Professional development, Research; Ucas and ROUTES into teaching

UCAS pages on routes in to teaching

Above: "all postgraduate initial teacher education or training (ITET) programmes give you time in school.

This is something I needed clarifying as I was unsure if studying PGCE at university provided you with many hours in school. I need to look into this further to see if there is usually enough hours offered ( I feel hours in school is something very important as it gives you experience and understanding that distance would not)

Above: This image shows information provided by UCAS, on the various routes into teaching. 

These are:

University based programmes

Training programmes based in schools 

Initially, the idea of gaining qualifications through school based training seems more appealing as I believe the hands-on experienced would be more beneficial and realistic than learning from the distance of a classroom.

Teach first

Teach first is an appealing route into teaching whereby you complete a short training period of around 6 weeks. By then end of that time you should have the tools and experience necessary to work as a trainee teacher in schools across the country affiliated with teach first. in order to be eligible to apply you have to achieve at least a 2:1 degree classification and pass a series of interviews and criteria. In addition, Teach first students receive a salary equal to that of an unqualified teacher. Further opportunities arise throughout the programme such as training for masters, work placements and experience abroad and with established companies associated to your subject. 
Regarding this programme, I need to enquire as to where the schools they place you in, are situated, how intense the training aspect of the programme is and ours expected etc. due to the fact that I have a long list of other commitments and responsibilities including having a young child, training needs to fit into my life.

SCITT

SCITT courses generally last one year, and many include a postgraduate certificate in education (PGCE) and/or Master’s-level credits

Training as part of a SCITT gives you the opportunity to learn ‘on the job’. You will benefit from working and learning every day in a school and getting an immediate insight into what teaching involves. 

Don’t worry, this doesn’t mean you’ll be thrown straight into teaching classes before you’ve had a chance to find your feet. You’ll receive lots of intensive support and training from experienced teachers and mentors right from the start, and throughout your course. The school you’re with won’t ask you teach classes unsupported until they think you’re ready.

School-led courses have very high rates of employment and trainee satisfaction, and many SCITTs also offer School Direct courses – so there are plenty of school-led options all over England.

Link to PROSPECTS page re: SCITT
PROSPECTS SCITT

Schools direct

School Direct courses generally last a year, and you’ll train in at least two good schools.

This course offers a brilliant option if you want to train and learn ‘on the job’ – but you shouldn’t worry about being thrown in at the deep end. You’ll be part of a team from the very start, receiving intensive support from experienced teachers and mentors. That means you won’t be teaching classes unsupported until the school thinks you’re ready.

The principles of academic rigour on School Direct are the same as on university-led courses, too. You’re also equally eligible for a training bursary (or, where appropriate, scholarship) and can apply for the same financial support, such as student loans. School Direct courses all result in qualified teacher status (QTS). Most also award you a postgraduate certificate in education (PGCE) and/or Master’s-level credits.

These combined factors mean that school-led courses have very high rates of employment and trainee satisfaction. And, with the expansion of School Direct, the chances to train locally are better than ever – wherever you live in England, there should be a School Direct partnership nearby.

If you have been working for around three years or more and like the idea of School Direct, but want to earn a salary, School Direct (salaried) is available exclusively for you.

What is required for the application process?

DBS
Personal statement
Summary of education and qualifications
UCAS application
Interviews
Portfolio
Experience in school

What do I want to do? ... because I don't know what age, then perhaps I look at a variety for now and apply in january or feb? ... find out if there is a deadline

What do i need to do it? hours in school? 
Would primary hours contribute to a high school PGCE application?
Do I need a portfolio?
How would the portfolio be tailored to education or show evidence that I can teach?
Research art and education or explorative practices combining student or young people and art etc 

Preperation and research

I have arranged the placement, now I want to look into ideas and examples of what goes on in a primary school so i am better informed when meeting them and offering suggestions etc

Subjects taught in schools in England

Source: BBC schools and parents

An outline of the subjects taught in primary and secondary schools in England.

Which subjects are taught at primary school?

At primary school a child will learn about a wide range of subjects as well as Literacy and Maths, which are currently compulsory.

