Just like taking a new car for a test drive before you decide to commit to a major purchase, supply teaching offers up the chance to work in different schools so that you can make a more informed choice before settling into a permanent job.
Your teaching style can become very insular if you stay in the same environment. Supply work provides you with the chance to talk to other teachers, see how they teach, plan and assess, and open your eyes to other ways of doing things. Embarking on a MA could be just the challenge you need, and supply work an effective way to support your studies, particularly if your course is education related.
Lorna Tobin enrolled on a part-time MA in curriculum, pedagogy and assessment and finds that teaching and learning go hand-in-hand. For more advice visit our supply teachers' page. Related How to become a supply teacher 10 essential tips for supply teachers Choosing the right supply teaching agency Find the latest supply teacher jobs Ask the Tes Community: Long-term supply and workload Reasons to become a supply teacher 1.
Flexibility While most teachers can only plan their holiday at set times to fit in with the school year, supply teachers are free from such constraints. Find out how to become a supply teacher 3. Personal recommendation can work but this isn't a guaranteed way of finding a good agency. For example I registered with one particular agency because a supply teacher at my final placement school recommended them.
This agency worked really well for him but I found them to be unhelpful and less than communicative I'm still waiting for them to return a call after almost seven months!. A good way to decide which agencies to choose would be to ask the schools which you know, either your placement schools if you liked working there or schools near where you live. You don't need to be able to drive to be a supply teacher but it certainly helps. I know of some supply teachers who don't drive but this limits the amount of work they can do.
They either need to be booked the night before in order to arrange getting to school by public transport or only work at schools near to where they live. Agencies work in two ways. Either they can book you in advance for a school or you get an early morning call. These calls can be any time from 7. Since September I think I've only been called once before 7.
Obviously the more flexible you are about when you can be called the more work you can get but if getting to a school in a hurry is not possible then make sure you tell the agencies this. Sometimes schools will have plans they want you to use, sometimes they don't.
It's always a good idea to take work with you, even if the agencies tell you that the work has been left. I used the plans from my placements and then modified them for other year groups.
Speaking of year groups - you could tell the agencies which years you're prepared to work in but, again, the more flexible you are the more work you are likely to get. Supply teaching is also a good way of getting experience. To help your school use this funding to boost attainment among your most in-need pupils, read over the answers to some common questions about the School-Led Tutoring Grant.
Schools' questions answered How much will my school receive? The amount you will receive depends on the number of pupil premium recipients at your school. Schools are free to exceed this out of their own budget. The funding is only to be used to pay for the staffing costs of tuition and must not be used for administrative costs or resources.
What does my school need to do to apply for this funding? As this is a grant, all schools will automatically receive this funding. Maintained schools should already have received the first payment through the Education and Skills Funding Agency in September. Payments for academies are due during October. Future payments will arrive in December and April for maintained schools, and January and May for academies. What happens if my school does not use this funding?
This really is a Use It or Lose It situation. The money is strictly ring-fenced, and schools are not permitted to pool it with other premia they might receive. Will my school have to account for its use of the funding?
Schools will have to submit two data returns. At the end of every term in the school census, you will be expected to disclose which pupils are receiving school-led tutoring and the cumulative number of hours of tutoring delivered.
At the end of the academic year, ESFA will send through an online form asking for details of your total spend, the total number of pupils in your school who have received tutoring and the total number of hours delivered. This means that schools will be able either to hire new staff or use their existing workforce. Who is my school allowed to hire as a tutor? Schools have a great deal of choice in who they can take on as tutors. This will be available on the NTP website from November.
Schools will be allowed to utilise their own teaching staff for the School-Led Tutoring programme only as long as it does not conflict with their Planning, Preparation and Assessment time.
In practice, this makes hiring temporary staff a more practical solution for schools looking to run efficient catch-up programmes. To help schools make the most of the new School-Led Tutoring route, Teaching Personnel is offering flexible options that provide tutors for as long as you need them.
Our subject specialists will unlock the potential of your most underperforming and disadvantaged pupils. All you have to do is get in touch. Visit our School-Led Tutoring Hub. The School-Led Tutoring Grant is a new and powerful way to support your most disadvantaged pupils.
But do you know how to make the most of it? Inclusive practice is crucial in fulfilling schools' legal obligations to provide an accessible education that does not put disabled pupils at a disadvantage.
