Q. Amanda

I’m in my third year of teaching, and am thinking ahead in terms of career progression. My love is being in the classroom, so I have no strong aspirations for management. I would like to develop as an excellent teacher or AST – but what are the options for teachers outside of London? Will the changes to the AST programme mean that in a few years when I could be ready, there will be no funding or opportunities to join the scheme? Please help, I’m really confused!

A. John Howson

Hello Amanda
You don’t say whether you are a primary or secondary teacher. This makes a difference. About two thirds of the limited numbers of AST posts available are in the secondary sector, with the other third split between primary and special schools. Unless you work in an Authority that both values ASTs and has a policy for encouraging them, you may be met, if not with blank stares when you mention the idea, but with uncertainty. It is too early yet to say how the Excellent Teacher grade will develop, but early indications are that schools are not making much use of the grade.

At present, you are only in your third year of teaching, so you still have some learning to do before you can aspire to be either an AST or an Excellent Teacher. You will also need to undertake some further professional development to increase you knowledge of both the theory and practise of teaching. It may be that a higher degree would be worth considering. I cannot really say whether the AST scheme will still be in existence when you re ready to apply, but I can be certain that there will be opportunities to benefit from any investment you make in developing your career even if not as an AST.

Q. Oliver

I have been considering for sometime now, a change in my current career path. I am a mathematics teacher for 11 to 16 year olds in a very academically successful Business and Enterprise college in Lincolnshire.

Having been in mainstream education for about 5 years I thought it might be time to try my hand at a different set of challenges. I have considered applying to one of the specialist schools in the area for children with specific learning problems, be them behavioural, emotional, physical or other.

Could you offer any advice on this? At the age of 29 I feel that it would now be a good age to make such a change with an eye on the possibility that if all were not to suit then I would still be young enough to reapply to a main stream school. However, I am not completely certain as to what qualifications or skills such a school would look for or indeed if the skills I would acquire working at such a school would make me an attractive candidate should I decide to return to mainstream teaching.

A. John Howson

Hello Oliver
You say you are considering moving to the special education sector, but don’t give any reasons why you want to make the change except to try a different set of challenges: why this challenge?

The first place to start is to talk with the SENCO in your school about their role. Then ring up the head of a local EBD school and ask if you can visit and talk with them about the work. There are vast differences between working with children with behaviour and physical learning challenges, and you should have a clear idea of which group you are aiming to work with. Clearly, it would be sensible to look for some professional development before making the change of direction, even though, as you say you can return to main stream teaching later. I would really suggest that you seek advice from those who know you and know the sort of work you are thinking of undertaking before making any firm decisions. I am also not clear where you envisage your career going in the longer-term.


Q. Amanda

Hi John. With reference to my question above - I have started a Master's degree and believe I am now on the list of lead teachers in my LA as I have been involved in leading CPD for other teachers. I realise that I do need more experience and my Master's will help - but realistically, what are the options for promotion in a classroom based setting?

A. John Howson

Hello Amanda. Thanks for the response you still haven't said whether you are a primary or secondary teacher. In some parts of the country this may make a difference to your chances of future promotion. Have you explored the Fast Track scheme for serving teachers? If you can get onto this it will help with providing advice and support on potential accelerated promotion. You also don't say whether you currently have a TLR for teaching and learning responsiblities. This will be an obvious first step, but of course you might have to change school and in some areas they are not easy to come by in the primary sector.

Q. Little Miss Sunshine

I am currently working in a middle school teaching a range of subjects: Geography, RE, History, Citzenship and English. However, the middle schools within my area are due to close, and change from a three tier to a two tier.

The reason that I am asking for advice is that I was secondary trained. However, I have more experience (with my teaching practice included) of teaching key stages 2&3, and have really enjoyed teaching these age groups. Now, that I am faced with a decison either secondary or primary I would be really interested in going into primary. I would be very grateful for any advice or suggestions on how I could convince prospective employers?

A. John Howson

Hiya sunshine. Your best bet in the short term is to discuss how redeployment is being handled during the break up of the existing three tier system. From what you say I assume the middle school is a 9-13 middle school and not a 8-12 one. With the new two tier system there should be posts for teachers of key stage 2 in the primary sector and I don't see why your experience shouldn't make you eligible to apply for one of those. You don't say how long you have been teaching but if you have more than a couple of years under your belt don't forget to look at the range of promotion opportunities available to you. In the end to convince employers you will need to explain what you bring to a job with younger children. I'm sure your portfolio will help.

