NEWS REPORT
Developing Science for the Skills Crisis
If you carefully studied the recent news reports, you will
know that 32,000 students graduated with a Science degree last year;
you will know that 27,000 gained a Science ‘A’ Level this
year, down on previous years.
If the forecasts are to be believed, you will also have heard
that the UK industry will require an estimated 2.4 million scientists
over the next 8 years due to natural wastage. That represents about
300,000 a year, miles ahead of our production of likely candidates.
Companies, and jobs, will go abroad.
One way we can address this looming crisis is, strangely, to
take Scientists out of industry and bring them back into the
classroom.
The only way that children will be encouraged to take science
subjects is for the teacher to be enthusiastic about the subject,
achieved from positive experiences within industry.
However, most scientists will be reluctant to remove
themselves from a potentially well-paid job to take time out back in
college as an unpaid student.
There is, however, an inspiring alternative.
The Graduate Teacher Programme is an employed, school-based
training programme leading to Qualified Teacher Status. The programme
takes one year whilst you are employed in a school as an Unqualified
Teacher. You develop from generally observing lessons to being able to
lead a class in a range of lessons in your subject.
Being work-based, the programme attracts the more mature
candidate, and especially encourages candidates to gain experience in a
school before application, providing a rare opportunity to ‘try
before you buy’ for intending career-changers.
Centred on the individual, the training programme encourages
self-development, and is particularly effective in providing trainees
with a springboard into managerial positions within schools.
The Graduate Teacher Programme is managed in this area by The
Merseyside & Cheshire GTP Consortium; being a partnership of
Liverpool Hope and Liverpool John Moores Universities, the 8 Local
Authorities and many schools throughout the area.
From over 200 trainees since the partnership was formed in
2002, only 20 have trained to teach Science or Mathematics.
For further information on the Graduate Teacher Programme in Merseyside & Cheshire, go to www.MandCGTP.org.uk,
or
Contact Bob Cleverly, Merseyside & Cheshire GTP Consortium,
A210, The Heath Business & Technical Park Runcorn, Cheshire, WA7
4QX.
E-mail: admin@mandcgtp.org.uk
CASE STUDIES
Female, aged 47 – Biology Teacher, Chester
From a Research Microbiologist within the Pharmaceutical
industry, this teacher became involved in training through her job. Her
love of music meant that she also developed as a private music teacher,
and discovered an enjoyment in teaching others.
Managing a training programme for adults within the
pharmaceutical industry, she wondered if it would be possible to
combine her areas of enjoyment.
Contacting a local Secondary school, this trainee spent 2 days
a week in the school, becoming familiar with what happens in the
classroom as well as the school generally, being involved in classroom
observations, team teaching, marking, and gaining the confidence of the
class teacher to be allowed to teach lessons on her own.
This teacher chose the GTP route because she didn’t want
to return to college, and felt that the practical approach of the
programme was more appropriate for her.
Having gained a permanent job within the school where she did
her training, this teacher is rapidly progressing within the Science
Department.
Male, aged 34 – Science Teacher, Wirral
Previously employed as an Engineer and Production Manager
within the automotive industry, he became demotivated as he had to make
people redundant in a constantly changing environment. He felt that he
wanted to help people rather than take away their income.
He chose the GTP because he is a self-starter, and recognised
that a PGCE would not cater for his needs. He also needed to continue
to receive an income to support his family.
This teacher says that had he entered teaching at 22 he would
not have remained in the profession. However, his industrial experience
has given him the confidence to become an outstanding teacher and role
model.
Female, aged 26 – Science Teacher, Knowsley
Having left University with a Science Masters Degree, this
teacher wanted to work in Science Museums, but was having difficulty
finding the right job, so was working in Insurance.
Having gained experience with young children whilst working
for her Masters, during Science Week and similar projects, this teacher
applied for the GTP without any experience within a school, and was
unsuccessful.
Determined to succeed, she gave up her job in insurance and
obtained a post as a Learning Assistant. This provided her with
invaluable experience within a school, strengthening her determination
to become a teacher. Her second application to the programme was a
success.
Although her chosen Lead School was challenging, the support
provided by the Consortium’s quality process helped her through
the programme, to the point where she accepted a permanent position in
her Lead School.
Continuing to develop responsibilities during the early part
of her career, this teacher intended to leave teaching after a couple
of years and return to the Science Museum environment. However, after
attending a Science reunion, she realised that she enthused endlessly
about her teaching role, and has decided that the decision to change
her career was the best move that she ever made.
Female, aged 25 – Science Teacher, Liverpool
Science degree, PhD and straight into teaching in a sixth form
college. Possibly a traditional, academic approach, until this teacher
became uncertain about her future. So she totally changed direction to
work in a car showroom.
Although fun, selling cars was obviously not her future, so
this teacher explored the Graduate Teacher Programme, as she was no
longer a typical student.
Proving to be a very demanding route, her experience was vital
at times for survival, but the programme has set her on a very positive
trail.
Although now employed in a very challenging school, the GTP
gave her the confidence to manage the classroom and she sees this as
the best job in the world.
Male, aged 29 – Maths Teacher, Cheshire
Gaining employment as a Forecasting Analyst with a Telecoms
company, the aim was to fund travel. However, he became a lecturer in
Statistics in a University in Mexico, obviously fuelling a strong
desire to teach.
On returning to the UK, the GTP was the obvious route into
teaching, especially due to the hands-on approach. This teacher states
that all parts fitted together particularly well.
Having gained QTS, this teacher consolidated his teaching
experience, developing his role to teach all age and ability ranges,
and is now fully prepared to develop his managerial responsibilities
within the school.
Female, aged 28 – Biology Teacher, Cheshire
As an NHS Project Coordinator with a Pharmaceutical Company,
this teacher has a long-standing love of science. Her role enabled her
to develop a growing responsibility for new members of staff; planning
and running monthly training sessions and leading information sessions
for groups of Doctors.
Her role led to contact with a local Secondary school, where
she visited and gained valuable experience before submitting an
application for the GTP. She identified a range of organisational,
planning and self-management skills that would be required for her time
on the programme.
Although strongly supported by her Lead School, this teacher
decided that her future lay at her second school, where she
successfully applied for and obtained her first full teaching
post.
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