Renovations and Repayments.

AlexLK

maman wrote: »

Well done for making it clear to your parents how unacceptable their behaviour is. Obviously they don't see it themselves but you made your point.

MrsK could get back earlier if needed but too early to worry about that if she's thinking of changing her job.

Schools often offer NQTs a one year contract as they don't want to commit to permanent until they know how the new teacher is going to work out. Sometimes they have a genuine reason for not being able to plan forward until they know how many children enrol in Year R or someone comes back from sick leave.

As for why you might want to try another school if the first one doesn't work out: although you'd be careful to find the sort of school that suits, things can go wrong. Sometimes it's a difficult class, a few observations that go haywire, a period of sickness, an unsupportive mentor, Ofsted turning up and so supporting the NQT goes out of the window..... A fresh start can work.

I'm not sure if you understand that completing a PGCE doesn't give you a teaching qualification. You have to successfully complete the NQT year and there's just one chance to do that although you can defer that for (I think) 5 years.

Sorry if I'm giving you the downside of going into teaching but I'm sure you want to be aware of the full picture.

Have a good week. Sun is meant to be back soon.

Thanks, maman.

I hope my parents change and decide they want a good relationship with my son.

My wife isn't seriously job hunting, she always spends a little time looking and has mentioned she'd put in a speculative application for the right job. She's made it quite clear that she's not going to harm her career for my potential new one which is fair enough.

Would a school tell me the reason? Can they also say the contract is permanent subject to completing the NQT year to an acceptable level? To be honest, I don't want to put all the effort in of establishing myself as a teacher in a school only to be told that I don't have a job there the year after. If it's my fault, then that's fair enough but if it's because a member of staff is sick and I'm basically the cover for a year, I'd be rather annoyed. Was I wrong to be under the impression that a teacher (if competent) has their position within the school for as long as they desire?

I am somewhat confused, to be honest. I thought the PGCE was the teaching qualification? And the trainee needs to also pass QTS competencies through observation in the classroom in order to pass the PGCE year, making them a qualified teacher? NQT means newly qualified, does it not, which would indicate passing a qualification, surely?

maman

AlexLK wrote: »

Would a school tell me the reason? Can they also say the contract is permanent subject to completing the NQT year to an acceptable level? To be honest, I don't want to put all the effort in of establishing myself as a teacher in a school only to be told that I don't have a job there the year after. If it's my fault, then that's fair enough but if it's because a member of staff is sick and I'm basically the cover for a year, I'd be rather annoyed. Was I wrong to be under the impression that a teacher (if competent) has their position within the school for as long as they desire?

I am somewhat confused, to be honest. I thought the PGCE was the teaching qualification? And the trainee needs to also pass QTS competencies through observation in the classroom in order to pass the PGCE year, making them a qualified teacher? NQT means newly qualified, does it not, which would indicate passing a qualification, surely?

Sorry if I'm confusing you. I've been drip feeding information in response to your posts. This document explains the whole thing:




The school would usually advertise a job as a permanent or temporary/fixed term contract and then it's your choice whether you apply or not. If it's unclear in an advert then you can call the school and ask before putting in an application. Sometimes they'll do as you suggest and confirm as a permanent contract during the year when they're satisfied you're doing well, for example in about February time when they know they have good admission numbers for the following year. You just need to be aware of these things when choosing which jobs to apply for. I don't know if you are aware that it's possible to do some supply teaching or work in an independent school before starting on an induction year as a NQT. That's another way of finding out if a school suits you and vice versa.


When you've passed the PGCE year then you are a qualified teacher BUT before you complete your induction year successfully you can only work in schools that accept unqualified teachers such as some independents, free schools and academies. With that would go unqualified rates of pay.


The induction year used to be called the probationary year which perhaps is a better description. Although you have QTS at the end of a PCGE you aren't qualified to teach in state schools until you've passed the induction year too. You don't have to start the induction year straight away, in fact the time limit for starting isn't specified but obviously if you leave it too long what you've learned on PGCE may get out of date. I don't know about your area but the vast majority of Primary schools around here are state schools and even those that aren't often prefer to employ qualified teachers.


You're right that it's generally only competence issues that could lead to losing a permanent job. Redundancy can also occur if numbers on the school roll are falling. This might be something to consider in your area. Although politics come into it (local councillors don't want a backlash from the electorate if they close small schools) it is unusual in many parts of the country to have really tiny schools like the one LittleK goes to. It's something to consider as Local Authority budgets are being slashed.

