Welsh comedian Rhod Gilbert was interviewed on lunchtime television show, Loose Women (ITV1, Friday 12:30 - 1:30pm, 29th June 2012), to discuss his new series called Work Experience. In each episode, he tries a different job, such as tattoo artist and teacher. When asked about the latter, he said he enjoyed it but would not like to teach permanently. The reasons were because, "It is too stressful. We do not treat teachers with enough respect and trample all over them."
Originally posted on 29th June 20122
Showing posts with label Diary of a Surviving Supply Teacher. Show all posts
Showing posts with label Diary of a Surviving Supply Teacher. Show all posts
Friday, 29 June 2012
Thursday, 5 January 2012
Diary of a Surviving Supply Teacher: Last Days
Monday 4th July 2011
Clearly, Mary-Ann is not a tennis fan, because she phoned me at 4:00pm on Sunday 3rd July, during the Wimbledon Men's Singles Final, to ask if I could do a day's supply with year 4 in her school. She made a point of telling me to arrive early because the parking was difficult, ie. is in the road. Mary-Ann was the school's deputy head and thus responsible for supply cover, but she taught in the infant school which is on a different site further down the road. The headteacher, Mr Monarch, I had known over twenty years earlier, when he was a probationary teacher and I was a class teacher in the same year group in a middle school. However, I had already worked for him as HT in a different school a few years ago.
It was the headteacher who explained the work/timetable/routines soon after my arrival, albeit with a slightly critical tone in his voice when he mentioned the classteacher. For example, he told me the first lesson, finishing off a story in Literacy was, "Only finishing off." There seemed to be enough to keep the children busy from 9:05am until the assembly at 10:10, so it suited me. Registration was at 8:55 and was calm, apart from a child who was brought in by his mother because he was reluctant to attend without his regular teacher. We arrived late for assembly, which Mr Monarch took himself and then it was break at 10:25. Break finished at 10:35 and this was based on 7x tables work from the Abacus textbook series with which I was familiar. 11:35 was Guided reading, ie. individual reading, and lunch seemed particularly early at 11:55. Mr Monarch warned me of a boy who was lazy and slow to produce work, which appeared to be more his frustration than mine, and said he was available should there be any behaviour problems. Overall, the children were well-behaved as the school was in a university catchment. There seemed to be a number of dark skinned girls with dark hair in the class, who all looked the same, so I struggled with their names, but the others were easy to remember.
A teacher from another year group was supposed to explain the afternoon's Science task, at lunchtime, but he seemed to carry a chip on his shoulder and was awkward. The classroom assistant was very loyal to the headteacher, although he said he would have to lose her at the end of the year. She seemed a bit fussy over aspects of the plans and organisation which seemed trivial to me.
Afternoon registration resumed at 1:05pm, followed by more Literacy, this time writing up the stories on computers, based outside the room in a shared area. As usual, some children claimed to have finished at the start of the lesson and had to be told to continue regardless. 2:00 was Science and writing phrases for the end of year reports. Throughout both lessons, because various unidentified adults passed through the area without apologising, I felt vulnerable as I was on show. The children were quite chatty too. Hometime was at 3:25. After marking and writing a letter to the class teacher, I found I could not get my car out of its parking space, due to students from the university parking too close. The mother of the reluctant boy walked passed and thanked me for being understanding with her son. Eventually, a sheepish looking student appeared, moved her car and I was able to leave.
Tuesday 5th July 2011
Mr Monarch had apologised yesterday for offering only the morning, but I took it as it was via the authority, not an agency. He said there could be future work, albeit relatively limited, but I have not heard anything to date. For literacy, I had to find a photograph at home to project onto the whiteboard and came up with one of pigs in a steeplechase race. Mr was hovering around as I commenced the lesson and he said, "You haven't taught quick write before have you?" He then took over and taught the lesson. It was clearly a pet project of his and did not seem half as impressive as he seemed to think.
Maths was further work from Abacus and multiplying the touching ends of dominoes. Guided reading was the usual independent reading, including some finishing some reports and stories.
The headteacher had several bees under his bonnet, besides quick write and lazy boys, namely battling the local council over the problem of parking in the road. I tried to reassure him by telling him that he was not alone, but he irritatedly said that he would not make the authority aware.
