The children’s commissioner for England has said that more schools should involve pupils when it comes to recruiting new teachers.

A survey has revealed that 87% of children feel they know what makes a good teacher and two-thirds would like to be more involved in the recruiting process. Despite these figures, at the moment only 18% of pupils are reported to be involved when a new teacher is selected for their school.

Those in favour of pupils playing a more active role in teacher recruitment argue that young people are a school’s customers and see lots of different teaching styles over the course of their education. Taking this into consideration, it makes sense to make use of this experience when recruiting staff.  

However, groups who are opposed to putting pupils on the interview panel fear that this would undermine the authority of teachers and think it’s another example of how teachers are given fewer rights simply because they work with children.

If students did become part of the recruiting process, it has been assured that they will be given proper training and support and it would be less about putting them in charge and more about simply bringing a different and valuable point of view to the process.

Do you think that involving pupils in the process of recruiting teachers will help schools to find quality staff or will this move completely undermine the authority of teachers?

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Eteach had the pleasure of attending the 30th Annual COBIS conference from the 7th – 9th May 2011. ‘Stakeholders for Successful International Schools’ was held at the very impressive Royal Horseguards Hotel in Central London and we were very excited to be exhibiting in such beautiful Victorian surroundings.

The COBIS conference gave us the opportunity to talk to head teachers of British International schools about their current recruitment strategies and needs. Many of the schools that we spoke to were in agreement that their ideal International teacher would be one who has trained in the UK and has a minimum of 2 years classroom experience. A positive international attitude to life, a passion for travel and teachers who could offer more than just their subject to the school were also high up on the list.

International Account Manager at Eteach, Gerry Manolas, was extremely fortunate to be able to attend several of the keynote speeches and seminars whilst at the conference. She found all of the talks to be highly informative and gave head teachers the latest up to-date developments in the UK education system.

The main issue that dominated the conference was the discussion around school inspection and which teams have now been, or are in the process of being accredited by the government. Only schools that have passed a recognised inspection are allowed to be fully fledged members of COBIS, thus ensuring a quality mark that parents can trust when choosing a school abroad for their children.

This mark is also something that prospective teachers should look for when deciding where to teach as it gives them the confidence that the school they may eventually join follows strict COBIS guidelines for quality assurance.

Howard Kennedy, Non-Executive Director of the Foundation, Aided Schools and Academies National Association was the first speaker and he outlined the current government’s plans for raising standards in State schools and trying to close the gap between deprivation and attainment.

The talk focussed around the fact that, unfortunately, there is still a link between postcode and what a child’s educational outcome will be. The association wants to make a curriculum which is ‘Fit for Purpose’ where children can achieve regardless of their background and where only the best graduates are recruited to become teachers.

The hot topic was the developing idea of student teachers completing the majority of their degree courses in Teaching Schools. The teaching schools would be selected from those who have received outstanding results across the board in their Ofsted inspections. It is hoped that a network of these schools will be created which will provide professional development to teachers as well.

Do you as teachers and current student teachers agree with this or do you feel the courses you have experienced through university prepared you for life in the classroom?

This was all backed up by Nick Gibb, Minister for Education who in his session said that one of the greatest exports we have in the UK is the Independent Education System with £12 billion being brought into this country by overseas students studying here in the UK. Mr Gibb wants to give the state sector more independence to do what is best for their schools and children in order for them to raise standards and he also believes that the Academies and Free Schools programme is the way forward.

Are you teaching in one of these schools? Can you see a difference and do you feel it is the way forward for your pupil’s attainment?

Over the coming weeks we will be bringing you other highlights from the COBIS Conference including information about SEN and Gifted and Talented, Safeguarding Children, Developing Leadership Skills through Sport and Safe Student Broadcasting, which was a new initiative about making children aware of how to keep themselves safe when using Social networking sites.

What were Gerry’s personal highlights? Having the opportunity to have coffee with the England Rugby World Cup scrum half Andy Gomarsall and listen to his plans for life after his testimonial year and saying a brief hello to HRH Princess Alexandra KG GCVO as she left the reception.

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Deciding to become a Special Education Needs teacher can be an exciting, yet daunting prospect. A teacher of this kind usually works with students who have learning difficulties, behavioural problems and physical or sensory disabilities.

Knowing where to start your research can be a challenge in itself, which is why we at Eteach have just launched our Special Education Needs Career Portal. Here you will be able to find all the information you may need when deciding whether or not you want to become a Special Education Needs teacher, join SEN Talent Pools and search for Special Education Needs jobs.

Of course there is no right or wrong way to go about your research, but to get you off to a good start here’s some information about what you may need to consider and some sources of help.

One of the first things to think about when deciding whether to become a Special Education Needs teacher is the area you would like to specialise in. Some of the most common special needs include:

• dyslexia
• autism or severe epilepsy
• visual or hearing impairments
• physical disabilities
• learning difficulties
• behavioural disorders
• psychiatric problems

It can take a while to find the right job for you, which is why it’s important to take your time in your job search. A great way to keep an eye on the latest SEN vacancies whilst still deciding which the right path is for you is to join Talent Pools.

Talent Pools are specific to regions and schools, which means that you only have to join the ones that are relevant to you. Schools’ Talent Pools are live all year round so even if they aren’t currently recruiting, they can still view your CV anytime they like. This means that if you stand out, chances are that they will remember you when a vacancy does arise.

Once you have decided on the kind of role you would like, you can then start searching for Special Education Needs teaching jobs. If you need any help or advice don’t forget that you can always contact a member of the Eteach team who will be happy to help.

