Getting into Teaching

Is Teaching Right for You?

Gaining School Experience

To make an informed decision about whether teaching is right for you, it is highly beneficial to spend some time observing and shadowing a mathematics teacher. This will give you the opportunity to see the realities of school life, including the range of ages and abilities taught, the management of learning and behaviour, form tutor responsibilities, pastoral work, and the wider role teachers play within a school community.

Where possible, try to arrange observations in at least one state secondary school, ideally one different from the school you attended yourself. Experiencing a new setting can help you develop a broader understanding of the profession.

Many universities have established links with local schools and may be able to help arrange placements. If yours does not, you can use the Department for Education's Get School Experience service to search for and request visits to schools across England. Alternatively, you can arrange your own placement through personal contacts, your former school, or by contacting schools directly and asking to speak to the professional mentor, Initial Teacher Training (ITT) lead, or the member of staff responsible for teacher training and recruitment.

It is helpful to have an up-to-date CV ready to send if requested.

Schools have varying safeguarding requirements for visitors. Schools have varying safeguarding requirements for visitors. Depending on the nature and duration of the placement, schools may require a DBS check or other safeguarding procedures before you can visit. If you already hold a current DBS certificate, make this clear when making enquiries.

If you have the opportunity, consider volunteering in a school, supporting pupils as a mentor, classroom assistant, or volunteer. A more sustained involvement can provide valuable insight into the profession and help you decide whether teaching is the right career for you.

When observing lessons, try not to focus solely on the mathematical content being taught. Instead, pay particular attention to:

• The management of learning and behaviour
• Classroom routines, expectations, rewards and sanctions
• Different questioning techniques used by teachers
• The structure and phases of lessons
• Monitoring, assessment and feedback strategies
• How teaching is adapted for different ages, abilities and needs
• Relationships between staff and pupils
• The wider responsibilities teachers undertake beyond lesson delivery

Compare what you observe with your own experiences as a pupil and keep notes on what you learn. These reflections can be particularly useful when applying for teacher training courses and attending interviews.

Teacher Training Routes

There are several postgraduate routes into teaching in England, including university-led and school-led teacher training programmes, School Direct routes, Postgraduate Teaching Apprenticeships and Teach First. These routes lead to Qualified Teacher Status (QTS), although the qualifications awarded and the structure of training may differ between providers.

Whichever route you choose, training involves a significant amount of time spent in schools. All teacher training programmes include at least 24 weeks of school placements across a minimum of two schools, allowing trainees to gain experience in different educational settings and with a variety of pupils.

Many training providers offer a Postgraduate Certificate in Education (PGCE) alongside QTS. A PGCE includes Master's-level study and can be beneficial for future academic study, and may be advantageous for teachers considering opportunities outside England. Some programmes award QTS without a PGCE, so it is important to check carefully what qualifications are included before applying.

School Direct Salaried programmes and other salaried routes allow trainees to earn a salary while they train. These programmes are typically aimed at graduates with significant transferable work experience, often around three years or more, although requirements vary between providers. Teach First is another employment-based route that combines teaching with professional development and leadership training.

Before applying, take time to research different providers thoroughly. Attend open events where possible, speak to course leaders and current trainees, and review entry requirements carefully. Consider factors such as:

• The quality and variety of placement schools
• The support available during training
• Travel requirements and placement locations
• The balance between school-based and academic study
• The qualifications awarded
• Employment outcomes and progression opportunities

Do not choose a provider solely based on reputation or location. Partnership schools may be spread across a wide geographical area, and the quality of your training experience will depend heavily on the support and opportunities available within your placement schools.

Why Choose Teaching?

Teaching is a demanding profession, but it is also highly rewarding. Many teachers value the profession because:

• Every day is different
• They have a positive impact on young people's lives
• It is a collaborative and supportive profession
• There are opportunities for ongoing professional development and further study
• There are clear pathways into subject leadership, pastoral leadership and senior leadership roles
• The work is intellectually challenging and continually developing

At the same time, teaching requires resilience, commitment and adaptability. It is important to understand both the rewards and the challenges before embarking on a training course. Gaining meaningful school experience is one of the best ways to ensure that you make an informed decision about whether teaching is the right career for you.

Featured Image credit: Pesce Huang on Unsplash Classroom Image: NeONBRAND on Unsplash