A. John Howson

Hello again Amanda. So you're in primary. AST opportunities are quite limited at present and you would need to look for a local authority that positively encourages such appointments. One issue maybe that many primary schools can't afford such teachers on their budgets so unless they're funded centrally schools won't appoint them. I suspect the same thing may happen with the Excellent teachers scheme. Sorry to be such a wet blanket.

Q. Viv

I am in the ‘Autumn’ of my teaching career in terms of age [55] but still have the energy to working with children that motivates me to continue. Currently I am senco at a London LEA primary school. I work 0.6 of the week.

I love the children, but I have not been supported by the head and constantly feel that I need to ‘watch my back’. I am under enormous pressure: the increasing demands of the role, in terms of new government initiatives and in terms of being the best that I can be, which necessarily involves doing more for more children.

Other teachers in the school constantly advise me to look elsewhere saying that I am very good at my job and know a vast amount about SEN in a mainstream setting. Obviously the fact that my confidence is eroded is my own problem, but I wonder if there is any advice you could offer on where to move on from here, other than into another senco post? Support teaching jobs are rare and do not usually come with permanent contracts, of which I currently have the benefit.

I qualified through a Cert. Ed. In 1972 and went on to do the Advanced Diploma in Specific learning Difficulties [now validated by OCR ] in 1989.
I have worked in special needs ever since, first as a support teacher and since 1998 as a senco.

A. John Howson

Although age might be a barrier, the fact that you are only working for three days a week might be as much of a problem in reality. Neither should be, but appointment panels are only human and most senior posts are offered on a full-time basis.

You could apply and ask them to consider a job-share with you working and helping to train a less experienced colleague. If you don’t want to take on another SENCO role, and this really depends upon how much you want to leave your present school and how bad your relations are with the current head, then although you have 18 years of experience you haven’t undertaken any substantial professional development for the same period of time.

You may be good in the classroom, but can you validate your experience. I guess you will have a portfolio of experiential learning and you will need to ensure that this is up to date before looking for any other job. You should also have a network of colleagues, advisers, teacher trainers and others in the SEN world to whom you can turn for advice and who may even alert you to the sort of job you are interested in looking for.

Certainly, I would stop thinking of 55 as the autumn of you career, as this can stop you being positively. You have another ten years or almost a quarter of your career ahead of you, if you want to work until 65 – colleagues starting from this January will have no choice, as they won’t b eable to draw their pension until they reach 65.

Q. Sunny

I've got a PGCE secondary interview coming up in five days. How can I assure my success since I want it so much?

A. John Howson

We're really dealing with this issue next week but as you've only got five days here's my advice. You must be doing something right to get an interview so play to your strengths. Don't be too anxious as that will probably make you seem nervous. You need to convince the interviewers that you have a good subject knowledge and well thought out reasons for why you want to go into teaching. Even if you don't make it at your first interview there will be other providers who may also offer you interviews in the future. Finally do check in the Staffroom because other people in the same position often post thoughts and experiences about PGCE interviews and you may find some advice there. Good luck

Q. Elaine

My husband teaches in a rough primary school and is desperate to quit teaching due to stress - but is unsure what to consider? What roles do ex-primary teachers tend to excel at? Thank you.

A. John Howson

I am sorry your husband is having a tough time in his school. Why does this mean he wants to quit teaching? Would not a move to a school which is less tough not fit the bill? However if the stress is more related to actually teaching than the children in the school where he currently is he may well be right to look for another career.

The first thing is to build up a balance sheet of what he is good at and what he finds difficult and then to see how far he can match that with other jobs in education. The TES has a section which includes many jobs outside the classroom some of which may be suitable and will allow him to keep in touch with children and their learning.

Q. Sherman

I am a primary school teacher with ten years experience. Like OFSTED and my colleagues, I regard myself as an outstanding teacher. I have coordinated mainly foundation subjects (History,Geography, RE etc) but am now considering taking on core subject coordination and/applying for AST. However, I will be changing school in September(from inner London to the Fringe area).

I am concerned that I will need to make a fresh start in order to find a job with foundation coordination role, let alone Core subject coordination (especially since I have no experience in this area) and AST. What advice would you give?

A. John Howson

Hello Sherman. I am not sure that I fully understand your question. You talk of changing schools to the London fringe area, but also making a fresh start to find a job with a foundation coordination role. Yet you also mention an AST role as a possibility where you would need to be playing to and developing your strengths. So, either you aren’t giving us the whole picture or you may need to do some more thinking about what you are trying to achieve.

