1. Securing your first teaching job
Vision For Education is one of the fastest growing Teacher Recruitment Agencies in the UK.
Vision for Education
Gareth Gaston

2. Employability means..
…having the capability to gain initial employment, maintain employment and obtain new employment if required.

3. For the individual, employability depends on:
their assets in terms of the knowledge, skills and attitudes they possess
the way they use and deploy those assets
the way they present them to employers
the context (e.g. personal circumstances and labour market environment) within which they see work
This comes from Hillage and Pollard, 1998.
A really important aspect is knowing what your assets are and applying them to the context ie. what is needed to put you in the best position to get the job you want. These are things we are going to help you with today.
definitions of employability can focus on
immediate employment
immediate employability
sustainable employability
The third of these, in particular, requires attention to be paid to longer-term career development”
Watts, A.G. (2006) Career Development Learning and Employability. Learning and Employability Series 2. York: Higher Education Academy

4. Focus your evidence
Context Action Result

5. School research – Where?
School website – ethos & vision, prospectus, handbook, latest news & events
Ofsted Reports – school strengths and weaknesses
DfE website - SEN, FSM and GCSE results, SATS etc

6. Personal Statement Why the school should employ you
Use the job spec – match the essentials.
If possible, match the desirables
Minimum 1 page, maximum 2

7. Personal Statement
I am an NQT who completed a PGCE in Mathematics Education at the University of Sunderland last summer. My degree in Mathematics and my passion for the subject have led me into a career in teaching, which I thoroughly enjoyed during my ITT year. My strengths are my subject knowledge, planning for differentiated lessons, using ICT in teaching and building positive relationships with students.

8. Personal Statement – C. A. R.
I have a commitment to raising attainment; - this was evident through my involvement in developing teaching and learning within the department with the evolvement of schemes of work and resources and ensuring that the curriculum meets the needs of our learners. I have introduced two new schemes of work into Year 9 since starting at the school which mirror the KS4 course closely and include examination style questions and controlled assessment questions to assist the pupils with Year 9 to 10 transition. I know that these schemes were effective because I collected data to check the progress of pupils, surveyed staff and completed a pupil voice survey with pupils. I also moderated the work completed in the unit to ensure that our marking in the department was consistent.

9. Interview Tips
Think of your interview as a dating process, rather than buying a used car (ie. are you a good match for what the school wants, and vice versa)
Prepare thoroughly before the interview
Remember that the interviewer is likely to be as anxious as you are
Observe the ‘50-50 rule’ – mix speaking and listening fifty-fifty in the interview
When answering questions, follow the ‘20 second to 2 minute rule’ most of your answers should be no more than 2 minutes, but no less than 20 seconds
The way you carry out your job-hunting and application should mirror the skills and aptitudes you claim to have
Don’t just say you have a particular skill, demonstrate with CARs (Context, Action, Results)
Prepare a range of situations which demonstrate your ‘best’ skills (bearing in mind best fit for the job you are going for)
Do not criticise other schools you have experienced

10. Interview Tips Cont…
Use what you say to illustrate what the interviewers most want to know:
Why did you apply for this job?
What can you do for us?
What kind of person are you? (ie. will you fit in)
What makes you ‘special’ (ie. distinguishes you from all the other applicants)
The interview questions are likely to go through the following timeframes so prepare for each of these:
Distant past (skills and aptitudes developed at school/university)
Immediate past (what you achieved during work experience or placements)
Present (why this job?)
Immediate future (what do you hope for from this position?)
Distant future (where do you see yourself in five years’ time?)
Watch out for the ‘turn-offs’
Appearance and personal hygiene
Nervous mannerisms
Lack of self-confidence
Over-confidence
Consideration for others, including school office staff, students, other school staff
Your values
Finally, show your enthusiasm for the job

11. Any Questions. gareth. gaston@visionforeducation. co
Any Questions? Telephone: (0191)