Trainee & NQ Report
PHOTO: SARAH TURTON
Be part of the future It might be hard to believe but you, as a trainee or newly qualified member of ATL, can make a difference to the national education picture by getting involved with ATL Future. Your passion and enthusiasm for education plays a big part in ATL’s work. ATL Future is the name for all trainee and newly qualified (NQ) members in ATL. At its heart is the ATL Future steering group, made up of regionally elected ATL Future members who represent the views of new professionals UK-wide. The steering group advises ATL on the matters that affect them, as well as representing ATL Future at ATL’s Conference by putting forward its own motions, as steering group member Joe Lord eloquently explains on page 3. The group helps plan ATL Future network events for trainees and NQs up and down the
country, recently organising a ‘Happy2Learn’ event in Birmingham, featuring mental health campaigner Natasha Devon, as well as regional training on autism, workload, and applying for jobs. You can also make your voice heard by taking part in one of the group’s surveys. Topics have included incentives for joining the teaching profession, and mental health. You can get involved with ATL Future campaigns and debates on Twitter by following @ATLFutureUK. Find it on Facebook at www. facebook.com/atlfuture, and on ATL’s website at www.atl.org.uk/atlfuture.
The smiling faces of ATL Future members, gathered in Liverpool at ATL’s Annual Conference in 2016
IN THIS ISSUE… 4 ASK ATL SUPPORTING SUCCESS 3 ATL FUTURE Joe Lord on the power Answering your questions A look at the key issues of one voice and positive on social media and facing trainee and newly changes in the profession observed teaching qualified teachers 2
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APRIL 2017
RESOURCES FROM ATL ATL produces a range of publications, factsheets and online advice to help you as you progress throughout your career – see www.atl.org.uk/ tnqzone.
2 TRAINEE & NQ REPORT WORKLOAD ADVICE
Supporting success A LOOK AT THE KEY ISSUES FACING TRAINEE AND NEWLY QUALIFIED TEACHERS BEGINNING THEIR CAREERS IN EDUCATION SALARY INCREASES AND a smaller workload are the key to new teachers staying in the profession long term, an ATL survey has found. More than two thirds (68%) of trainee and newly qualified (NQ) members said a smaller workload would encourage them to stay in the profession, and a similar number (66%) said salary increases in line with inflation
would keep them working in the sector, according to an ATL survey of more than 500 trainee and NQ members in ATL Future, ATL’s group for new teachers. Meanwhile, achieving a work-life balance, managing paperwork and balancing assignments with in-school pressures are the most challenging issues our trainee and NQ members said they are facing.
68%
of trainee and NQ members said a smaller workload would encourage them to stay in the profession
Among the hundreds of positive reasons members gave for joining the profession were ‘making a difference’, ‘changing lives and having a positive impact’, and passing on a passion for their subject.
Behaviour management strategies ATL’s publication Managing Classroom Behaviour offers ideas to consider when faced with difficult behaviour. It is written from the position that teaching is a highly skilled activity that makes a real difference, to pupils’ behaviour in particular, and reactive approaches to difficult behaviour can, and do, make matters worse. Here is an overview of some of its suggestions for classroom teachers facing difficult behaviour. Consider the following classroom situation: Timothy grabs Rosemary’s ruler and appears to hide it from her. Think about the following options for the classroom staff. Firstly – ‘Timothy, stop being childish and give Rosemary her ruler back’; secondly – ‘Timothy, we ask before borrowing in this classroom’, and, lastly – ‘Timothy, you’re quite able to get on with your work, so return Rosemary’s ruler and let her do the same’. These three simple options are similar in that they all indicate to Timothy the teacher has noticed his behaviour and decided it is inappropriate. But they also have differences. The first has elements of judging the person negatively, the
second points to an agreement previously made, while the third refers to responsibilities in learning. The impact of these different styles, if generalised over time, can be quite marked. Style one can be counterproductive in terms of improving behaviour because it may build up resentments. Style two can be effective if set against a background of making and reviewing agreements regarding classroom behaviour. Style three makes the important link with what we aim to achieve in classrooms, it reaffirms our purpose. But style one is quite prevalent in our classrooms and the most frequently occurring teacher comments are very brief: ‘Stop it’ and ‘Shut up!’ This publication doesn’t suggest a ‘quick-fix’ to behaviour problems, because research does not suggest they are an effective, long-lasting approach. Rather, it is about trying to manage this complex situation in such a way that it promotes the qualities and skills pupils need to develop for their unknown and changing futures – learning skills and social skills. For more information, see www. atl.org.uk/managingbehaviour.