AST roles are relatively rarer in the primary sector, so if that is your goal, check what the position is in the area where you are moving to. If they don’t have any – or only very few – then this avenue might not really be open to you. Even though you are considered a good classroom teacher, can you deliver training to other adults as well as teaching pupils, or do you need some professional development in this area before you are really prepared for such a role?

However, are you also thinking about leadership opportunities longer-term and are worried that you don’t have experience of working with younger children?

Q. teachur

Over the past year or so I am one of many teachers who have experienced the not-so-pleasant side of my head teacher, also leading me, like others have said, to "watch my back". I have been cut out of teaching GCSE in my subject - and rather than this being paranoia, I had that confirmed by the head teacher in personal interview (all staff had one this year). I have been told that there is nowhere for me to go in the school, no progression and that I should look elsewhere. The head teacher dressed that in a "for your career" type positivity (but he also said it to all other "victims" of his wrath).

My problem is, that with a year of teaching KS3 only in my subject, after having received no support or CPD whatever from my "very nice" HoD, surely this will reflect very badly on me if/when I apply for new posts. I know I have a lot to offer... but won't this be a major question in an interview? I wouldn't be able to be honest... the head teacher is a referee after all!

A. John Howson

I think it is definitely time for you to start scanning the TES website and the job pages for another post. There is clearly nothing left for you in your current school except the possiblity of more grief with the head so cut your losses and start looking. I don't think the fact that you haven't taught GCSE this year should be a real problem - you can put it down to time-tabling difficulties and the need to give others some experience. If you have been teaching for a number of years your portfolio should provide evidence of your success with KS 4 classes and no doubt an assessment of examination results against those across the school will also be to your benefit. Don't forget if you have been teaching for a number of years you can always consider looking for a post with more responsiblity.

Q. fishandschips

I'm currently doing supply teaching and it's a bit of a struggle to get a permanent job when I'm not already in one. How can I enhance my chances of impressing prospective schools?

A. John Howson

Dear fishandchips. I'm sorry to hear that you're having a struggle getting a permanent job. The means to impress any interview panel are really the same wherever you are applying from. Firstly check what the school is looking for in the advert and job description and identify how you match their needs. Secondly be prepared to explain how working as a supply teacher has allowed you to pick up ideas from a wide range of schools that have benefitted your teaching and that you are now looking to consolidate those working in one school for a period of time. Finally much will depend on what sort of job you're applying for there is much more competition for some jobs and in some parts of the country and not everybody can always be successful. Keep trying and use any contacts you have made through your supply work.

Q. Sarossa

Hi there - I have already posted all my questions in advance. Is there a career for a well qualified EU teacher of ESL in the UK (as a teacher of English I mean)? Is it true that only desperate schools would hire non native speakers as English teachers (secondary)? Or is there hope? I have obtained QTS but by now I understand that as long as you are European and a qualified teacher in your country, you have to be given QTS. You should have all my questions already....I don't know whether to say more.

A. John Howson

Hello Sarossa. This is a difficult question to answer. On the face of it I would like to say you should have no difficulty finding a job but with lots of English teachers being trained there is often considerable competition for these jobs. Are you aware at the end of the end of the TES job pages for secondary teachers the paper has a section for teachers of English as an additional language where your skills might be valuable. There are also some schools which have links with EU countries and a bit of research on Google might identify those that would be of interest to you. The next step would be to keep a look out for these schools on the TES website in case they are advertising a post you could apply for. Good luck.

Q. teachur

I knew you would say that! Actually, this is my third year. I have only got 1 set of GCSE results, which were poor in terms of C and above, but actually very good in terms of Value added! However, despite the support from the local AST in my subject (who backed my move to change the GCSE to Edexcel over AQA in my subject) and originally being backed by my HoD who promplty backed down to save himself, as a result the school has made it look like I have poor judgement and in 3 years of teaching I have only 1 set of GCSE results and they don't look good on paper! So yes I know I need to move on, but I am beginning to wonder if the brick walls that have been built around me might make me seem unemployable on the results front!

A. John Howson

I can understand why things look bleak at the moment. However the good value added results should give you some encouragement. As it seems you have come to the end of the road in your present school I do think you have to test your skills in the job market. There is no guarantee that other schools will take the same view as your current head. However you will need to give careful thought to making sure your application form focuses very much on the positive achievements and is linked to what the school has put in the job description. You were good enough to get your current job and you're good enough to get another one in a school where you will be better treated.

