To retrain as a teacher at (just turned) 50?

[MyPearlCrow]

Just that really. I was a solicitor/partner in a law firm for my first career but burned out /got bored and cynical, so gave it up. luckily we can afford for me not to work which I realise is such a privilege.

I volunteer in a primary school now several days a week and essentially do an unpaid TA role. Here, TAs here are essentially teachers without all the planning/prep/responsibility, as in they actively teach the curriculum to small groups of children. They are highly skilled.

I have considered being a TA. I have been offered a paid role at my current school. But I’m still considering my options and it’s desperately badly paid. And all the TAs here are technically over qualified (all degree educated, or ex teachers, but don’t want the ridiculous workload of a teacher; entry requirement for TA role in England is just passes in gcse English maths and science) but they are paid peanuts. But it’s such a rewarding role and I love it. I think I could really add value.

Complete honesty here: I also realise that I’m used to running the show, in my old job. I suspect that in time I would want to make my own decisions on how to deal with my class, rather than carry out someone else’s instructions. I can already see ways I would want change up the teaching/approach for some children who are struggling. I am acutely aware that teachers just don’t have time to individualise the curriculum for 30 kids though, so I’m aware I might be looking at this from the 6-8 kids I currently take responsibility for in lessons and the ability to do this with a whole class might be much more limited.

i really love being with kids, I value education, I’m a good ‘teacher’ - as in I love to explain things simply and differently to children (or in my old role, to adults too).

Teachers - am I mad? I know too well how hard the job is these days. The primary curriculum here is crazy complicated. The breadth of ability and need is jaw dropping. But I truly believe in state education being a passport to a better life and would love to be part of that.

or do I just take the TA role, qualify up as much as I can in TA courses and accept I’ll be minimum wage forever but trying to make a difference?

important point: I have kids, so want to work part time. And train part time too. I know there are options for this but it will be competitive (I have top grades academically which I think might help). If I do a part time pgce, could I do my first year as a newly qualified teacher part time or is that not an option?

I don’t underestimate what a massive, difficult, demanding and at times (currently) desperately frustrating role teaching is. Am I too old for such a huge challenge? I’d love some wisdom from teachers and ex teachers please.

Do you think having a strong, mature voice from the inside would help stave off some of those expectations or is that cloud cuckoo land?

Why do you think you'd be listened to any more then the strong, mature voices of the highly experienced teachers in their 50s who have been in the profession for decades? You sound quite arrogant. It's not like the profession isn't already full of strong mature voices. What makes you think that you'd be special?

Also, if you're nearly 50, don't underestimate how your energy levels can fall off a cliff as you get older. At 50 I thought I could keep doing my job forever. By 58 I had moved into another career which required less intense physical and mental input. I'm looking to retire permanently this year, at 65 because I just don't have the energy any more (not from teaching, I gave up working in the school at 56).

Your background will have given you plenty of experience in managing workload and with direct knowledge of what you are signing up for I'd do it. TA roles will still be there if it doesn't work out.

Marking I totally get, it’s the ongoing ‘planning’ I would love to know more about.

I meant at NQ level, not more generally. Also, as a lawyer, I am more than happy to stick my head above the parapet and say when things are shit. Teachers where I am currently do not do this - they don’t feel able to rock the boat. Being adversarial is not for everyone and lawyers are honed in this as it’s a vital part of the job.

Not arrogant at all, that’s why I am asking for all the relevant information so I can make an informed decision. If I were arrogant I’d just think I could ace it and go for it. I am clearly not doing that and aware of all the issues, what I am asking for is the inside info only teachers can know.

Best teacher I had at school had been a CEO of massive London firm, retired at 45 and became a teacher at 48. He was reserved entirely for teaching the A-level classes, and absolutely brilliant. We actually had a few like that in my school and they were incredibly valuable.

I'd say give it a go.

I don’t want to learn ‘the hard way’ - that’s why I’m looking for insight from the experts?

It takes longer to plan a lesson than it does to deliver it. Sometimes far longer.

If you're a high school teacher you'll probably have a bank of lesson plans and resources up to a point. As a primary teacher that's less likely. The topics change regularly and with any change to the year group that you teach in. And lessons are much more differentiated for different levels of ability. I could easily spend a morning on planning and resourcing a single one hour lesson. Then there's the assessment...

But teachers all have different experiences OP. You won't get a balanced view on here.

As the class teacher you can't just ' do what you want' in the classroom.You must follow school policy and otherwise SLT will have views on what and how you do things. You will not be party to much of the information about the children, especially those with special needs /trauma which restrict what you can do with them. Dealing with parents looking for reasons to litigate

Thats interesting - as a teacher I wouldn’t get all the information about my student? Why not? No DP issues for class teacher to have full disclosure on information relevant to teaching and learning?

Hoping a range of views will create that balance?

But you aren’t a teacher so cannot comprehend what it’s like. There’s a reason the replies are so negative!

I taught for 12 years - enjoyed a lot about it but was exhausted at 37!! I've changed careers out of teaching now and whilst the hours and pressure are just as long, it is less exhausting because I am not 'performing' all day. I wouldn't go into it at 50 tbh, but if you really want to the professional certainly needs you!

Don't do it.
I'm 51 and trying to leave teaching.
Started when I was 40.
I really regret getting into teaching.

