Could you share a bit about your educational background and explain what inspired you to pursue a career in teaching science?
I completed a BSc in Biological Science from Queen Mary University of London. I then decided to take some time out to explore my interests. As I have always had an interest in the education sector, I decided to see if I would enjoy being in the classroom, so I completed a year of unqualified teaching and academic mentoring. Throughout this year, I realized that I really enjoyed being in the classroom and sharing my passion for science, especially biology, with future generations. I then decided to complete my PGCE (Postgraduate Certificate in Education) the following year.
Can you describe your PGCE journey and what it took for you, as a recent graduate, to apply and succeed?
During my time working in a school, I encountered teachers who had pursued various routes into teaching, such as Teach First , School Direct , and the more traditional PGCE. This exposure allowed me to evaluate the advantages and disadvantages of each pathway and select the one that best aligned with my goals. Ultimately, I chose the PGCE route, as it offered extensive opportunities to experience different school environments through placements. The PGCE is a year-long program featuring placements in two different schools, each with distinct educational settings. This setup offers hands-on classroom experience, allowing you to teach several hours weekly with the support of a dedicated mentor. The ongoing feedback on my lessons proved crucial, significantly advancing my development, and refining my teaching abilities. The PGCE also involves university-level coursework, requiring critical writing and assignments for different modules, which further develops your academic and professional skills.
What is the best part of your job, and what challenges have you overcome in your teaching career?
I enjoy building rapport with students and their families, witnessing their success and sharing in that achievement. If you stay at a school for a long period, you start to see siblings of your former students, and it is really rewarding to see their success and hear about what the older students are doing in life. As a teacher, spending significant time with students allows me to impact not only their academic achievements but also their personal development. I love that aspect of the job. The most challenging aspect of the job is managing various tasks throughout the day, such as marking, providing feedback, and handling other administrative duties. However, the time spent teaching in the classroom is perhaps the easiest and most enjoyable part of the job, making the rest of the responsibilities worthwhile.
How excited are you about your new role as Head of Biology? Also, could you share how long it takes and what it involves to progress in the teaching field?
I always love a good challenge, so I am looking forward to it. I have always enjoyed planning curricula and observing how they are delivered and their impact on students. While completing my PGCE, I was recruited as a science teacher to undergo my NQT (Newly Qualified Teacher) training (now known as ECT, Early Career Teacher). During my NQT induction year, I was promoted to KS3 Coordinator for Science. I held this role for three years because it was important to support a cohort throughout KS3 (Year 7 to Year 9). Now, I am excited to take on the role of Head of Biology for a new challenge. On career progression there is no fixed timeline. Typically, you start with two years as an ECT. After this period, you can apply for middle leadership positions. Once you demonstrate success as a middle leader, you can then progress to senior leadership roles. The progression to each level depends on individual achievements and readiness, rather than a predefined timeframe.
How has your experience as an AQA examiner shaped your teaching approach, and what is the pathway to becoming one?
I have just become an AQA examiner, and this is my first set of marking. To become an AQA examiner, you typically need to have one or two years of classroom experience. You can express your interest on the AQA website, and if there are any job openings, they will contact you. You then send your CV and application, selecting the subject you want to mark. The reason I wanted to become an examiner is to learn from expert examiners, specifically, to understand what they look for in mark schemes and see the types of answers students across the country are writing. This experience allows me to bring valuable insights into my teaching, ultimately benefiting my students.
Do you think there are any drawbacks to a career in teaching?
Like in any other career, there are some drawbacks. Especially at the beginning, teaching can be very time-consuming, and finding a good work-life balance may be challenging. This is why many new teachers experience burnout quickly. Initially, you want to give it your all, but by the end of the two years, you might feel like you cannot continue. This challenge contributes to the high turnover rate among teachers. However, with time, experience, and an excellent team, it does get better.
Besides academic learning, what other qualities or experiences from your school and university life have you integrated into your teaching career?
There are a lot of transferable skills that I picked up along the way. For example, I still remember how my biology teacher in secondary school taught certain topics, and I try to integrate those methods into my own teaching. One of the most important skills I picked up from university is working collaboratively as part of a team. It is crucial to work as a team to achieve the best outcomes for students, and the group presentations from university really helped me understand how to effectively collaborate in large teams and consider everyone's ideas.
How can undergraduate students determine if teaching is the right career for them, and what advice do you have for aspiring teachers?
Before committing to becoming a teacher, it is crucial to experience a classroom from a teacher's perspective. That is why I did not go straight to a PGCE, even though it was one of my options. I wanted to see if teaching is something I could do for the rest of my life. I had volunteered in schools and tutored from a young age, but that experience is different from standing in front of a classroom of 30 students all day. Teaching is a demanding role, so shadowing a teacher for at least a week can provide insight into its requirements. My best recommendation would be to work as a teaching assistant (TA) for a year before entering teacher training. While it might be challenging to find a job as an unqualified teacher, TA positions are more accessible. This role exposes you to various teaching styles and often involve supporting our most vulnerable students, including those with special educational needs and disabilities (SEND). This experience helps you learn adaptive teaching, a crucial standard in the profession.
I have always noticed that PGCE students with TA experience perform better than those who go straight into the program. They are more prepared and have a better understanding of classroom dynamics.