Secondary school teacher
Job description
A secondary school teacher teaches one or more national curriculum subjects to pupils aged 11-16, or up to 19 in schools with sixth forms.
Teachers plan lessons in line with national objectives to ensure that pupils learn. They also encourage, monitor and record the progress of their pupils.
Teachers support, observe and record the progress of their class. They also plan lessons in line with national objectives with the aim of ensuring a healthy culture of learning.
Teachers must also keep up to date with developments in their subject area, new resources, methods and national objectives. Teachers liaise and network with other professionals, parents and carers both informally and formally.
Typical work activities
Typical work activities include:
- preparing and delivering lessons to a range of classes including putting up displays in the classroom;
- marking work, giving appropriate feedback and maintaining records of pupils' progress and development;
- researching new topic areas, maintaining up-to-date subject knowledge and then devising and writing new curriculum materials;
- selecting and using a range of different learning resources and equipment, including podcasts and interactive whiteboards;
- undertaking pastoral duties, such as taking on the role of form tutor, and supporting pupils on an individual basis through academic or personal difficulties;
- preparing pupils for qualifications and external examinations;
- managing pupil behaviour in the classroom and on school premises, and applying appropriate and effective measures in cases of misbehaviour;
- supervising and supporting the work of teaching assistants, trainee teachers and newly qualified teachers (NQTs);
- participating in and organising extracurricular activities, such as outings, social activities and sporting events;
- participating in departmental meetings, parents' evenings and whole school training events;
- liaising with other professionals, such as learning mentors, careers advisers, educational psychologists and education welfare officers;
- undergoing regular observations and participating in regular in-service training (INSET) as part of continuing professional development (CPD);
- teaching in middle schools, which take children aged eight or nine to 12 or 13, teaching the primary or secondary curriculum appropriate to the age of the children.
Salary and conditions
- Newly qualified teachers (NQTs) in England, Wales and Northern Ireland start on the main salary scale, which rises incrementally from £21,588 to £31,552 for England and Wales. London salaries can differ depending on location.
- In Scotland, salaries range from £19,997 to £34,200. In addition, there is a Distant Learning Allowance of £1,782 and Remote Schools Allowance of £1,074 or £2,010.
- Experienced teachers may become advanced skills teachers (in England and Wales), in which they share their highly developed skills with other teachers. In Scotland this is recognised as chartered teacher status. Teachers may move into key stage or year leaders, mentoring and management roles. Management roles in particular attract considerable salary increases.
- 39 weeks of the year are allocated for teaching and term-time hours may be long. Hours vary between schools and are usually from 8.30am until 3.30 or 4pm, but most teachers are in school before the school day starts and remain after school is finished. Marking and preparation are usually done at home. They often teach five periods a day, with lunchtimes sometimes being taken up with extracurricular or pastoral duties.
- Parents' evenings, preparation for The Office for Standards in Education, Children's Services and Skills (Ofsted)
inspections, breakfast and after-school clubs, and sport, drama and field trips may all take up extra hours.
- Teachers have 13 weeks per year away from the classroom, but many use this time to work on marking, planning and preparation.
- Mobility can improve prospects, but jobs are available in most areas, especially in towns and cities, throughout the country. Staff turnover is greatest in inner-city schools.
- Teachers may be able to supplement their income through private tuition, national exam marking, teaching evening classes or writing textbooks. Part-time work and career break opportunities are available. Courses are provided for those returning to the profession. Supply teaching is an attractive and flexible option for some.
- Approximately 55% of secondary teachers are women, but proportionally more head teachers are male. The gender balance varies across subject areas, e.g. more women teach English and modern languages and more men teach mathematics and science. An objective of the Training and Development Agency for Schools (TDA)
is to recruit more people from Afro-Caribbean and ethnic minorities and more people with disabilities into teaching.
- Secondary school teachers do not necessarily have a base classroom and may have to carry books and equipment from room to room between lessons. The physical condition of school buildings varies enormously, as does the availability and quality of resources.
