Recruitment Process and Entry Requirements
What are we looking for?
- excellent communication and organisational skills
- commitment to working hard
- ability to establish good working relationships
- confidence and ability to engage with children
- commitment to a professional team
- commitment to excellence in education
- flexibility a crucial characteristic that is vital in this active and constantly changing environment
- some knowledge of current educational issues this would provide evidence that the applicant has seriously considered their application
- good subject knowledge and passion for their subject area
We require two references, of which one will be an academic reference. For applicants who finished their studies more than five years ago, we realise that this may not be the most appropriate. In such cases, employers or teachers from the school(s) you visited whilst gaining your school experience can be used to provide a reference, as they would be able to comment on your suitability for the teaching profession.
We interview all shortlisted candidates prior to making an offer to train with us. If you are invited to interview, you will be expected to be familiar with key issues and developments in secondary schools - especially those in your subject area.
The programme for the selection process includes a collaborative approach between GITEP and the school. Your interview will take place with representatives from GITEP and our school.
Interviews might include:
- small group or class teaching episodes
- meeting pupils and staff
- tour of the school
- introduction to the training programme
- group discussion of general issues in education and what it means to be a teacher
- subject-specific presentations by applicants
- meeting subject mentors
You will be judged on your ability to communicate clearly and on your engagement with the audience.
As part of the subject-specific criteria, you will be asked to complete a written task. All teachers need to be able to write English clearly without errors of spelling, grammar, or punctuation, because it is part of their job to teach pupils to do this. This task will help identify any difficulties you may have to address before joining the programme. We also will ask you to complete a short numeracy assessment.
The individual interview will explore subject-specific issues, as well as your reasons for teaching. It will explore your attitudes to young people and your understanding of what teaching entails. You will be judged against the criteria listed below.
- Appropriateness of subject qualifications and relevance to subject teaching
- Capacity to extend subject knowledge
- Awareness of the role and responsibilities of a teacher
- Teaching experience
- Ability to communicate effectively
- Enthusiasm for, and commitment to, teaching
- Awareness of personal strengths and weaknesses
All applicants must hold a first degree with a minimum 2:2 classification or equivalent in an are closely related to this subject. Please contact the school to discuss this if you are unsure about the suitability of your degree. Entry requirements for Physical Education, which is in especially high demand, are often higher.
You must have GCSE mathematics and English at grade C or above (or equivalent). If you do not meet these requirements, you have the opportunity to sit equivalency tests for these subjects.
All successful candidates are recommend to undertake some school experience prior to the start of the course. The experience of working with children in an educational setting will give you a clearer insight into the learning environment and new teaching methods, plus the chance to observe the teaching skills of experienced practitioners.
Please contact the school if you would welcome support in gaining this type of experience through taster days or work experience placements.
Interpersonal skills and aptitude for teaching
Becoming a teacher is very much about being a team member and this will be reflected over the tenure of your programme. You will need to work effectively on joint projects, work as a member of the team, and accept leadership roles. Working with colleagues in co-planning lessons, taking feedback and responding to it, and communicating within a team are vital skills. Although we do not believe in the idea of being 'born to be a teacher', some natural aptitude for engaging with and communicating with students is highly important.