Other subjects include:

• Science
• Design and technology (ICT)
• History
• Geography
• Art and design
• Music
• Physical Education
• Religious education (parents have the right to withdraw children from these lessons if they choose)

In addition, schools are encouraged to teach:

• PSHE (personal, social and health education)
• Citizenship
• One modern foreign language (from September 2010, a modern foreign language will become compulsory for Key Stage 2 children - Years 3 to 6)
• Sex education - every primary school must have a written policy on this available to parents and pupils (and parents can withdraw their children from sex education classes if they choose)

source: BBC schools and parents


Personal questions

How would my creative teaching style be integrated into the primary curriculum
what subjects would I be required to teach? Or would I focus on Art?
perhaps as an art teacher, would I integrate other teachers subjects into my classroom as a learning tool for their subjects? ie: history would I teach my own lessons of art based on historical subjects?
how might I go about teaching new subjects if required to do so?
(specifically at Russells hall school)
is there one subject across the bredth of the school or is Jeans subject stone age history?
who will I be working with and what subjects do they specialise in?
is there an after school club
is there an art teacher?
What are the different key stages
how does one engage the various ages?
lesson plans vs creative ideas
workshops
equipment


After meeting with Jenny Brown, Headteacher at Russels Hall Primary, I am now better informed:

After meeting with the Head teacher at Russells Hall primary school, I am now aware that They teach a creative curriculum, whereby art is integrated heavily in the teaching of all subjects. They do also have an art co-ordinator who oversees art lessons and design technology. She takes inspiration from the subjects being taught at the school, creating lesson plans and projects which revolve around those topics.
For example, the current theme being studied throughout the school is Vikings and the stone age. So the Arts department will create work that explores this such as creating clay bowls, making cave drawings and Viking long-ships, and paintings of stone henge etc.
I will go away and research existing workshops, design projects and art from these periods, and visit history museums and galleries, perhaps there will be something current informed by these periods?
I will then create a well informed set of workshops that I can bring back to the head and art co-ordinator for approval.



link to lesson plans Nottingham

Heritage

Critical Evaluation Notes

Negatives

DBS check timing

After applying for my DBS check, I was informed that I would have my certificate/form back within a few weeks. In fact this took almost three months, forcing me to move my placement back by a whole semester.
This does not create a well organised and presented appearance.
In future I will plan ahead as far as possible completing any forms months in advance to ensure smooth sailing, but also in order to present myself inn a more professional and desirable way.

Lack of engagement due to poor time keeping/understanding

When I initially met with the head, for several reasons I did not present myself in a way that I now wish I had done.
I was not fully engaged with what was required of me, underestimating what I had to offer the school. This stems possibly from a lack of self confidence and remaining in a "student frame of mind" I expected that I would go into the school, observing and making notes based on how art was integrated into a classroom, offering general assistance.
Now, I am prepared and excited to be going into the primary placement offering a professional service where children and teachers can use my experience and knowledge gained during my degree, to better engage and teach subjects through artistic approaches. This change in approach has required me to become more self confident in what I can offer, but has also given me a far greater opportunity to develop my own practice and understanding through DOING and becoming a beneficial personal to have in class (perhaps!)

rushing

Due to bad experiences last semester, I went into the school and got everything moving before my own knowledge had caught up with me. Which has created a delay in combination along the way. Due to me not grasping the vital elements of what i should be doing in the school until more recently, I have not been able to get a move on in terms of presenting Ideas fully and professionally to the Head until now.
If i could do this again I would have waited until I was fully aware of my objectives, allowing me to go into the school, and from the first meeting, I could have left a better impression of myself and what I was able to provide. This way also the process would have run more smoothly and swiftly into starting the placement.

taking materials for granted

Due to my age and lack of experience with this particular age group
lack of self confidence

Positives

New outlook I have for the placement
sense of self worth regarding position and skills i have to offer. THEY CAN BENEFIT FROM ME BEING THERE.
I know what to do next
Planning is underway etc

Initial thoughts, Objectives, Stage 1 research, analysis etc

Initial thoughts, on the module and my learning objectives

What do I want to gain from the module? 

I know I want to teach based on the above but what age group? 
how will I figure this out?
When I have figured it out then what happens next? /during as the case may be
What are the routes into teaching?
How do I apply?