However, when asked to pick the top three most challenging issues they faced as a trainee or NQ, 65% cited achieving a positive work-life balance. More than half (51%) said managing the paperwork related to planning and assessment was a problem, while 45% said they found it difficult to balance academic assignments with in-school pressures. Managing behaviour in the classroom and making ends meet financially were also among the big challenges raised (see left for more ATL advice on coping with behaviour). Only 10% of members believe replacing QTS with a system where headteachers award a teaching qualification is a good idea. When asked to name the top three things they would like from their qualification, more than two thirds (70%) said they would like to see a teaching qualification that is broadly recognised both nationally and internationally, 57% want a qualification that adds to their professional status, and 50% want a qualification that provides a pathway to further opportunities in education. To find out more about ATL Future, see www.atl.org. uk/atlfuture.
TRAINEE & NQ REPORT 3 ATL FUTURE
A work-life balance Excessive workload is one of the most serious issues facing the education profession. It affects the quality of teaching and learning our members can deliver. It is driving valuable staff from the profession and having a hugely detrimental impact on personal lives. It shouldn’t be this way, and it doesn’t have to be. ‘It’s about time…’, ATL’s work-life campaign, is about giving you the help and advice you need to start taking action – for yourself, and with colleagues. One of ATL’s resources is the factsheet Time Management, which suggests a good place to start is keeping a time diary. You will be able to see how your time is spent over a given period, and this will allow you to self-audit the tasks that you carry out before, during and after your work day. ATL’s work-life tracker (www. atl.org.uk/abouttime) allows you to record a snapshot of your current work-life balance, the hours you work and what tasks take up most of your time. Filled out regularly, it plots out how this changes over time. You may also want to consider a more detailed time diary. For example, ask yourself questions like: how many of your tasks would be considered outside/extra to your agreed
duties? Which are the most time-consuming and are there any opportunities to do these differently to free up more time? Are you taking regular, good-quality breaks? Consider identifying five things you could do differently and trial these. Planning your day and week ahead can help enormously. You may wish to block out time to complete specific tasks or adjust your schedule to accommodate one-off activities. Keep reassessing your plan throughout the day. More time management tips: • seek clarity early • don’t be a perfectionist • stick to one time management system • manage incoming information through email or paper • learn from others • have a Plan B • make yourself unreachable • consider additional training to help complete tasks or manage your time • use ‘dead’ time effectively; for example, your journey to and from work • look after yourself. Time Management is one of a range of other work-life factsheets on subjects including stress and workload. They are all available at www. atl.org.uk/abouttime.
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ATL Future
Joe Lord, vice convenor of ATL Future, on the power of one voice It’s a phrase I hear I lot, in the defeated tone of someone accepting injustice: “There’s nothing I can do about it”. For anyone who thinks one person can’t change the world – take a look at the work of ATL Future. ATL Future has a crucial role within ATL and the wider profession. The views of trainee and newly qualified teachers are considered in the wider policy work of ATL, ensuring a strong union for all. Through ATL Future, one member can raise an issue affecting themselves or colleagues, which can lead to a national campaign or policy that benefits the entire profession. As well as dealing with specific issues, ATL Future has designed surveys that have highlighted wider professional concerns, which have fed into ATL’s national campaigns and policies. ATL Future’s 2017 Conference motion is a great example of this crucial work. ATL Future members had been concerned over the extra responsibilities given to NQs – often with little choice, insufficient training, and no remuneration. ATL Future is proposing a framework around ethical progression into leadership, to ensure extra responsibilities or promotions are appropriate for the individual. This is not an issue that can be dealt with solely by ATL Future; we are proposing to work with ATL’s leadership section, AMiE, and other headteacher unions. Following Conference, the ATL Future steering group will work with these representatives from the wider profession to develop the leadership framework, which will have a positive impact on the careers of our members. This motion originated with NQs discussing concerns, discovering others felt the same, and having the structure of ATL Future to tackle the problem on a national scale. ATL Future wants a shift from the attitude of “there’s nothing I can do about it”. There is something we can all do if we are aware of injustice or inequality, or have an idea of how to make positive changes within the profession – get involved with ATL Future and make your voice heard!