Originally posted on Friday 6th January 2012
= = = =
Thursday 7th, Friday 8th and Thursday 21st July 2011
Thursday 7th July 2011
Normally I write my blog entries within a few days of the events that I am describing, but these were written six months later. Not having much work meant that I was spending my time writing applications for jobs and therefore neglecting the blog. Ironically, because work was so sparse, the last days of teaching became more significant. One of the problems with writing from a distance is that it comes from a fading and unreliable memory, while the days described deserve a more detailed account than was given to those that were far less important. All three days were for the same school on the other side of the city.
On arrival, I discovered that I was in the middle of three side-by-side Yr3 classrooms. The regular part-time teacher who usually took my class was moved to the class on my right as the year co-ordinator was absent. She was therefore able to explain the work and routines before concentrating on those for her own class. She told me that mine was a good class, as opposed to the one she was taking, although this contradicted what I knew of the school as a whole. First lesson was maths in sets with what seemed like a complicated system for differentiation and self-organistation, but it worked reasonably well. Back in classes we worked on top trumps cards as a part of the year-group topic on monsters. Each child created a card for their own monster according to various criteria with a points system. What struck me about the children was that they were not badly behaved, but were inclined to be chatty and to call out. Neither of these endear me to children I do not know.
As the three classrooms were separated by glass partitions, it was clear that my mentor was finding her class tough and she kept a number of boys behind at break. Despite the punishment of losing their break, these children were not averse to arguing back. On the other side of my room was a young teacher, whom I also found myself asking for guidance on occasion. There was a classroom assistant with a European accent, who I learned was offered her services as a volunteer. At the side of the room was a terranium containing a number of butterfly chrysalises, some of which disconcertingly hatched during the day.
Friday 8th July 2011
Throughout the previous day, I had an inclination that something was planned for the Friday, but I could not put my finger on the event. When I noticed the teachers, and later the children, dressed in red it became clear. On the second day, the year co-ordinator returned to her class. She asked how my class had been, to which I replied (non-commitally), "They were okay."
Her immediate response was, "Only okay?"
I felt like telling her that I was being polite and they were very chatty and rude, but as she, like her colleague, seemed convinced of their angelic qualities, I remained non-committal. My second day consisted of more sets and work on top trumps. To her credit, the year leader removed a defiant child from her own class who had appeared in a maths set. By the afternoon, the other two teachers released the butterflies into the garden, as the insects would not have survived the weekend in the terranium. The whole school assembly was given over to a photographer from the local newspaper who arranged the children and staff for a group photograph, in which everyone raised a fist, while simultaneously cheering. I made sure that, as the only person not dressed in red, I was at the back.
Thursday 21st July 2011
For day three, I was with the year leader's class, which made me wonder why I had been kept from them in the first place. The previously missing teacher returned to her class and was aloof and distant, ie. she did not thank me for taking her class for two days and would not explain the work unless I asked. Despite the space of nearly a week, day three was more sets and top trumps. The previous week's work was meaningful and the children had enjoyed the tasks, inlcuding the top trumps, but this seemed to be stretching the work a bit too far. During one of the sets, the aloof teacher removed the defiant child, althought I had not asked her to do so and despite the fact he was with me for the rest of the time. Although this was the penultimate week of the summer term, a number of children seemed to have a stomach bug (consistent with the absent teachers). No-one saw fit to introduce the young woman, present in the classroom all day.
During the afternoon the children were required to continue making a model of their monster, using felt, pipe cleaners, sequins and other art/craft materials. My defiant child continued to refuse to do as he was asked and, instead of making a model of his monster, kept making his own abstract creations, which he presented to me. Following the whole school assembly, I returned to the classroom to find the young woman, present all day, handing out jelly-type sweets to the class. Many of the jellies were on the floor and I did my best to add a semblance of organisation, before the chldren went home. Apparently, she was a foreign-language student and had spent the week with the class. As usual, I marked the work up to date and wrote a letter to the teacher. After making my way back to the front office, I signed out in the visitors' book and drove home. Although I was not aware at the time, this was my last day of teaching to date. Soon after, I felt the effects of a stomach upset, which lasted for several weeks until, and including, a holiday away.
Written on Monday 1st and Tuesday 2nd January 2012 and originally posted on Thursday 5th January 2012
Clearly, Mary-Ann is not a tennis fan, because she phoned me at 4:00pm on Sunday 3rd July, during the Wimbledon Men's Singles Final, to ask if I could do a day's supply with year 4 in her school. She made a point of telling me to arrive early because the parking was difficult, ie. is in the road. Mary-Ann was the school's deputy head and thus responsible for supply cover, but she taught in the infant school which is on a different site further down the road. The headteacher, Mr Monarch, I had known over twenty years earlier, when he was a probationary teacher and I was a class teacher in the same year group in a middle school. However, I had already worked for him as HT in a different school a few years ago.
