport, pastoral

20 RNV SMUC 2009 Other issues to consider 1. Ethos of training provider Support available Quality of training provider Ofsted reports, student satisfaction Location of partner schools Employment prospects Accommodation for post-graduates Transport convenience of access when at provider Facilities Library, ICT, catering, social, religious, access to tutors Personal domestic circumstances (e.g. finances, childcare, full-time v. part-time, etc. )

21 RNV SMUC 2009 Other issues to consider 2. Financial Planning  Training bursary ( only for home and EU trainees* )  Top-Up Fees (and repayment schemes)  Student Loans (and repayment schemes)  Career Development Loans  Shortage Subject incentives – “golden hello”  Council tax student rebates  Oyster card student rebate  Means tested and other support funds * St Mary’s will only take home and EU students, not those who are seen as “overseas fees”, for teacher training courses

22 RNV SMUC 2009 Other issues to consider 3. Openness to learning, unlearning, relearning Awareness of a teacher’s roles and responsibilities Awareness of range of ability Teaching is not telling, lecturing, coaching, or tutoring – but managing learning Professionalism: punctuality, attendance, personal organisation, stress management, commitment Personal health, and possible issues with CRB check

23 RNV SMUC 2009 PGCE(M) v PGCE(H) From September 2007 two pathways will be available to graduates who wish to become trained teachers: Postgraduate Certificate in Education - PGCE(M) Professional Certificate in Education - PGCE (H) The PGCE(M) requires work at M (Master’s) level. Up to 60 M level credits can be earned, transferable towards a later Master’s degree. The PGCE(H) requires work at H (Honours) level. Both pathways lead to Qualified Teacher Status (QTS), needing an induction year Providers vary in the way that people can apply for, or switch between, these two levels of course. Funding during the course and school opportunities for those completing either pathways successfully are not expected to be different. For some countries outside England, it will be necessary to have a PGCE(H) for teacher training recognition equivalent to their own systems.

24 RNV SMUC 2009 The Graduate Teacher Training Registry You will need to enter a referee’s name and email address Complete the application on line in terms of personal details Ensure you give full address, telephone numbers and email address Check if you are eligible for home fees, if so by whom; or if EU fees; or if you are seen and funded as an international student Select your sequence of choice of course provider with care Best not to mix primary (2 choices) and secondary (4 choices), or different subjects Give precise details of qualifications; and signal if needing an equivalence test for GCSEs Give precise details of your degree, and list appropriate content proportions and details (especially if the degree is not obviously relevant to your choice of training subject) Mention other skills and qualifications gained, or useful interests

25 RNV SMUC 2009 Writing your personal statement 1. Check: Are you “personally and academically suited to the teaching profession”? [in 21st century English state schools] Why do I want to teach? (Children, in this phase, in this subject) What are the qualities of a good teacher? Which do I have? (How do I know?) Of what challenges am I aware, and for which I am prepared?

26 RNV SMUC 2009 Writing your personal statement 2. In which National Curriculum subjects do I have strong knowledge? What am I doing to update my subject knowledge? To which other National Curriculum subjects can I make a contribution? What other relevant knowledge/skills/experience do I have? Am I familiar with the effects of the National Strategy?

27 RNV SMUC 2009 Writing your personal statement 3. What is my experience of observation in state schools of the right age range in this country? Is it enough? What has this experience taught me in comparison with my own schooling? What did I learn from such visits? What do I know of the roles of teachers other than as subject specialist (pastoral and extra-curricular) roles? What can I contribute to be a member of a school community?

28 RNV SMUC 2009 Writing your personal statement 4. What other relevant work experience with young people do I have, especially in the age phase in which I wish to teach? Youth work, Summer camps, Sports coaching, Religion school, Scouts, Language school Have I any transferable skills from other work experience? communication skills, organisational skills, team work, diligence, perseverance, What are my numeracy, literacy and ICT skills? QTS tests Do I need special entry/equivalence tests? What am I doing to prepare for these? Most providers will only recognise their own equivalence tests Have I had a (clear) Criminal Record Bureau check? How is my health? Do I have any disabilities?

29 RNV SMUC 2009 Before submitting the GTTR form 1. Have I made an informed choice about my sequence of providers on the form? Have I spoken to the admissions tutors and/or subject leaders? Have I visited on an open day? When will they interview me? Have I asked about the schools to which they are likely to send me? Have I checked their Ofsted report, their student satisfaction and employability rates? Have I checked the details, handwriting, grammar, spelling and punctuation on the form? Has someone else checked it for me? Have I asked an appropriate referee to act in that role? Have I fed them information/can they e-mail/ can I check when they have done so?

30 RNV SMUC 2009 Before submitting the GTTR form 2. 1. Have I checked to ensure I meet all of my first choice provider’s entry criteria? What do I need to ensure I do meet them? 2. Have I checked via GTTR, and the provider, if my first choice provider still has vacancies? Speak to the admissions tutor if you can 3. Have I checked with provider for likely interview dates? Have I indicated any impossible interview dates for me? Will they take these into account?

31 RNV SMUC 2009 Where can I find out more? Read with care the St Mary’s University College PGCE Secondary Brochure available on the St Mary’s University College website AND/OR a copy from our stand today, or via See also St Mary’s University College’s next PGCE Open Morning is on Wednesday 11 March, starts at 10, finishes by 1; includes an hour with a subject tutor or Primary Admissions Tutor (also a talk on fees and funding, and a campus tour). Please come – no booking needed. See website for other dates in 2009 e.g. PGCE Open Evening 10 March, 630 pm

32 RNV SMUC 2009 Two useful contacts – Talk to the satisfied customer, not just the salesman Nana Kyere BSc Pharmaceutical Chemistry QMW 2000 He was on our PGCE Mathematics course 2007/8 He obtained a job by the end of fis fist term, and is now teaching in Newham. His is one of the faces on our current Brochure front cover, and will be on our stand and giving a talk, at Train to Teach in London - at Science Museum 27/28 March 2009. see 07939 644867 Kam Yiu Cheng MSci Maths Imperial College 2007 He is now on our PGCE Maths course 2007/8 07708 927463.

33 RNV SMUC 2009 DON’T MISS Train to Teach in London event organised by TDA; free Science Museum 27 & 28 March 2009 (South Kensington tube; or buses to Royal Albert Hall) Apply, pre-book for fast entry, via All London providers will be there, with NQTs and/or current trainees to whom you can talk Come and visit us on the St Mary’s University College stand!

34 RNV SMUC 2009 Any Further Questions? PGCE Secondary: contact Bob Vertes or 020 8240 4154 PGCE Primary: Contact Trish Lee THANK YOU FOR COMING TODAY Let us know if and how we can be of further help

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