Teaching in schools as an 'unqualified' teacher - possible or desirable?

[Gliff]

I've worked as a teacher in FE and abroad on and off for over 20 years teaching English and ESOL but never needed to get QTS or the FE equivalent, QTLS. I have a relevant MA and BA and TEFL teaching qualification so not exactly unqualified but don't have a PGCE or QTS.

I've been thinking recently about moving to teaching in primary or secondary - does anyone know if that would be possible with my background or would I need to do a full year QTS and start from the bottom again? I don't mind if I do and if the training will be helpful but equally don't wish to be re-learning stuff I know well on much lower pay.

I could get QTLS (equivalent to QTS and which would legally entitle me to work in schools) in a few months via the Recognition Route (ie assessment only) based on my experience, but don't want to go down that road if QTLS not accepted/recognised generally in primary/secondary, or if I'd struggle because the teaching is so different.

Can anyone advise how easy it is for experienced but technically 'unqualified' teachers to get roles in primary/secondary schools currently? And if doing the the PGCE or getting QTS on the job in a school is really necessary or advised in my situation?

Thanks.

Independent schools may be something to look into with no qts but lots of experience.

Working in primary and secondary is very different to FE. What age were you teaching before?

You could probably get work but I’d try and get on a salaried schools direct scheme so you get QTS. You don’t need a PGCE.

Thanks. I've mainly taught 16+ but have some experience teaching 11+. I do have 3 kids though (now all secondary aged plus) so have had many years helping them, so am very familiar with the primary and secondary curricula for my subject (and most of the KS2 curriculum generally).

When you say 'Working in primary and secondary is very different to FE', PurpleDaisies, I'm sure you're right, which is why I'm asking the question. What sort of areas do you think I might struggle with coming from a background of teaching older ages and without a primary/secondary background?

What sort of areas do you think I might struggle with coming from a background of teaching older ages and without a primary/secondary background?

Behaviour management is the big one that’s different.

Much as you're clearly well qualified and experienced, you would be starting at the bottom so to speak because it's a totally different sector with new challenges. (I'm not saying that to be harsh by the way. Just it can be hard realising that extensive experience in one area doesn't automatically mean starting ahead in another. I'd be terrible in early years but have QTS).

I think in terms of what you'd need to look at going from FE will differ depending on whether you do primary or secondary. Both have their challenges.

I'd argue behaviour management might be easier in secondary than FE based on friend experiences. From what they say you're on your own with little support in FE whereas in any sensible secondary there is a well oiled machine behind you. It will take some getting used to how to manage secondary behaviour and that takes time but I feel I have a better support beyond my classroom than friends in FE.

I've taught in FE and secondary, and in my experience, FE's a doddle in comparison to the average secondary.

Planning and marking are a killer in secondary English. Large classes, whole ability range and the pressure of teaching a core subject. I love it, but it's not easy and I've watched NQTs falter in the early years because of the workload. Not straight out of uni NQTs, but people who have had careers they've thought were hard work until they started teaching.

I would definitely get QTS to avoid being underpaid and do all you can to find a job in a school you like - the first couple of years are easier because you don't have the pressure of results and you have a lighter timetable.

I’d definitely get QTS if you want to be taken seriously. Yes, you’re experienced, but not as a primary or secondary school teacher.

For every unqualified teacher in a role, there is an experienced and fully qualified teacher unable to secure a role because they are more expensive.

For every unqualified teacher in a role, there is an experienced and fully qualified teacher unable to secure a role because they are more expensive.
Not automatically.
There are schools in my area running with unqualified staff because they can't attract enough decent qualified staff. Even great schools are finding it hard to attract good experienced staff in my region.

QTLS is generally recognised in schools and if you get the recognition you don’t then have to do the usual NQT induction year. But the downside is that if you don’t go in as a student or NQT you won’t get any additional support or time off timetable to allow you to adapt to the new environment which, as others have said, may be much more stressful than you have been used to. I think I would be inclined to do a salaried School Direct course if possible (and they are not always easy to come by unless you have a prior association with the school offering the post) so you get the support you need to hit the ground running. You’ll find the planning etc dead easy so will be able to focus in developing the behaviour management skills and a good understanding of the systems and curriculum for your subject (don’t assume you know everything it involves from helping out with you children’s homework - the courses change all the time and you will only see a tiny amount of what the teacher is doing).

English isn’t generally considered to be a shortage subject but you may be quite attractive because you won’t be as expensive as someone with your years of experience would usually be and your EAL experience may be just what some schools are looking for.

As PPs have said, lots of unqualified teachers in schools now due to shortages. If you get a post, you could look to do the Assessment Only route to QTS, which would then allow you an NQT year and you'd then be able to progress.