- Trips with pupils or staff development opportunities may occasionally involve staying away from home and/or overseas travel.
Entry requirements
Unless your first degree (for example a BA in Education) gives you qualified teacher status (QTS) in England and Wales, or teaching qualification (TQ) in Scotland, you will need further training.
For details of all routes into teacher training, refer to the Training and Development Agency for Schools (TDA)
and The Scottish Government - Education and Training
.
Briefly, the options are:
- A full-time, part-time or modular Postgraduate Certificate in Secondary Education (PGCE) or Professional Graduate Diploma in Education (PGDE) in Scotland): courses are available at many universities and colleges. Applications for most courses in England, Scotland and Wales are made via the Graduate Teacher Training Registry (GTTR)
in the autumn before you wish to start. Northern Irish universities recruit directly. There are a limited number of two-year subject-conversion courses for training to teach shortage subjects. There are also six month paid enhancement courses for shortage subject areas. These include chemistry and math, and will often allow for progression to the PGCE. For full details, see applying for a PGCE.
- School-centred initial teacher training (SCITT)
- schools devise their own training programme in partnership with their local education authority (LEA) and a higher education institution (HEI) however, this is not a guaranteed route to being awarded a PGCE.
- The Registered teacher programme (RTP)
- this is a two-year programme combining classroom work and the completion of a degree which confers QTS. Places are limited and the focus is on shortage subjects. This programme has not been available to new entrants in Wales since 2007.
- In England and Wales, candidates with one or two years of higher education may take a shortened two-year degree with QTS. You can apply via the Universities and Colleges Admissions Service (UCAS)
.
- The Teach First
scheme gives the opportunity to teach for two years and then either stay in teaching or move on to roles in the public sector or business.
- The Graduate teacher programme (GTP)
- graduates are employed as unqualified teachers and paid a salary. This is a highly competitive scheme for those with considerable relevant in school experience.
- Candidates with a teaching qualification from an EU country can apply to the General Teaching Council for England (GTC)
for accreditation.
- The Overseas teacher training programme (OTTP)
offers non-EU overseas-trained teachers the opportunity to gain QTS while working as teachers.
- Independent schools may employ teachers without QTS although, in practice, this is uncommon.
Although training is open to all graduates, a degree related to a national curriculum subject increases your chances of getting a training place. Your pre-university education may also be taken into account. Some institutions offer enhancement courses for shortage subjects if you have already been accepted onto a PGCE course. Check the Training and Development Agency for Schools (TDA)
website for current shortage areas.
Candidates will need to show evidence of the following:
- classroom experience (some providers will not accept PGCE primary applications without at least fifteen days in-class experience), as an observer or classroom assistant (structured work experience programmes, such as the Student Associates Scheme
, are available through higher education institutes and the OU - visit open days and try to attend a taster course). It is important to note that some of these schemes may be linked to shortage subject areas. Please check with your desired provider;
- many primary and secondary schools are also happy to accept volunteer work experience placements;
- experience with children, e.g. through sports, play schemes, summer camps, youth clubs, tutoring or mentoring;
- familiarity with the national curriculum for your subject;
- enthusiasm, motivation, commitment and strong communication skills.
Teacher training providers set their own entry requirements, which always include GCSE grades A-C in English and mathematics. Additionally, you will need to demonstrate satisfactory health (Fitness to Teach health questionnaire) and Criminal Records Bureau (CRB)
checks. If you do not have these qualifications, approach institutions before submitting an application as some offer special tests for such applicants. Trainee teachers must also pass national skills tests in numeracy, literacy and ICT before starting their induction year.
For full details of PGCE funding and bursaries in England and Wales, see the TDA website; for Scotland please refer to the Student Awards Agency for Scotland (SAAS)
. You can also find student finance information on Direct Gov - Student Finance
. In Northern Ireland, PGCE students are eligible for awards from their LEA and library board.
For more information, see work experience and internships and search courses and research.