It was the headteacher who explained the work/timetable/routines soon after my arrival, albeit with a slightly critical tone in his voice when he mentioned the classteacher. For example, he told me the first lesson, finishing off a story in Literacy was, "Only finishing off." There seemed to be enough to keep the children busy from 9:05am until the assembly at 10:10, so it suited me. Registration was at 8:55 and was calm, apart from a child who was brought in by his mother because he was reluctant to attend without his regular teacher. We arrived late for assembly, which Mr Monarch took himself and then it was break at 10:25. Break finished at 10:35 and this was based on 7x tables work from the Abacus textbook series with which I was familiar. 11:35 was Guided reading, ie. individual reading, and lunch seemed particularly early at 11:55. Mr Monarch warned me of a boy who was lazy and slow to produce work, which appeared to be more his frustration than mine, and said he was available should there be any behaviour problems. Overall, the children were well-behaved as the school was in a university catchment. There seemed to be a number of dark skinned girls with dark hair in the class, who all looked the same, so I struggled with their names, but the others were easy to remember.
A teacher from another year group was supposed to explain the afternoon's Science task, at lunchtime, but he seemed to carry a chip on his shoulder and was awkward. The classroom assistant was very loyal to the headteacher, although he said he would have to lose her at the end of the year. She seemed a bit fussy over aspects of the plans and organisation which seemed trivial to me.
Afternoon registration resumed at 1:05pm, followed by more Literacy, this time writing up the stories on computers, based outside the room in a shared area. As usual, some children claimed to have finished at the start of the lesson and had to be told to continue regardless. 2:00 was Science and writing phrases for the end of year reports. Throughout both lessons, because various unidentified adults passed through the area without apologising, I felt vulnerable as I was on show. The children were quite chatty too. Hometime was at 3:25. After marking and writing a letter to the class teacher, I found I could not get my car out of its parking space, due to students from the university parking too close. The mother of the reluctant boy walked passed and thanked me for being understanding with her son. Eventually, a sheepish looking student appeared, moved her car and I was able to leave.
Tuesday 5th July 2011
Mr Monarch had apologised yesterday for offering only the morning, but I took it as it was via the authority, not an agency. He said there could be future work, albeit relatively limited, but I have not heard anything to date. For literacy, I had to find a photograph at home to project onto the whiteboard and came up with one of pigs in a steeplechase race. Mr was hovering around as I commenced the lesson and he said, "You haven't taught quick write before have you?" He then took over and taught the lesson. It was clearly a pet project of his and did not seem half as impressive as he seemed to think.
Maths was further work from Abacus and multiplying the touching ends of dominoes. Guided reading was the usual independent reading, including some finishing some reports and stories.
The headteacher had several bees under his bonnet, besides quick write and lazy boys, namely battling the local council over the problem of parking in the road. I tried to reassure him by telling him that he was not alone, but he irritatedly said that he would not make the authority aware.
Originally posted on Friday 6th January 2012
= = = =
Thursday 7th, Friday 8th and Thursday 21st July 2011
Thursday 7th July 2011
Normally I write my blog entries within a few days of the events that I am describing, but these were written six months later. Not having much work meant that I was spending my time writing applications for jobs and therefore neglecting the blog. Ironically, because work was so sparse, the last days of teaching became more significant. One of the problems with writing from a distance is that it comes from a fading and unreliable memory, while the days described deserve a more detailed account than was given to those that were far less important. All three days were for the same school on the other side of the city.
On arrival, I discovered that I was in the middle of three side-by-side Yr3 classrooms. The regular part-time teacher who usually took my class was moved to the class on my right as the year co-ordinator was absent. She was therefore able to explain the work and routines before concentrating on those for her own class. She told me that mine was a good class, as opposed to the one she was taking, although this contradicted what I knew of the school as a whole. First lesson was maths in sets with what seemed like a complicated system for differentiation and self-organistation, but it worked reasonably well. Back in classes we worked on top trumps cards as a part of the year-group topic on monsters. Each child created a card for their own monster according to various criteria with a points system. What struck me about the children was that they were not badly behaved, but were inclined to be chatty and to call out. Neither of these endear me to children I do not know.