I know that post graduation I would like to continue my study in the hopes of becoming a teacher.

why?
A good teacher is someone that I have always greatly valued. As a child I found direction and self confidence through my artistic abilities, which was brought out and encouraged by some of my better teachers. They had an ability to notice how their students learned most effectively and utilised it to deepen understanding in a subject. I struggled through primary school after having been moved up a year. I distinctly remember being made to feel very uncomfortable by some of my peers, and even a number of teachers, who apparently questioned my abilities in a higher age range. However, after being encouraged and helped by a certain teacher, I blossomed and in fact completed exams significantly ahead of schedule, achieving high grades and winning awards. If not for these teachers I would have continued to struggle and the outcome would have certainly been very different. I had similar experiences throughout higher education which reinforced my opinions on what makes a good teacher and role model within education.

What's the motivation?
My motivation to teach comes from both the above, and my love of the subject. I thoroughly enjoy encouraging and teaching others how to engage in art and design technology, exploring new approaches and viewing the world and its art in a new critical manner. I am fascinated by the vast array of explorations through expression and creativity that only art or and working practically with materials seems to offer and I am captivated by intriguing and breathtaking visuals. 

What skills do I already posses that may enable me to be a good teacher?
I believe that organisational skills, an ability to work well under pressure, resilience, enthusiasm, empathy,  creativity and a passion for learning are valuable in a teaching role. All attributes I feel I possess and demonstrate daily.

What are the other known skills needed? and do I posses them?
-organisation,communication skills, empathy, creativity, energy, resilience, enthusiasm, responsibility, commitment to life long learning.

Things that I may struggle with/my downfalls, initial expectations
I am aware that I can be very sensitive, and when I feel judged or made to feel uncomfortable, all of my confidence and ability can go flying out of the window. When I feel like I am seen as  not good enough, by someone who I value their opinion, I cant prove myself worthy or knowledgeable due to a feeling of panic. I need to work on this and value myself more. I need to use this module to establish to myself that what I have to offer is valuable.

What has influenced me to make this decision?

Major question, for which I will use the module to answer...

What age range?
Although I know I want to teach, I am undecided as to whether to teach primary or secondary school. Ideally from this module I can obtain some experience in both environments which will then lead to an informed decision. Currently I am leaning toward primary school as I believe I have the ability to communicate well with young children. I have more experience with this age range and also, due to my own education at this age, feel that art could allow youngsters a real sense of belonging, which I would find greatly rewarding. I believe that Art is an immeasurably valuable tool for learning at this age. In addition, I have a keen interest in children's illustration and literature, I intend on developing children's books in the future, this could be something that is easily influenced and informed by time in the classroom and working with young children. I would like to conduct research independently through my experience in class as to the way children respond to visuals. This would improve my abilities as a children's book illustrator/designer. However, my doubts come from whether or not I will personally desire more concentration on my subject than primary school can accommodate and in fact whether or not Secondary school may suit me better. Primary can only offer so much in the way of skill based learning and the knowledge that I have obtained through degree and foundation may feel somewhat wasted, where secondary might give me the ability to utilise that knowledge considerably more.

Research - First stage

In this section I will look through the roles of a teacher as specified by several well respected and up to date on-line resources, I will ask teacher whom I know, about the realities of teaching as a career. I will then asses/analyse this information in order to begin my placements in a more professional manner. I will apply the knowledge gained were possible, showing initiative and an enthusiasm to progress.

What are the roles of a teacher?

Teacher roles for primary education as detailed with "PROSPECTS"

The above images show screen shots of the prospects web site, this is an up to date careers site that maintains well informed information to those wanting to progress professionally.

From the information provided I can see that Primary teachers are expected to meet curriculum objectives, they are expected to gain optimum achievement and development from their students, they make connections with prior learning and current development in order to facilitate more efficient learning in future. (I will note this, when in class I will note behaviour and prior learning experiences in order to asses how I will aid better learning in the next session etc) They also encourage and engage children in learning, deepening their understading etc. (curriculum styles can alter this possibly, will see ased on school choices etc)

Teacher roles for primary education as detailed with "National Careers Service"

Source: National careers service NCS

You would work with children aged between five and eleven in state and independent schools, and be responsible for their educational, social and emotional development while in your care.
You would teach subjects covered by the primary national curriculum at key stage 1 (ages 5 to 7) and key stage 2 (7 to 11) — subjects such as English, science, music and art. In some classes, you may have a teaching assistant to help you.
Depending on your qualifications and experience, you may work as a subject specialist teacher, where you would concentrate on a particular subject, for example maths or modern foreign languages.