Hays Education and ATL have a unique partnership to offer new members the very best in career advice and job opportunities. With a network of over 40 offices, Hays has access to the best permanent and temporary jobs across the country. If you are looking for your first position, we can offer a personalised service to help you find the role that is perfect for you. To search for your first job visit hays.co.uk/jobs/atl For more information email us at atl@hays.com or to find your nearest office call 020 7259 8794
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4 TRAINEE & NQ REPORT ADVICE
Ask ATL…
ATL MEMBER LEE CARD IS A DEPUTY HEADTEACHER AT A PRIMARY SCHOOL. HERE HE ANSWERS SOME OF YOUR FREQUENTLY ASKED QUESTIONS THE VIRTUAL REALITY AS A NEW TEACHER, HOW SHOULD I MANAGE MY ONLINE/SOCIAL MEDIA PRESENCE?
POWERS OF OBSERVATION I GET REALLY NERVOUS ABOUT BEING OBSERVED TEACHING. HOW CAN I STILL PERFORM TO THE BEST OF MY ABILITY?
This is one of the most pertinent questions for educators. Social media, particularly Twitter, is growing into one of the most powerful and accessible platforms for professional development and dialogue. Here are three key messages: 1. Take control of your ‘digital footprint’. In reality, there is only so much you can control. Privacy settings and vigilance will offer some protection. One rule of thumb is: don’t post anything online that you wouldn’t want to see in the Daily Mail. A great first step is to Google yourself – know what your digital footprint is already. 2. Prevention is better than cure – have a social media policy. Social media presents a risk of online abuse: cyberbullying, defamation, ‘trolling’ and conflicts of interest. It is crucial for schools and
There has been a very positive 3. Learn from the professional shift in recent years, from expertise offered. Your observations of teaching rather observer should be a than of teachers, to judgements professional and supportive formed over time rather than colleague; welcome their in the pressure-cooker of a feedback. Don’t be afraid single lesson, and to abolishing to engage with them and grades for teachers for one-off ask questions during the lessons. Ofsted has supported whole process – even and, in some aspects, led the in the lesson itself. way on this. Nonetheless, 4. Focus on standing out rather observing teaching remains than being outstanding. a valuable professional Hopefully your school won’t development opportunity for be employing a graded less experienced teachers. lesson policy so, rather Remind yourself of the than ‘grade chasing’, you following as you prepare can focus on what learning for an observed lesson: you are seeking to offer in 1. There is no such thing as a your lesson, what you could ‘preferred’ way of teaching: explore next and, most you don’t have to act in a crucially, celebrating what different way just because you are already great at. As a you are being observed. new teacher, be comfortable 2. See the lesson observation in being a learner. Stay safe as a process. Planning, the in the knowledge that one pre-lesson discussion, the lesson does not make delivery, the post-lesson a teacher. Even those discussion – the whole colleagues you currently process is something revere all have bad lessons to throw yourself into. – it’s part of the job.
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colleges to have a rigorous and clearly defined social media policy. Ask your headteacher/principal for the policy, but, in addition, decide upon your own. 3. Keep your professional distance. You wouldn’t tell your Year 3 class about how drunk you were on Saturday and show them photos to prove it, but this needs even greater consideration online. Social media can blur the professional/personal line as pupils or parents request to be your ‘friend’ on Facebook or follow you on Twitter. Many employers will now routinely search prospective candidates’ digital footprint and a robust approach is evidently required. An appropriate first step in relation to social media is to create professional and private accounts to separate the two elements of your life.
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WIN!
One lucky winner will win £50 in Marks & Spencer vouchers, courtesy of Hays Education. Simply send your completed sudoku to: TNQR sudoku competition, Think Publishing, Capital House, 25 Chapel Street, London NW1 5DH
Closing date: 18 May 2017
Tick here if you do not wish to receive the latest information from Hays Education.
Write your name and contact details, including your email address, here:
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4 Terms & conditions: Please include your full name, address (including postcode), email address and telephone number. The winner will be picked at random from the correct entries on 19 May 2017. They will be notified and their name will be published in the next issue. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL and Think are not eligible for the prize draw.