There are exceptions though. I believe this school only has 7 pupils! Shame you're not qualified yet.:D

https://jobs.theguardian.com/job/6368553/teacher-primary-muck-primary-school-hgh02627/

On other matters, I wouldn't worry too much about an overpayment this month. If you can do both then that's good but otherwise be prepared to spend a bit more on treats when MrsK has time off.:)

Madmel

The other thing to point out, especially n secondary schools, is that NQTs have slightly reduced timetables and should also have a school-based mentor. In my first school, which was admittedly fairly challenging, one third of the staff had left the previous July (18 people) and of the appointees, 13 were NQTs! It was hard work, but the school mentor was thorough and fair.

Thank you for your kind comments about DD1 Alex. She did a great job. Both my DDs' music teachers have come from a variety of backgrounds. Some have academic degrees like mine. Others have received conservatoire training. The most important thing for me is that they can engage and motivate the child. DD2 is 15 and has had the same violin teacher since she was 4 (someone I taught in a classroom setting from 13 - 16). She is lovely, caring, kind and we would happily continue with her, but DD2 herself wants to be pushed further and is swapping to a friend who teaches at one of the junior conservatoires and is an amazing violinist and teacher. I know there are a couple of technique issues that need sorting, but having spent part of last week with other "conservatoire-trained teachers" on our residential, it's the personality and teaching methods that matter more. We have been really lucky though with all our instrumental teachers. If you are teaching LittleK yourself, he enjoys it, is prepared to practice and is making progress, what's not to like? DDs didn't want me to teach them (fair enough, school is enough!) but DD1 asked for some help on the double bass - she is really a cellist so it's not very different. 3 lessons later and she got a distinction in grade 2. I claim it's all in the teaching but she thinks it's due to being the child of 2 bass players and the examiner's disbelief at this petite girl struggling in with a large instrument! Fantastic that your boy plays in a group too; isn't that one of the best things about music?

maman

Madmel wrote: »

The other thing to point out, especially n secondary schools, is that NQTs have slightly reduced timetables and should also have a school-based mentor. In my first school, which was admittedly fairly challenging, one third of the staff had left the previous July (18 people) and of the appointees, 13 were NQTs! It was hard work, but the school mentor was thorough and fair.

That's true of primary too. NQTs teach for 80% of the week and having a mentor is mandatory in induction year.

AlexLK

maman wrote: »

Sorry if I'm confusing you. I've been drip feeding information in response to your posts. This document explains the whole thing:


The school would usually advertise a job as a permanent or temporary/fixed term contract and then it's your choice whether you apply or not. If it's unclear in an advert then you can call the school and ask before putting in an application. Sometimes they'll do as you suggest and confirm as a permanent contract during the year when they're satisfied you're doing well, for example in about February time when they know they have good admission numbers for the following year. You just need to be aware of these things when choosing which jobs to apply for. I don't know if you are aware that it's possible to do some supply teaching or work in an independent school before starting on an induction year as a NQT. That's another way of finding out if a school suits you and vice versa.

When you've passed the PGCE year then you are a qualified teacher BUT before you complete your induction year successfully you can only work in schools that accept unqualified teachers such as some independents, free schools and academies. With that would go unqualified rates of pay.

The induction year used to be called the probationary year which perhaps is a better description. Although you have QTS at the end of a PCGE you aren't qualified to teach in state schools until you've passed the induction year too. You don't have to start the induction year straight away, in fact the time limit for starting isn't specified but obviously if you leave it too long what you've learned on PGCE may get out of date. I don't know about your area but the vast majority of Primary schools around here are state schools and even those that aren't often prefer to employ qualified teachers.

You're right that it's generally only competence issues that could lead to losing a permanent job. Redundancy can also occur if numbers on the school roll are falling. This might be something to consider in your area. Although politics come into it (local councillors don't want a backlash from the electorate if they close small schools) it is unusual in many parts of the country to have really tiny schools like the one LittleK goes to. It's something to consider as Local Authority budgets are being slashed.

There are exceptions though. I believe this school only has 7 pupils! Shame you're not qualified yet.:D

https://jobs.theguardian.com/job/6368553/teacher-primary-muck-primary-school-hgh02627/

On other matters, I wouldn't worry too much about an overpayment this month. If you can do both then that's good but otherwise be prepared to spend a bit more on treats when MrsK has time off.:)

Thank you, maman. All very useful information.

I don't think I'd want to work in a school I was only wanted in for one year. Seems rather pointless to me but can understand the initial contract for the 'probationary' NQT year and have no problem with that.

Most school around here are state schools. Most are considered to be small rural schools but small often means up to c.120 children, so most are much larger than my son's school. I am aware there are pressures on smaller schools and it does concern me how many would survive if local authority control was to stop and all schools became academies.