Q. Zazie

I am a Primary Class Teacher planning a move to Germany this summer. As I am sending out my cv on spec, I am wondering about details and format. Do I need a 'Personal Profile' statement, for example? How about an 'Interests' section? My feeling is that both might appear a little fluffy. Also, should I include all academic results, including GCSE?

A. John Howson

Hello Zazie. You don't say what sort of school you are looking to teach in in Germany. Do remember that British Forces schools advertise teaching posts in the TES if you are thinking of working in the north of Germany. There are also international schools in Germany that advertise in the TES and as some of them teach close to the national curriculum they might be interested in your expertise. Finally there are occassionally adverts for posts in the multi-national EU schools across Northern Europe that might be of interest, but competition can be fierce.

If you are sending your CV on spec it needs a covering letter explaining why you are doing it. This is probably more important than the format of the actual CV as it is what the school will read first. It should of course be in German if you are applying to anything other than an international school or a forces school.

Q. Lisa

I qualified as a secondary teacher in August 1998. I spent four years working part time as a supply teacher but was never in any school long enough to complete any of my assessment year. After five years, I am now considering returning to teaching and would like to find out what I would need to do to achieve this. Any advice you can offer would be greatly appreciated.

A. John Howson

Hello Lisa. From your question it sounds as if you have had some time out of teaching after your supply work. You are correct in that your original time period to complete the induction is now time expired. I would ask the TDA whether they have a policy to deal with people such as yourself?

However, it may be that you will have to find a school that will register you on the Graduate Teacher Scheme for employment based training, but only require you to do the minimum necessary to regain the standard you reached at the end of your original training. The difficulty may be in finding a school as there is no central database of schools willing to take such trainees. You might be advised to contact some of the schools where you did supply work and were particularly successful to see if they will help.

Q. jetbur

What would be your most prized piece of knowledge that you could give an interviewee for HOD post?

A. John Howson

Being a HOD is like the God Janus. You have to face in two different directions at the same time - figthing your corner with the SMT for your department whilst at the same time dealing with the members of the department and in some cases supporting the SMT decision even where you had earlier fought against it. That's responsibilty for you. However, do remember that teaching is all about people and leadership is about getting the best out of the team. You can either lead from the front and encourage others to follow or drive from the back pushing everyone else ahead of you. It will be up to you to develop your own leadership style, nobody else can do that for you they can only offer suggestions.

Q. Sunny
 
Thank you very much for your advice. I feel a lot more confident after your reply.
A. John Howson

Glad to have been of help sunny

Q. jojo

As an NQT, I want more than anything to be a good primary school teacher. My application is strong, but my biggest fear is that I'll let the children and parents down by not being good enough for them. This is the only thing holding me back from the classroom... how can I overcome it?

A. John Howson

Although I will try and answer your question more fully next week in the clinic for students and NQTs I did want to say do have belief in yourself. Your question suggests that you are unecessarily diffident about your own abilities.

Go out and sell yourself. Ask your friends and colleagues on the course to tell you what you've been doing well and make sure you put that in your application form. More next week...

Q. jetbur

Many thanks... between a rock and a hard place... what joys I am going to have!
A. John Howson

I'm afraid so but leadership can be just as enjoyable as teaching, you have the opportunity to achieve on a wider canvas working with others and it can be a step on the road to wider responsibilities which bring more even more joy and heartache. Good luck.

Q. Alexis

I am in my second year of teaching in a small mixed age catholic primary school. I teach a class of 31 Y4 & 5s with 7 SEN & 1 EAL. I am the PSHE coordinator, and have introduced a two-year rolling programme incorporating SEAL and written new PSHE, Drug Ed and SRE policies. I am also D&T coordinator, and am just starting to write the policy and put other strategies into place.

Both of these areas are new for the school - so I have started from a blank canvas. I am in the process of completing my PSHE certification for teachers, and am half way through the CCRS course. I am looking ahead, what would be my next step up the ladder and how can I start preparing for it?

A. John Howson

Thank you for your question Alexis. During your first two years in teaching you have successfully passed your induction and introduced some new programmes into the school. You are rightly looking ahead and asking what next? You don’t say whether teaching is your first job or whether you trained after working outside of education for a few years.

If this is your first job, and you are still in your early 20s, then a couple of possibilities occur. Firstly, stay where you are and see the PHSE programme through to completion. It is one thing to introduce a programme, but another to ensure it produces results.

A second alternative is to move to a larger school where you can gain experience in a different environment and consolidate what you have learnt in your present school. Larger schools also offer more opportunities for promotion and a TLR payment. You should also be looking longer-term to ask what you want as a longer-term goal. However, with the additional studying you are currently doing please make sure that you provide for some space in your life.

