Squaring 'recruitment crisis' and 'threat of capability'

[Tariqa]

Apologies if I'm being really thick here but:

A) I'm reading about how hard it is to fill teacher vacancies

B) I'm reading about long hours teachers work, with pressure of data/marking policies/lesson plans/paperwork.

Given (A) - would a teacher refusing to engage in (B) really have action taken against them?

I think I understand what you're trying to say, as in if it's so difficult to retain teachers, why aren't SLT anxious to do whatever it takes to keep the ones they've got. You would have thought that the recruitment issue would give teachers a bit more power, a "you need me more than I need you" sort of situation. Unfortunately, I haven't seen this in practice. Currently, most schools can fill positions using NQTs, overseas-trained teachers, supply teachers (who are subject to less rigorous monitoring). There is no trust in the teaching profession at the moment, which means the endless marking and data collection are required as "evidence".

Noble giraffe

Isn't that what school direct is? Says me who is considering it

Good luck OP!

Schools direct can be salaried if you've been working for 3 years but given a PhD in physics would attract a bursary of £30,000, it would be more profitable to do the unsalaried version.

There are schools where the nonsense is controlled to some extent (my experience is with grammars and independents - where you are more likely to get decent numbers for Physics in sixth form anyway). However, all state schools are under the cosh regarding budget cuts, increasing numbers of children and National Insurance increases. So average class sizes are high. My workload is high because I am responsible for 180 students, half of whom are sixth form - even 5 mins marking per student would be about 15 hours a week - not possible on top of planning, reports and other paperwork. I do not feel my school's requirements are excessive in other ways and they have been nice to me (niche subject in which it's hard to recruit).

You could likely find a job teaching 0.6 Physics and do it in 40 hours, although you'd still have to attend parents' evenings, meetings and take on some responsibility for e.g. trips, competitions, science club, clinics, revision and no doubt some form tutoring would be involved.

I'm sure your posts are tongue in cheek, but I think attitude would be your major challenge. Schools are large institutions and colleagues who ignore deadlines and required paperwork are a royal pain in the behind - bear in mind also if you have young DC you will need colleagues' support if DC are ill or if other issues come up. I am very aware of which colleagues have helped me out of a tight spot and which haven't!

The training is also no picnic and if you don't do it, the pay is very low.

Having said that, I'd give it a go if I were you. There is certainly a need for inspiring Physics teachers.

There's another recruitment route just for PhDs, where they also give you off-timetable time to do something which seems to be a cross between academic activity (attending conferences/writing up papers) and G&T extension (lead initiatives to widen Russell Group uni access from under-represented schools).

But as you say phiney - it's all pie-in-the-sky with young DC.

My attitude isn't bad IRL - but obviously DC are a major limitation on the time I can offer - and there's no point starting & quitting.

Even just 8.15-4.14 would be 40 hours a week and I'm not sure many teachers are only in school for that period of time.

You would need to work in the evenings to prepare the work to teach for the next day and to mark.

However I always used to justify the long hours as we didn't work holidays so sort of made it even out in my head.

I am far too exhausted to perform every day currently though so I have been out of school teaching a few years.

I have got a 3 year old and I have plenty of colleagues whose DC are pre schoolers - it's not impossible but you need to have strong boundaries round every part of your life. Also an understanding partner/friends/parents helps.

However, what I really meant to say is that if you love your subject you are bound to find yourself doing more than the bare minimum anyway.

I understand exactly what you are saying. They would rather have supply teachers than a good teacher who works sensible hours. I left teaching for the reasons you explain. I was good at my job but too expensive and too popular with parents and pupils. It's brutal but there you go. The English system is nasty and should change but it won't.

So is the answer to qualify and then go onto permanent supply?

Certainly it gets round the issue of what to do when your own DC have sports day or 'flu

That is my solution.
My own DC are now teenagers, doing GCSE and A2. In theory they don't need childcare - independent etc, but they do still need parents around, available to listen/feed etc. and I want to see them/be at home and also so I can go for a bike ride/do nothing/meet friends in the evenings.
Like a previous poster, I used to teach in another country where teachers just....taught. So I am not prepared to spend every waking moment terrified of SLT's latest initiative. I like being in the classroom, so I do supply (I like the soubriquet 'journeyman' which is what I am happy to be), and will never be shackled to a FT role.

Supply is no picnic either. Hard to build relationships etc

Re Supply/relationships
I only go to a few schools so I have built relationships with the children and teachers.

Cover supervisor in a school that has problems staffing Physics (most!) is something you could consider.

I've thought becoming a contractor in my 'regular' job - so the peripatetic lifestyle does not put me off. Peversely, however, I think it must get a bit boring - always delivering another person's lessons; no long term input/trackng progress...