Many teachers will have a set of techniques for helping pupils with Special Educational Needs. Yet for supply teachers, adapting your teaching style to the potential requirements of every child in every class you are assigned might feel like a Sisyphean task.
Yet inclusive practice is not so much a destination as a journey. It is a process of continual refinement, by which you lift obstacles to learning without compromising educational standards. It is no harder for a supply teacher than any other kind. This is how daily supply teachers can adopt inclusive practice at every step of the teaching process.
Lesson planning Supply teachers will often plan their lessons by thinking about the average pupil. This is understandable when teaching a new and unfamiliar set of children each day, yet catering for the norm is not necessarily an inclusive approach.
One way to make your lessons more accessible is by thinking how they will chime with children with a range of learning requirements. DI responds to diversity of abilities by offering children different streams for learning.
DI calls on teachers to set delineated objectives for each lesson. These might involve understanding a new concept learning some new information or demonstrating a skill. First and foremost, these objectives must be achievable for all pupils in the class. While pupils should be given to exceed the baseline objective if they can, every pupil should be able to meet the primary objective.
A teacher should then work collaboratively with children to help them meet this goal. Space should be made here for individualised instruction and one-on-one time with the children who need it most. Pre-lesson research Supply teachers rarely have much prior knowledge of exactly whom they will be going in to teach. This makes effective differentiation of your lesson plan that bit harder.
You need to gather information on who and where you will be teaching. Firstly, put an enquiry in with the school about the pupils in the class, and any disabilities, medical conditions or special circumstances it would be helpful to be aware of.
Ask the school if this applies to any pupils in your class, and if you can take a look at any pertinent sections. Schools will often have their own disability policies that teachers must align themselves with. Many of the more urgent accessibility adjustments, like wheelchair ramps and lighting, will be the responsibility of the school. Yet a supply teacher can still make changes that will create a more accessible environment.
Aspects of a space that seem innocuous to an able-bodied adult can make learning much more difficult for pupils with certain conditions. Busy corridors, or windows looking out onto a city street, can distract pupils with ADHD and overwhelm those with Autistic Spectrum Disorder. These structural features of a school building can rarely be changed. Yet you can limit their impacts by moving impacted pupils away from them, preferably placing them as close to you as possible.
Teaching techniques Patience is a virtue when dealing with SEN children. Some pupils will need things explained multiple times, and teachers must do their best not to get exasperated and accidentally discourage them.
A set of expected rules for behaviour is also very important. You must lay down the law of your classroom early in the lesson and enforce those rules consistently. Providing regular praise and positive reinforcement to the pupils who need it the most can give them the confidence to succeed. Your learning resources Many teachers have a few go-to resources and materials.
When properly inclusive, learning resources can add valuable richness and texture to a lesson. As a rule of thumb, the more visual the better. Some children will respond much better to image-based content with proper signposting than to a long page of pure text. When you do use textual materials, they should be in sans serif font set at a large size and with line spacing above 1.
Sentences should go on no further than around 15 words, with language ideally kept to an accessible standard. When using audio clips, make sure you have a transcript to hand round.
The accessibility of digital resources can be hampered by awkward interfaces, poor design and counter-intuitive functionality. Only use digital products that offer large font sizes, big buttons and workflows that can be understood instantly.
In your own time Inclusive practice is a constant, ongoing process by which teachers seek to understand how to cater for the widest possible set of needs. A lot of this comes from first-hand experience, but educators can learn a lot from other educators too. Training courses can help you develop your knowledge of diversity and inclusion in theory and in practice. Supply teachers have an important role to play in making education truly accessible for all.
Every year, Teaching Personnel places thousands of supply teachers into rewarding positions at mainstream and SEN schools alike. To start doing your bit to ensure an inclusive education for every pupil, register with Teaching Personnel. Practical tips for inclusive, accessible education that will help supply teachers unlock the potential of SEN pupils. Recent job. This website uses cookies. By continuing to use this site, you are giving your consent to cookies being used.
See our Privacy policy for more info. Supply teaching from September: What can we expect? Date posted : 20 August What going back to school means In their guidance for opening schools, the DfE has announced that supply teachers and other temporary teaching staff can move between schools as long as these educational workers observe a minimum distance between staff and pupils.
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