:rotfl: I'd probably really enjoy working for that school but my wife would also need to find a new job if we were to move that far, then there's the small matter of finding another house and moving. :eek:

That's the conclusion we've come to re. the overpayment. If it happens at the end of the month, then it's a bonus.

Not really done a lot today, very little money spent but I think we all needed a quiet day. My wife did some maths and reading work with son; it's brilliant to see her making an effort with him. Son and I also managed to play some music together; he decided he wanted to play a new piece to my wife.

I had my father call me asking if my wife, son and I would like to meet for dinner this week and take the dogs for a walk around their grounds. Think this was possibly his idea of an apology and apparently they are both missing spending time with their grandson. :mad:

Madmel wrote: »

The other thing to point out, especially n secondary schools, is that NQTs have slightly reduced timetables and should also have a school-based mentor. In my first school, which was admittedly fairly challenging, one third of the staff had left the previous July (18 people) and of the appointees, 13 were NQTs! It was hard work, but the school mentor was thorough and fair.

Thank you for your kind comments about DD1 Alex. She did a great job. Both my DDs' music teachers have come from a variety of backgrounds. Some have academic degrees like mine. Others have received conservatoire training. The most important thing for me is that they can engage and motivate the child. DD2 is 15 and has had the same violin teacher since she was 4 (someone I taught in a classroom setting from 13 - 16). She is lovely, caring, kind and we would happily continue with her, but DD2 herself wants to be pushed further and is swapping to a friend who teaches at one of the junior conservatoires and is an amazing violinist and teacher. I know there are a couple of technique issues that need sorting, but having spent part of last week with other "conservatoire-trained teachers" on our residential, it's the personality and teaching methods that matter more. We have been really lucky though with all our instrumental teachers. If you are teaching LittleK yourself, he enjoys it, is prepared to practice and is making progress, what's not to like? DDs didn't want me to teach them (fair enough, school is enough!) but DD1 asked for some help on the double bass - she is really a cellist so it's not very different. 3 lessons later and she got a distinction in grade 2. I claim it's all in the teaching but she thinks it's due to being the child of 2 bass players and the examiner's disbelief at this petite girl struggling in with a large instrument! Fantastic that your boy plays in a group too; isn't that one of the best things about music?

Thank you, from all the research I've done, this is the case with primary also.

Yes, I teach my son. If the day comes when he wants a different teacher, I would be happy to step back but so far he likes being taught by me. We do a lot of music and he enjoys practising. My son studies violin and piano, so we have the opportunity for me to accompany him or for us to play duets. This does seem to encourage him. He's been playing with the children's orchestra for a while which he loves and is certainly one of the best things about playing (especially when young).

maman wrote: »

That's true of primary too. NQTs teach for 80% of the week and having a mentor is mandatory in induction year.

Thanks for confirming, maman.

smallholdingsister

So will you accept the invitation, Alex?

AlexLK

smallholdingsister wrote: »

So will you accept the invitation, Alex?

I haven't. I told my father that for the next month or so, the only relationship I have with both him and mother is purely a business one. They are aware that as far as I am concerned for the next month they don't have a child or grandchild; they have a partner in business and nothing else. No favours, no taking father to appointments, no going there to be lectured to about the past or my failings. I'm hoping they'll step back from the whole situation, realise they need to apologise and take a good look at their own behaviour before stepping back into the role of 'parent' or 'grandparent'. They've both really upset my son and it has knocked his confidence. To be honest, I'm too angry about that to go to dinner with them and pretend nothing has happened.

AlexLK

Today has been a bit of an expensive one. We had our trip to Yorkshire Wildlife Park which my son absolutely loved. Would recommend it to anyone.

Nothing else to really report as it's been a busy day and we've not got around to doing a lot else. Tomorrow we're going to Denby Pottery and Heage windmill as part of our summer project.

newgirly

I don't blame you Alex, fingers crossed it makes them consider their behaviour, they have far more to lose from having less contact than you do. Hopefully a new start will come from this, people do mellow in old age, I've seen it with my Inlaws who have been pretty unpleasant in the past but have improved in the last few years. Fingers crossed that's what happens for you.

AlexLK

newgirly wrote: »

I don't blame you Alex, fingers crossed it makes them consider their behaviour, they have far more to lose from having less contact than you do. Hopefully a new start will come from this, people do mellow in old age, I've seen it with my Inlaws who have been pretty unpleasant in the past but have improved in the last few years. Fingers crossed that's what happens for you.

Thanks, NG.

I'm not sure about them having more to lose but it wouldn't be the first new start. Although, I wasn't worried about my father back then.

I think my in-laws are mellowing. That or they think I'm less of a !!!!!.