Work-life balance isn’t just a government phrase, it really means – pace yourself. Clearly, you have achieved a great deal already and you will be successful, but don’t become too anxious. Finally, talk with those who can offer you advice on the local circumstances as the next few years may be difficult in the primary sector in some areas of the country.

Q. Wendy

I am a primary teacher, just beginning my 4th year of teaching. Since qualifying I have only worked at one school. I am just returning to work after taking 6 months maternity leave. I will be looking to move schools in September 2007 so that I have more time with my family (I currently work in the neighbouring LEA and have a 30 minute journey).

I haven’t really thought before now about changing schools and so haven’t kept any evidence from previous years’ teaching. I have taught Years 4 – 6 (in various mixes) at my current school and also Years 2 and 3 on University Placements. I have a strong interest in ICT and Numeracy and I always try to keep up-to-date on the latest government initiatives and publications.

I usually attend all the Education shows in my own time (and at my own expense) in order to keep myself up-to-date with new resources and ideas. What is the best way forward for me? Should I be looking for a classroom teaching job as my next move or should I look for a position with more responsibility? What information and evidence would I need to collect to help my applications?


A. John Howson

Hello Wendy. Finding jobs in the primary sector can be tough going. Lots of classroom jobs without responsibility go through pools that are often only open to NQTs so you may be better looking for a job with a TLR attached. However, you have you work/life balance to consider. You have a young child and although you will have make arrangements for child care you have the issue of getting to grips with a new school plus the additional responsibility you would take on. This can be a big challenge, although many teachers do rise to it. The shorter travelling time would help, both by reducing the stress and freeing up extra time assuming you can find a teaching post nearer home; not a certainty.

As to evidence, you should start keeping a portfolio from now onwards, you will need it even if you don’t move schools. Can you demonstrate how you have linked visits to shows to improving your teaching -lesson plans will help, even if you haven’t kept examples of children’s actual work. There should be school policies in writing where you can demonstrate an input. After all, the evidence is a hook on which you can demonstrate your experience, ideas, beliefs and values and how they have been transmitted not reality. Job interviews don’t last very long and portfolios are only one part of the evidence base that anew school will be looking for when selecting a new teacher.

Good luck, whatever you decide to do.

Q. seren dipity

I'm a full time teacher who taught for 12 years in a special school for primary aged pupils which closed at the summer of 2005. It was replaced with 2 bases in primary schools managed by a principal teacher. I did apply for the post of principal teacher but lost out to one of my colleagues at the sebd school and a young man from another special needs sector background (he has since left as he couldn't hack it).

A third unit is about to open. It will require a principal teacher. Since my old school closed I have become the assistant secretary in our union's local association and am also on national council for the union. For that I am out for at least one full day a week (every tuesday plus sporadic meetings, 2 days for annual conference etc). Cover is fully paid for by the local authority.

I KNOW I'm well qualified for the job. I KNOW I could do it. The head teacher of the school is on the behaviour bases working group with me and I know that he likes the work I have done there. I think I could work well with him.

So.......

1. Is a head teacher likely to appoint a principal teacher who is out every week.
2. Do I apply then give up the union work I enjoy
3. would it be unprofessional to phone the head teacher and ask him his thoughts about my union role (he's actually a member of my union)
4. Do I accept that my union role is incompatible with promotion prospects.

I'm 50 this year and reckon that this will be the last promotion opportunity in my sector that I will be able to apply for, before I'm too old!

I'm currently working as a learning support teacher in a secondary although I'm primary trained.

A. John Howson

We haven't got time to fully answer your question this evening as the hour and a half session is now nearly over but in two weeks time we will be addressing leadership issues as the main focus of that online clinic. I will just say do apply and give it your best shot. The special school sector needs good people like yourself and is too often overlooked by both teachers and policy makers. Although integration has had its advantages it has I am sure turned off some people from working with these children who most need good teachers because they were frightened of a lack of a future career structure. Good luck if your interview is before the clinic in two weeks time.

Q. Sally

I've had some health problems recently and am finding it hard to keep up with the demands of classroom teaching. I love teaching and don't want to pack it in but what else could I do that isn't quite so strenuous?