As the three classrooms were separated by glass partitions, it was clear that my mentor was finding her class tough and she kept a number of boys behind at break. Despite the punishment of losing their break, these children were not averse to arguing back. On the other side of my room was a young teacher, whom I also found myself asking for guidance on occasion. There was a classroom assistant with a European accent, who I learned was offered her services as a volunteer. At the side of the room was a terranium containing a number of butterfly chrysalises, some of which disconcertingly hatched during the day.
Friday 8th July 2011
Throughout the previous day, I had an inclination that something was planned for the Friday, but I could not put my finger on the event. When I noticed the teachers, and later the children, dressed in red it became clear. On the second day, the year co-ordinator returned to her class. She asked how my class had been, to which I replied (non-commitally), "They were okay."
Her immediate response was, "Only okay?"
I felt like telling her that I was being polite and they were very chatty and rude, but as she, like her colleague, seemed convinced of their angelic qualities, I remained non-committal. My second day consisted of more sets and work on top trumps. To her credit, the year leader removed a defiant child from her own class who had appeared in a maths set. By the afternoon, the other two teachers released the butterflies into the garden, as the insects would not have survived the weekend in the terranium. The whole school assembly was given over to a photographer from the local newspaper who arranged the children and staff for a group photograph, in which everyone raised a fist, while simultaneously cheering. I made sure that, as the only person not dressed in red, I was at the back.
Thursday 21st July 2011
For day three, I was with the year leader's class, which made me wonder why I had been kept from them in the first place. The previously missing teacher returned to her class and was aloof and distant, ie. she did not thank me for taking her class for two days and would not explain the work unless I asked. Despite the space of nearly a week, day three was more sets and top trumps. The previous week's work was meaningful and the children had enjoyed the tasks, inlcuding the top trumps, but this seemed to be stretching the work a bit too far. During one of the sets, the aloof teacher removed the defiant child, althought I had not asked her to do so and despite the fact he was with me for the rest of the time. Although this was the penultimate week of the summer term, a number of children seemed to have a stomach bug (consistent with the absent teachers). No-one saw fit to introduce the young woman, present in the classroom all day.
During the afternoon the children were required to continue making a model of their monster, using felt, pipe cleaners, sequins and other art/craft materials. My defiant child continued to refuse to do as he was asked and, instead of making a model of his monster, kept making his own abstract creations, which he presented to me. Following the whole school assembly, I returned to the classroom to find the young woman, present all day, handing out jelly-type sweets to the class. Many of the jellies were on the floor and I did my best to add a semblance of organisation, before the chldren went home. Apparently, she was a foreign-language student and had spent the week with the class. As usual, I marked the work up to date and wrote a letter to the teacher. After making my way back to the front office, I signed out in the visitors' book and drove home. Although I was not aware at the time, this was my last day of teaching to date. Soon after, I felt the effects of a stomach upset, which lasted for several weeks until, and including, a holiday away.
Written on Monday 1st and Tuesday 2nd January 2012 and originally posted on Thursday 5th January 2012
Tuesday, 6 December 2011
Diary of a Surviving Supply Teacher: Have you found a description of your agency consultant's experience on Linkedin?
The following is an article that I posted on the TES site:
Recently, while researching another agency, I came across this description of the aforementioned individual on uk.linkedin.com:
"[Person's name] BA Hons MIRP's Summary
-Experienced recruiter with ten years industry experience
-Almost eight years served in the Education sector
Worked as consultant through to Operations Manager.
Developed existing business further and experienced in three start up business/ desks through to success
Specialties
Education recruitment
Operations Management
Strategic Development"
Strategic Development"
What is significant is that this person has considerably less of what he calls 'Experience' (with a capital 'E'), albeit undefined, than I have in teaching. He appears to have no experience of teaching at all. None of the jargon is defined, particularly 'industry' and 'Education sector' (with a capital 'E'), although it needs considerable explanation. Further down the page, under 'Experience', are woolly phrases with more jargon, such as, 'Worked as a Consultant developing relationships with Schools in the ********** and *********** area, predominantly working with Primary Schools. Also accepted as one of five people onto the company's Management Development Programme.' What this means is not explained, much less how it constitutes experience. Presumably, punctuation, capitalisation and sentence structure are not a requirement of the agency or Linkedin!
He claims to have been university educated with a BA in history and something called a MIRP. He says he has spent two years with the John Lewis department store and another two years with what appears to be a marine engineering agency.
Reading this Linkedin page confirms my belief that one of the reasons teaching agency employees are rude, and treat supply teachers inappropriately, is because they are not professionally trained. This person's description indicates that he has no first-hand experience of teaching or education whatsoever. Furthermore, the experience that can be discerned, has little, or no, connection with teaching or education.
