Original post by Bunny-hop123I applied for English.
On my CV is says ENGLISH AND DRAMA BA (hons). It is from a respected university.
I have also got a PG Diploma in Eng Lit, plus a PGCE FE, plus an MA, plus teaching experience.
One of the feedback notes was "But you have not got English A level"
I've got an A in English at A level.
Nobody bothers to read your qualifications it seems. They just make assumptions based on what? I've no idea.
I did a Zoom chat with a woman who ran a SCITT course near where I live.
She was equally unable to read the CV and was a bit dismissive.
"Have you got an A level in English?"
I said, "Yes, and I've taught English as a Supply teacher, and I've got a Post grad education in the subject."
That isn't what I wanted to know - she sneered - I wanted to know if you have an A-level in English???
I said "YES" and a MASTERS LEVEL in ... (and then I realized that she wasn't listening)
It is the aggressive tone that is difficult to comprehend from these teacher training people.
It is all a bit depressing.
I have an up to date and clear DBS. I am not a criminal, so I don't understand the aggression.
Another strange bit of feedback came from an all girls grammar school in the South Manchester area.
When I had taught religious studies there on supply, (not my subject, but I'm good at RS) the girls went to the Head teacher and said, "Please employ her".
The Head offered me a job in a school in a school that they mentor, Oldham, but the commute would have been two hours each way, so I had to refuse.
Anyway. This school has a training course.
I did apply in the hope that they would remember me.
They didn't, and the feedback from my failed application did not take into account my successful time as a supply teacher there. The previous Head had left.
The failure feed back from the Teacher training person was "probably unable to cope with the University study - it would be beyond your intellectual capability".
I pointed out that I had been teaching University, and had created, taught, and assessed approx 20 University undergraduate courses. I also pointed out that I had four post grad qualifications.
Nevertheless the feedback remained the same from this Girls Grammar in South Manchester area... We think you are not intelligent enough to do PGCE with QTS for us.
I pointed out that my employment as a supply teacher at that school had been extended and extended, so I must have been doing something right. The teacher trainer refused to contact the RS teacher who had booked me, since she had left the school. Her name was Rebecca. So there was no way of giving proof that I had done a good supply job - and - with the way that the Teacher Trainer was behaving, I am not sure it would have done any good anyway.
She just kept on giving really odd failure feedback.
One of the feedback notes was this - that as a former actor, I must be "self-centred" and not able to be "student aware"
I pointed out that the students themselves did not give this feedback, and if they would care to contact the former Head, she would explain that the students were very enthusiastic - mainly because I am highly organised teacher. I believe in being methodical, with frequent stops for Q&A and a clear Plenary. The Aims and Objectives of each lesson are on the A4 sheet and on the board. It is all about being aware of the student's linear narrative and former actors are already skilled in that.
The teacher training person did not understand what I meant.
I got the impression that her exposure to former actors turned teachers, was non-existent, but that her enthusiasm for X factor type shows, was very much part of her impression of performers.
She had rejected me based on
1) Not reading my CV and Not clicking on my teaching website.
2) Not being able to work out that four post grad qualifications DOES mean that you can cope with university work.
3) Not realizing that actors can be student-aware during their pedagogical practice.
4) Not realizing that when a former supply teacher at your school, was highly respected, you might want to consider that gaining QTS would be a good thing, based on the references of those who employed her. Even if it is difficult to contact those people, it might be wise to make an effort?
My mentor at the government-teaching advice line was in absolute stitches of laughter about this, and I said, "I am incredulous too and seeing the funny side is a great option"
She said, "Do you know how old this teacher training woman was at A..... Grammar?"
I said, "My guess is that she's about twenty four"
She said, "That's the problem. Your experience of teaching is more extensive than hers, your qualifications are better than hers, and you probably scared the living daylights out of her"
I said, "I'm acting on a TV commercial at the moment. Do you think if she saw me with a wobbly chin doing cheesy acting, she'd get over herself a bit"
My mentor said, "Not a chance. Move on. There's a reason why there is a high turn over of staff in that school" She had a point. It is a great school, and I loved doing supply there, but the attitude of the teacher training woman made me think that it might have a bit of a dark side. All schools do, but her inability to engage with me was a worry.
Much as I would LOVE to name the school, I can only suggest that an ALT ternative way to gain QTS lies ahead of me. Thanks for reading.