A. John Howson

I cannot remember whether you told us what level or subject you taught? Have you considered home tutoring, either for a local authority working with children who cannot attend school either for medical reasons or because they have been excluded. There is also private tuition, although that tends to take place in the early evenings and at weekends and can upset your domestic life. Apart from these obvious examples there are areas such as marking, writing and software design that are always looking for teachers. The back pages of the TES are a good place to start your search

Q. Graham

I am seriously considering returning to teaching despite being warned off by several friends – some of whom still teach.

I am a young and enthusiastic 54 years of age (Football coaching, half marathons, scuba, skiing, sailing etc.) and was a PE teacher from 1974 -83. I qualified with a 2:2 Degree in Physical Education in 1970.

I taught PE in two separate schools for a total of nine years (five as a Head of Department) and helped pioneer Academic PE in both schools. I was then head hunted for a Sports Development post and moved on to other careers from there. I have been involved in Sports Development for a Local Authority (nine years) and then football and sport marketing since 1989.

I currently work as Sports Director for a subsidiary of a PLC and have devised and delivered two nationally delivered sports support schemes for UK schools.
Having been out of the Educational system for such a long time I am keen to know how best to proceed. Are there courses for returning teachers or indeed should I consider myself too old for the challenge?

I have looked through the jobs section of TES and find several posts that look very attractive. I am particularly motivated by using Physical Education and Sports to help develop active lifestyles within communities.

Can you please offer me some guidance and advice?


A. John Howson

I fear that your age may be against you, especially as you haven't taught since the National Curriculum was introduced. PE is not a shortage subject, and schools may look for recent graduates with up to date knowledge. However, I would have though there might be posts at a local authority level that you could apply for where your wider knowledge would still be useful. Although going back to the classroom and your teaching roots seems attractive, it probably isn't the right thing to do unless you can find a school that wants your marketing expertise as part of the senior management team. Depending upon where you live, there might be more opportunities I the private sector than with state schools.

Q. Sally

I've had some health problems recently and am finding it hard to keep up with the demands of classroom teaching. I love teaching and don't want to pack it in but what else could I do that isn't quite so strenuous?

A. John Howson

I cannot remember whether you told us what level or subject you taught? Have you considered home tutoring, either for a local authority working with children who cannot attend school either for medical reasons or because they have been excluded. There is also private tuition, although that tends to take place in the early evenings and at weekends and can upset your domestic life. Apart from these obvious examples there are areas such as marking, writing and software design that are always looking for teachers. The back pages of the TES are a good place to start your search

Q. Gerard

I have been teaching in the same secondary school for some seventeen years and am looking for guidance on career direction. I teach business studies at key stage 4 and 5 and ICT at key stage 4 and BTEC business at key stage 5. I am at the top of my scale ups 3 on £33,444. I am growing stale at my current school and find the job more and more stressful and am getting very little job satisfaction. I am 46 years of age qualified in Bed honours Business education grade 2.2.

How could I retrain to teach in primary/junior school? Would I need to specialise in any subject areas? What salary could I expect? I am prepared to take a pay cut of 6/7 K.

Technically, you don't need to retrain, but as you will have been teaching at KS4 & 5 most primary schools will need to know you can cope with class teaching across the curriculum. As there is no shortage of primary school teachers, there are no real retraining courses, why should there be when employers can recruit from the existing pool. Your current salary without any TLR would be the pay you would receive, so this may be another disincentive to employers as at UPS3 you are relatively expensive compared to a newly trained primary teacher.

I am thinking of going in to supply is there a market for business/ict teachers would I have to expect a large reduction in my salary?

Yes, there is in some area. You would need to ask the different agencies working in the areas of the country where you were prepared to teach. Your daily rate would be below UPS3, but you might receive more for a department responsibility. You might also lose the right to subscribe to the teachers ' pension scheme – not something to be given up lightly.

Are there any other career options which you feel could be suitable for given my qualifications and experience?

A. John Howson

I assume you have considered becoming a head of department. Even though the TLR for Business Studies can be quite low it is also variable from school to school. There are also head of vocational studies, pastoral posts and other posts within schools with additions to salary. Alternatives include the FE sector, training for companies – look on not education job web sites, but pay may be lower. If you have not undertaken any CPD recently, this may make your CV look a little thin, so consider whether you want to do something about this. The good news is that business studies is still a shortage subject, so your core skills are in demand. Good luck

TES chat host

Thanks for all your questions. The clinic has now finished. Please join us again next Tuesday (6.15pm-7.45pm) when John will be answering questions from trainee teachers and NQTs. For more career advice, read John Howson's book "Taking Control of Your Teaching Career" (£15.99) available from the TES bookshop (www.tes.co.uk/bookshop)