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From LA back into school?

Discussion in 'Career clinic' started by chyvan, Dec 9, 2015.

  1. chyvan

    chyvan New commenter

    I have been a 'lead practitioner teacher for children in care' in the local authority virtual school for ten years. I have a detailed knowledge and experience of working with vulnerable children, especially those at risk of exclusion, both through direct teaching, and advice and guidance. I recently completed my NPQSL.
    'Restructuring' has made my post redundant, unfortunately! I'm 43.
    I'm ready to go back into a school environment, and looking forward to that. I believe I can give a great deal to a school setting at a leadership level - assistant rather than head. I'd like this situation to be a career progression rather than setback. However, I'm concerned that I haven't taught in a classroom for so long, I'm quite deskilled in that area.
    Do you think it's possible to get a non-class teaching, SLT, specialist role linked to vulnerable children in a secondary school / trust? Opportunities are limited in my LA, with no EBD or nurture provision - and I don't feel confident to set this up myself!
    Any advice or thoughts about moving in this direction?
    Thanks!
     
  2. Middlemarch

    Middlemarch Star commenter

    Have you seen such posts advertised? In my experience, heads are definitely looking for recent, very successful, whole class teaching experience, coupled with good, proven leadership experience in school.

    Can you demonstrate both these crucial experiences? I think you might have to try to get your foot back in the door via a class teaching post for two to three years, get the excellent whole class results and then apply for AHT posts.
     
  3. DYNAMO67

    DYNAMO67 Lead commenter

    I think you need to scale down your expectations a bit here.. An SLT position that you mention is one I have never seen. I worked in one school where the SENCO was part of the SLT (also AHT) maybe this may come up, and depending on the school demographic and your previous experience, this sort of role may be an option.

    Really though you are going to have to go back to class teaching, at least for a while.
     
  4. TheoGriff

    TheoGriff Star commenter

    .

    Yes, you are going to have to backtrack.

    Which will doubtless mean losing some salary for a couple of years.

    You need recent successful classroom experience, and a familiarity with all the current initiatives. Just look at this list of things that have been introduced in the last two years. TWO YEARS! Unless you are up to speed, you wouldn't be much use at SLT level . . .

    Have I missed anything?

    So start looking for bog-standard teaching posts . . . and be prepared to give an outstanding observed lesson to get the job!

    Best wishes
     
  5. chyvan

    chyvan New commenter

    Thanks for your gentle, supportive replies to what seems a bit of a ridiculous plan! I'm pretty up to speed with developments over the last few years through my LA role.
    I love being in a school environment, with students and colleagues - I've missed that community. Just a bit worried about getting back into whole class teaching. Everything has been 1:1 for several years, or very small groups in PRU before that. I also want to build on the knowledge and experience I've built over the last decade in working with vulnerable children.
    Certainly thinking about the SENCo possibility, Dynamo, thanks.
    Perhaps I should use some local connections in schools to experience getting back in the classroom, maybe some team teaching.
    All your advice has been really appreciated.
     
  6. minnie me

    minnie me Star commenter

    I think it is not a 'given' that the SENCO is a member of the LT - it is down to,for example the ethos of the school and the integrity of that individual. I also feel strongly that the SENCO should be modelling the practice he / she advocates so whole class teaching is an essential. Look at the SENCO standards and the revised COP and its emphasis on the successful delivery ( and outcomes ) of inclusive teaching and learning strategies. SENCO is not just about having expertise with vulnerable students of course and schools as communities have changed enormously in the last ten years. Don't want to rain on your parade but need to keep it real.
     

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