 As well as teaching you would:

• plan lessons and teaching materials
• mark and assess children's work
• manage class behaviour
• work with other professionals, such as education psychologists and social workers
• discuss children's progress and other relevant matters with parents and carers
• attend meetings and training
• organise outings, social activities and sports events

As a primary teacher, you could also work with children under the age of five (early years foundation stage) in settings like a children’s centre or a reception class in a school.

From research conducted on PROSPECTS and NCS, I have obtained the below information on the technical roles of a teacher:
lesson planning, short and long term objectives, classroom organisation, how different activities and lessons work, teaching styles, classroom management, behaviour, groupings, resources and pastoral care, inclusion/diversity issues, how are special needs educational needs etc catered to? dealt with? and pupils with english as an additional language etc.
Along with this I have gained some "official insight" as to other roles in the classroom.
This has deepened y interest in wishing to become a teacher, all roles and responsibilities are something I feel I expected and look forward to developing.

how will I find out more?

Through experience during my work placement I will grow to understand the roles of a teacher, Art co-ordinator and obtain experience working with  primary school children. This will contribute to both the clarification of what I intend to do, but also go towards the hours needed to apply for PGCE or Teacher training later on in the semester.


Notes/questions/further

do I offer my skills as a creative to a multitude of subjects? or will I be working with an art specialist?
Taking art in the literal sense and teaching skill sets and using creative tactile media to engage imagination based on a subject given by the teacher.
Or do I offer a creative approach in the classroom to better enable teaching? as children are such imaginative and creative people and sometimes the use of imagery and visual stimuli can be lost with growing up.
Do I offer my skills as an artist in after school workshops that are related to subjects being taught in the classroom? for example I know that the stone age is being taught by jean if not thoughout the whole school to some extent. (my lack of understanding surrounding primary education is as fault here.) Or is this irrelevant as I could be put with a maths teacher...

What next?

Set out a set of plans and guidelines/objectives I wish to achieve through my placement, can Russells hall primary school facilitate that? What do i need to understand further etc and can this be covered through experience there?

Finalising my placement

Based on all of the above, my interest in teaching and a better understanding of the job roles etc, I feel that I am choosing the right career path for me. I expect to now develop a greater understanding of the primary environment though classroom experience during my placement. 
I discussed my intentions with Miss Jenny Brown, the Headteacher at Russell's Hall Primary school, and e decided that my experiences and intentions would be well catered to through working with the art co-ordinator. She explained to me the school has a creative curriculum. Something that I feel will give me a positive experience due to their enthusiasm toward arts integration and creative approaches and media. 


What I will do next

Apply for DBS check
Develop a set of workshops based on research
Develop a proposal 
Set of learning objectives
consider how the placement is expected to effect my practice? both professionally and creatively
write a timetable to effectively manage my experience/university and other commitments

DBS Check
Applying for a DBS check seemed relatively simple, and the application process itself is. However, the time it took to have this cleared was significantly longer than was estimated. Estimate time was around 3 weeks when in reality it took over 9 weeks. In hindsight I should have applied a lot sooner, but this was unforeseen. This had a detrimental effect on my study in that I had to postpone my admission on the module and the start of my placement. This could have led to a bad impression on the school, and in-fact, if the university couldn't cater to me I could have had very little options left.  In future I will apply ahead of schedule leaving no room for error.

How am i now going to plan and manage my placement? how am I going to keep it on track? 
Due to the set backs I had already experienced, just from the DBS check, I have made a list of items that need to be in place by different dates, This way I can begin working on them now, ensuring swift completion.
Once I learn the dates and times of my placement I will note everything on a monthly planner so I can manage my time efficiently. I have a number of other commitments and responsibilities that will need to be very well managed in order to complete the module and placement in a timely and professional manner.
DO THIS

How will it influence my own practice?
Completing this module and placements, will enable me to gain insight as to how to mould my skills to suit age groups and ability levels, my personal work currently is contributing to  a portfolio that I may apply to appropriate PGCE courses, so showing a range of abilities and practice styles is beneficial. Hence why I have opted to take a print making module come february. This will expand my skills and contribute to my portfolio in a way that both high and primary schools will find beneficial. Screen printing is a practical skill that I have encountered at these levels so will be a transferable skill in the classroom.
My practice is starting to merge from purely creating to teaching, so my teaching practice will be effected through the experience I gain but n addition I will need to keep up to date with contemporary issues in Arts so as to remain a well informed teacher. I will conduct research based around topics covered in the classroom which will maintain a relationship with the current art issues and inform my practice.
The overall module will influence my practical practice also as I will taylor my skills and knowledge to suit the age group i decide on.