I’m looking at primary. I wouldn’t want to teach law to teenagers, even if I could.

how does the curriculum change, if that’s not a stupid question?

I had a career change and finished studying at 39. I have never been happier at work than teaching (primary). It's hard hard work, exhausting, but so rewarding on many levels.

I have had interesting jobs before (third sector) but love every day now. Go for it!!

(I will add I don't teach in the UK where it sounds a lot more micromanaged / broken system / there's OFSTED / much tighter rules on uniform, term time holidays, kids wearing ties and blazers and starting when they're just 4).

Quite. There are other ways.

Also, as a lawyer, I am more than happy to stick my head above the parapet and say when things are shit. Teachers where I am currently do not do this - they don’t feel able to rock the boat.

Or maybe they've been teaching long enough to have realised it rarely changes anything.

I left after 20 years and wouldn't go back. I listened to a bbc sounds podcast this week about retraining as a teacher in later life. It was based around the teach now programme. It's called "could do better". Worth a listen.

Each new government changes the national curriculum. The new Labour government is currently looking at yet another massive overhaul.

Haven't voted as there are strong arguments both ways.

I did it at 47 after a successful professional career in local government and taught for 15 years before retiring last year. I have no regrets. I can look back and feel I made a difference to some children with very challenging lives. Eventually, I found roles which allowed me to be creative and develop engaging lesson plans, first for my own class (in SEMH SEN) and then for a small, progressive MAT.

Along the way there were really tough times. The biggest shock is how little autonomy you have at first, and how your prior experience counts for nothing once you are in the classroom. The demands while you train are exhausting and it takes years to begin to feel you are getting on top of it. There are so many aspects to juggle and as soon as you start getting the hang of it, the goal posts change and new expectations kick in and there is something else to fit in.

Working in SEN gave me more scope for creativity and working to meet individual needs, but the behaviour was truly challenging and I ended up leaving after a serious injury left me feeling unsafe in the classroom.

I was idealistic, passionate and committed. I worked very long hours and it was highly stressful, but generally very rewarding. A small number of people find ways to do the minimum and not get stressed, but that's incredibly rare. And it doesn't sound like that's what you want anyway.

Basically, everyone I knew in teaching told me not to do it. I thought I knew what I was letting myself in for but actually had no idea how bad it could be. But I have no regrets because in the end, I did make a difference for those 15 years, and that's what I wanted from work. I also have no regrets about stopping though!

If you want to PM me I'm happy to chat about it.

I have a friend who went from law into teaching 8 years ago in her early 40s and she absolutely loves it. She is teaching science in a rough-arsed, inner-city secondary and could not be happier.

Law is incredibly pressured (I work for a law firm), you are used to working after hours. You will have a massive amount to offer to the education sector. You will come in fresh but with experience of life.

I know a lot of teachers (married to one) and the ones who hate it most are the ones who went straight from education to education. Those who went from another sector into education seem to deal with it better.

but anything I do needs to both be within my skillset and possible qualification wise.

i love ‘teaching’ itself, explaining stuff so people understand. Actively love it. So that helps.

i love kids; I find them interesting, honest, funny.

i have a deep seated interest in education and it’s life-transforming powers.

so teaching seems perfect on paper. That’s why it’s my first point of call for a second career. but I do want to drill down into the detail of what it’s like on the ground, the hidden frustrations, as I don’t feel able to drill the teachers i work with. I see everything they do and don’t want to ask questions which might suggest anything other than seeing how hard it is and what a brilliant job they are doing.

I left teaching after burning out too, and like you my passion was working with the most disadvantaged - which is usually harder.

Contrary to other posters I do think you should go for it. Reasons:

• you might exhaust yourself but by then you'll be nearing retirement age. You sound like you've got enough passion to carry you forward for a good few years of teaching.

• you're more mature and the profession is crying out for that experience imo

• you've got your eyes open having worked in a school for a while

Whilst I wouldn't go back now as I don't have it in me anymore, I don't regret my time (decade) teaching. I gave it my absolute all and, without bragging, I know I changed lives. I'm still in touch with many ex-pupils who've told me how much difference I made to them and it's so lovely and rewarding when they come to see you and tell you what they've been up to. I've had the privilege of seeing some of the most disadvantaged young people move forward into university and wonderful careers, not to mention blossoming in skillls and confidence. It was an utter privilege and truly rewarding. It took it out of me but I'd still recommend it to you in your position, stage of life and the circumstances you've described.

Go for it! X

Planning changes because, even if you stay in the same year group (not a given) topics change to cover the huge content of the NC.
Even if teaching the same topic, you might have a basic plan to adapt but need to tailor it for the needs of the current cohort SEN, ability range, learning style, prior attainment, whether you have learning support, changes to resources, the particular priority of SLT at the time e.g pupil premium, ECHP needs, assessment opportunities and so on.
If you dont have a basic plan this needs to be produced from scratch, then taught (with timings), work assessed,evaluated, next steps to inform tomorrow's plan of how to move learning forward for all pupils.
FOR EACH LESSON, DAILY, IN AGREED FORMAT - WHICH CAN AND DOES CHANGE.
It really does take longer than teaching.
A bare minimum seems to be
Learning objectives (differentiated)
Success Criteria (differentiated)
Tasks (differentiated by ability but matched to previous learning, range to reflect learning styles)
Assessment of/for learning
Next steps