Case studies : Further education lecturer: Mona

Mona is a lecturer at a further education college. She graduated in 2007 with a BA in Early Childhood Studies and has just completed her Diploma in Teaching in the Lifelong Learning Sector (DTLLS) teacher training. Mona’s post is permanent and she also works one and a half days as a sessional lecturer, which incorporates the role of personal tutor and course leader.  

I started my career in education as a volunteer classroom assistant in a nursery and primary school.  This led to employment as a teaching assistant within a primary school and gave me a further insight to working with children.  This experience helped me recognise that I wanted to be a positive role model and develop a career in education.  

After completing my degree, one of my lecturers approached me and asked if I would like to work for her in further education, teaching the Pre School Diploma to 16 -19 year old students. After undergoing a full day’s interview, which involved a panel interview, written exercise and teaching observation, I got the job.

On a day to day basis my job involves the planning, design and delivery of lessons as well as tracking student data, which can be coursework or personal information relating to special or additional needs. Therefore, the job requires excellent organisational, research and time management skills.  I am a methodical person, which I have found particularly useful in the constant tracking of student information. Observing other teachers as part of my degree and training also taught me how to adopt new ideas when planning lessons.

I enjoy all aspects of the job from the organising and planning to working with the students. I believe my experience and degree in early years teaching has helped to develop my career from a part-time lecturer position to a regular sessional employment.

Teaching the Pre School Diploma to mature students has helped me develop the role of course leader and personal tutor though tasks such as verifying coursework before it is assessed externally.  No day is the same and you have to be dedicated to the work; sometimes there is no time to have a coffee or lunch and you still have to teach.

Being genuinely interested in people and gaining relevant classroom or community work experience with adults or young people is particularly useful for entering this profession.  Being responsible for the care and safety of students is a vital aspect of the job, particularly in light of the government’s Every Child Matters agenda, which highlights safeguarding as an essential duty of staff working with young people.

In the future I would like to deliver teacher training to new entrants in the FE sector and have thought about a staff development/ training role. I also have interests in curriculum management and student advice and guidance, however since I have just completed my initial teacher training I would like more time and experience before deciding.