What i will do to remain informed and well resourced? keep an up to date experience and knowledge of contemporary arts issues? teaching issues etc? galleries and exhibitions considering art and education?
Due to time restrictions and other comitments, my interests do take a back seat in my life, and although I am very passionate about making and current issues explored in art, I am not always up to date with what's going on. I intend on signing up for more newsletters and articles that will keep me informed with contemporary and current issues. In addition I hope to see several new exhibitions so as to remain in touch. This is a skill I hope to develop in my teaching career so as to be well informed and offer insight to my students as to the newer developments in arts and design.

this is where problems may occur from primary school, where I cant just apply my own art approaches to their study, they enjoy crafts. non progressive etc. however these are a set of ideas that I could introduce hypothetically? non evasive cameraless photography? any current in progress?

As I am leaning toward primary school currently, I am unsure how this will directly influence my own art practice, I am aware it will be a little lost in this career. The primary environment is usually more traditional and "**Crafty" in its approach to arts, and from what I gather, progressive and contemporary approaches might be something that schools are less willing to take on board. Also, I will be required to teach more than just art. This is quite usual for primary teachers, with non subject specific roles being part of the job description. 
I will however attend exhibitions and develop a research journal based on work that I still find interesting, or that may lend itself to a more progressive approach, even if it may be more hypothetical than something I can make a reality currently. Also, I am aware to an extent that the school I should be working with integrates art into its usual subjects such as history. There are many traditional methods of making that could be explored in the classroom as a means of engaging with those subjects more fully for example, If they are exploring the Tudor period, I could visit a Tudor house and create work inspired by the times such as miniature portraits.
If though, I do decide later on that I want to teach secondary school. Staying in touch with current art issues and contemporary practices would be something I can utilise. 

**"Craft" by definition: an activity involving skill in making things by hand.
So, when I refer to schools using a "crafty" approach I mean to suggest more, a simple craftsmanship. Very basic and without intensive use of fine motor skills and or complicated or challenging materials. Traditional and simple use of materials such as textiles, glues, buttons, threads, paper, tissue, and safe equipment like safety scissors, PVA, rulers and plastic needles etc, often making objects with hands and approaches like folding, bending and manipulation.


What will I do if it doesn't work out?
If I believe that the placement doesn't cater to my needs or requirements, or perhaps I find myself surprised, disliking the environment as a whole, then I will re-evaluate my options. I have a few Paths that I feel would interest me, all of which I have previously considered and researched in the professional practice module.



As I am leaning toward primary currently here is my Initial proposal

Proposal for russells hall 

I have chosen to do a work placement within a primary school in order to obtain experience toward my PGCE application, in addition to developing a better understand of the way in which Art and creativity is integrated into a primary teaching environment. (Russells Hall Primary school teaches a creative curriculum therefore I hope to see artistic integration throughout subjects, where I can offer fresh Ideas and workshops)
 This will enable me to make informed decisions regarding the age group I may want to teach at a later date and if a creative dynamic and artistic approach would lend itself to better engagement and enjoyment in the classroom.
My initial intention is to research how Art is taught in primary schools and also how creativity is used throughout the varying core subjects. I will research successful existing workshops, lesson plans, health and safety issues regarding equipment and conduct, which will give me a strong basis of knowledge upon which to enter the primary environment.
From here I hope to develop my own set of workshop plans and Ideas for the children in support of the teachers and their subject. For example, with regard to history and the Stone age, children could experiment using found tools, clay and a hands on approach to engage and encourage them with the subject of our history. Or perhaps with Literacy, children could write and illustrate a book of poetry together.
Small projects and items that can be presented or taken home can be used as a way of encouraging pride and enthusiasm in the child's work. Further to this, offering a display or presentation at the end of term could allow a gateway for communication between parents and teachers, and a platform of knowledge that can be shared visually. (upon approval from the Head teacher)
Overall I plan to research creative classroom approaches, assist teachers with a new range of creative Ideas depending upon subject area, encourage and engage children using interesting materials that they otherwise may not have the chance to encounter, all the while bringing my own experience as an artist into practice alongside developing basic teaching experience.