Is Special Education Needs teaching something that you would consider or already do? Is there any information that you would like to see more readily available to SEN teachers? Let us know your thoughts below.

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With Lancashire teachers taking the highly unusual move of striking over pupils’ bad behaviour and a ‘lack of backing from management’, we ask just how widespread these kinds of concerns are.

It’s an abnormal day when teachers strike over issues other than pay and conditions. It was widely reported in the media last week that around 70 staff at Darwen Vale High School in Darwen, Lancashire went on strike and formed picket lines to protest over what they described as threats, violence and ‘poor management.’

The Lancashire Telegraph reported that ‘members of the NUT and the NASUWT voted overwhelmingly to take strike action to protest against the management’s failure to support staff in dealing with challenging pupil behaviour.’

‘Children no better or worse than anywhere else’
A representative from the local NUT branch emphasised to the BBC that the school’s children were no better or worse than anywhere else: “This is not a strike against pupils. It is about management and management failure to support staff in dealing with challenging behaviour.”

The school is now said to be in discussion with the unions and staff to resolve the situation and to ensure “that staff feel well supported when they do need to deal with behaviour issues.”

‘Creating an allegations war zone’
The action came during a week when education secretary Michael Gove was accused of creating a “much more aggressive culture” and “creating an allegations war zone,” when he issued new guidance to schools on discipline, which reminds teachers that, where necessary, heads can bring criminal charges against pupils.

Darwen Vale has been rated as a good school, with pupils’ behaviour also given a good rating, by Ofsted (June 2010).

If you’re a teacher, do you feel supported by management over discipline issues? Do teaching staff need greater powers to deal with unruly behaviour? Why not share your views below?

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From Bristol schools where the ratio of pupils to CCTV cameras is 14:1, to a new Ofsted website encouraging parents to rate their child’s school and a teacher from West Sussex biting off more than he could chew in a fight with a crocodile, we delve in to the media to see what lessons are being learnt in the world of education. Join us and have your say.

Rate your school

A new website being launched in September by Ofsted will encourage parents to rate the performance of their child’s school. http://www.telegraph.co.uk/education/educationnews/8390740/Parents-asked-to-rate-schools.html

Exact details of how the website will operate have yet to be revealed, but it’s thought schools which receive poor feedback may be the subject of an inspection.

Chris Keates, general secretary of the NASUWT teachers’ union, is quoted voicing concerns that the system could be open to abuse and manipulation.

The website is part of a number of changes being considered, which will include a new focus on pupils, as well as the end of routine inspections for schools which are classed as outstanding. A pilot of the new style inspections is to take place in 10 schools before the Easter break, with a wider trial then planned for the summer.

Nearly half of schools going for academy status

A poll of 1,471 heads has found many schools are opting to become academies, with nearly half (46%) having converted to academy status, or saying they intend to.

The research, conducted by the Association of School and College Leaders, reveals nearly three-quarters of these schools believe that this will help them financially. http://www.bbc.co.uk/news/education-12712079

Big Brother goes to school

An investigation by the Bristol Evening Post has shown pupils in Bristol schools are being watched by at least 160 CCTV cameras every day. It found that some city schools have as many as 16 cameras in place, and in some cases figures even reach one camera for every 14 pupils.

In the article, http://www.thisisbristol.co.uk/news/Pupils-Bristol-schools-watched-160-CCTV-cameras-day/article-3330515-detail/article.html, the paper reveals that Orchard School, in Horfield, and West Town Lane Primary School in Brislington, have the most cameras of any state schools in the city. In contrast, Fairfield High School in Horfield has just one.

Campaign group Big Brother Watch has criticised the use of cameras in schools, saying UK schools use CCTV more than any other country in the world. They believe the money would be better spent educating the pupils than spying on them.

History lessons past it?

More news from Ofsted, with a warning that history lessons could become a thing of the past, as research among UK schools shows curriculum changes are having a negative impact on the subject, reports the Press Association: http://www.google.com/hostednews/ukpress/article/ALeqM5hd6BeG6KG7sXKcPoxQc75RSCKycA?docId=N0441111299898946059A

The ‘History For All’ report looked at history lessons in 83 primary and 83 secondary schools between April 2007 and March 2010.

It found that curriculum changes were negatively impacting on history, with time spent on the subject being reduced.

In England, children can currently choose to stop studying history at the age of 13. The UK is the only country in Europe where this is an option.

Gove reveals new drive for teaching standards

Education Secretary Michael Gove has announced that new standards are to be introduced which will help schools weed out poor-performing teachers. http://www.bbc.co.uk/news/education-12717061.

Speaking at the annual conference of the Association of School and College Leaders, Mr Gove said the new standards will help raise the bar for teaching and improve pupil performance and behaviour. He said that head teachers and teachers were concerned about current standards being ‘ineffective’ and ‘meaningless’.

Mr Gove has launched a review of the key skills a classroom teacher needs. The new standards will be in place by September 2012.

And finally….

A sick note with teeth

A teacher from West Sussex has been nicknamed ‘Mick Dundee’ after deciding to go crocodile wrestling while on holiday in his native Zimbabwe. http://www.mirror.co.uk/news/top-stories/2011/03/14/teacher-asks-for-day-off-for-a-crocodile-bite-115875-22988001/

Scott Brand, 21, a teacher at Cumnor House school in Haywards Heath, decided to go croc wrestling after having a ‘few beers’. But the animal bit his arm, which required treatment after becoming infected and swollen.

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