Training
Initial teacher training (ITT) combines theoretical learning with at least 18 weeks' teaching practice in school. Initial teacher training for qualified teacher status (QTS) can be undertaken in a variety of ways.
Newly qualified teachers (NQTs) serve a three-term induction or probationary period of assessment, usually completed in a single school year, after which qualified teacher status (QTS) is confirmed. This is a period of rapid, supported development and additional assistance, consolidating what has been learned in teacher training.
It is comprised of two main aspects:
- an individual programme of professional development and monitoring; and
- an assessment against the national induction standards.
During the induction period, NQTs are monitored and supported, have a reduced timetable, and work on areas identified for development during their teacher training.
In-service training is available to all teachers, both in-house and at local education authority (LEA) training centres. Training topics include curriculum issues, special needs, subject leadership, pastoral care, new initiatives and technology (including child protection and on-line exploitation training). Some teachers pursue higher qualifications, such as an MEd or MBA, on a part-time basis, depending on their career aims. Professional qualifications for school managers are also available.
Career development
Career progression may be through a specialist curriculum or pastoral role, or by moving into management. Teachers may become heads of department, heads of year or coordinators of a cross-curricular area, such as special needs or careers education, as well as subject or professional mentors for trainee teachers on placement.
Classroom expertise has recently been recognised by the creation of the status of advanced skills teachers (in England and Wales) and chartered teachers (in Scotland). Advanced skills teachers are recognised through external assessment as having excellent classroom practice and they share their knowledge and expertise with colleagues in their own schools and other schools in the locality. They receive additional pay and increased non-contact time. See TeacherNet
for details.
A recent development has been the introduction of the National Professional Qualification for Headship (NPQH). From 1 April 2009 it will be mandatory to have completed the NPQH prior to appointment to a first headship. Details are available from the National College for Leadership of Schools and Children's Services
.
Some teachers move out of schools and into other related jobs, such as further education lecturing, school inspection with The Office for Standards in Education, Children's Services and Skills (Ofsted)
, initial teacher training, or administration in local education authorities (LEAs) or examination boards. Organisations such as museums, art galleries and zoos employ teachers as education officers. There are some opportunities for self-employment, which include private tutoring, writing educational materials or running a small private school.
Employers outside education value many of the skills gained through teaching. Some teachers retrain for other careers, such as social work, the police, guidance work or management roles within the public or private sector, where they continue to use the skills acquired in teaching.
Employers and vacancy sources
Most secondary school teachers work in maintained or local education authority (LEA) schools. Qualified teacher status (QTS) is usually required to teach in independent schools and it is now possible to complete the induction period satisfactorily in an independent school. Some teachers trained in the secondary age range (11-18) may consider middle schools in the small number of areas where these exist, and some move into further education settings.
Some secondary teachers take on supply work through an agency or arrange supply work directly with schools. Supply work offers flexibility, which suits some people, although it is less stable than a permanent contract. While it is possible to complete your induction year as a supply teacher, supply work can be hard for a newly qualified teacher (NQT) and it may be difficult to get suitable placements or adequate support to complete your induction period.
Once trained and experienced, some teachers look for positions overseas.
Many countries expect a teacher to have qualifications gained in that country, but it is sometimes possible to negotiate terms. Opportunities are available through international schools and in schools for the families of the armed forces. Some teachers go on exchange programmes to other parts of the world, and some do voluntary work in developing countries through organisations such as Voluntary Service Overseas (VSO)
. If you are thinking of working overseas straight after teacher training, bear in mind that you must complete your induction within five years of finishing your training.
Sources of vacancies
There are increasing numbers of specialist teaching recruitment agencies. Find them in the TES and the local press. Many LEAs send recruitment leaflets to universities and most have useful recruitment websites. Vacancies may occur at any time, but most are advertised in May, when teachers not returning in September hand in their notice.
Get tips on job hunting, CVs and covering letters and interviews.
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Written by Louise Sharland, AGCAS
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