Have you found a description of your agency consultant's experience on Linkedin?
Originally posted on Tuesday, 6th December 2011
Saturday, 11 June 2011
Diary of a Surviving Supply Teacher: Sir Unsatisfactory
Thursday 9th June 2011
I |
do not think I have ever had such a late call as I had for this afternoon. It was at 12:45pm to work in a school, nine miles away, starting at 01:15pm.
“But, I am not changed for school,” I exclaimed.
The agency replied, “I’ll tell them you are getting changed.” On second thoughts, I decided not to change, other than my round-necked T-shirt for one with a collar but no tie. From the outset, I felt uncomfortable because, having initially worked a lot at the school, I had not worked there for at least a year and had assumed there was a problem.
At exactly quarter-past, I was in the classroom reading the plan, after a teacher showed me to the classroom and another, possibly the year leader, came to tell me the class needed ‘squashing’. At least she recognised that this was the case. She said she would collect the class from the playground, so that I had at least that much time to read the plan, and said it as though she was doing me a favour. I was still reading the plan as the children came through the door.
There were constant interruptions while I was reading the plan, during the register and throughout the afternoon, for un-introduced adults taking children out to undertake unexplained tasks, a mother (who was polite) coming to hear readers and a tennis competition which involved children getting changed and going at different times. In addition, there were disputes about who was a substitute for tennis and who had/did not have PE kits. I had to ask children to sit down and stop calling out fairly frequently.
Our first task was to briefly discuss a new school motto with the pupils, but I got them to write down their ideas on hastily hand-cut slips. Although I was prepared to discuss mottoes, the children already had a good knowledge and came up with some imaginative ideas.
The work was on planning a trip to Mudeford as part of a topic on the coast and, although I was not involved in the organisation, I had taken trips there before, so I had some knowledge. To set the location in context, I was to tell the children about the history of smuggling in the area and why it was ideal for smuggling. As I did not have enough time to read the background text, I gave this a miss and went straight into the written task. The class had two sheets, the first a drawing of part of the beach and the second, a table divided into columns: (i) feature, (ii) natural or man-made, and (iii) evidence. They were required to make predictions as to what feature they would find, ie. sand, and then make notes as to whether it was natural or man-made and what evidence there was. The sheets were trimmed and Pritt-stuck, by the children, into their A4 geography exercise books.
After the predictions, we examined maps of the area, over which could be placed transparencies showing the planned route. Map symbols were clearly important, so we drew a key in the geography books: i = information, m = museum, p = car park, pc = public convenience, v = visitor centre, abbey, golf course, nature reserve, slipway, sports centre, stately home, telephone, walks/trails and other features. I hoped I had remembered them accurately and, if I had not, no-one noticed! We were due to draft questions to ask tourists about the area, but ran out of time before the assembly in the hall at 03:00pm.
Assembly, for the so-called mid-phase, was based on the Dragon’s Den television programme with visitors as ‘dragons’. An enthusiastic teacher asked the children what had been going on in the school that day. Very few raised their hands but, as I have never seen the programme and was not involved in the day’s events, I could empathise with the children’s apparent indifference. One teacher sitting at the side sarcastically announced that perhaps the children should have been be given interesting work like copying out War and Peace instead. The visitors, claiming to be millionaires, one in casual wear and the other two in suits, discussed their favourite business plans drawn up by the children, including a device for neutralising the odour from dogs’ muck.
Some of the boys decided not to take the correct route back to the classroom, but I let it go and gave out a host of letters to be taken home. I won’t forget those children, in the unlikely event that I am there again. Because of the late call, I spent half an hour marking the geography books and writing a letter to the teacher before heading off home. To their credit, the children were very good overall and the head of year said the class teacher would be pleased. She seemed unconcerned about the missed work such as the background of smuggling and that the trip was to be introduced via a letter requesting the children’s help in conducting a survey. I arrived home to find a whole pot of stone cold tea.
Originally posted on Monday 13th June 2011
Saturday 11th June 2011
Chris Woodhead, the former Ofsted chief who once claimed there were 15,000 incompetent teachers in Britain
Woodhead was appointed head of the schools inspection service, the Office for Standards in Education (OFSTED), in 1994. Five years later he came under pressure to resign when it was claimed by his ex-wife Cathy Woodhead that, whilst working as a teacher, he had an affair with a pupil, Amanda Johnston. Both Woodhead and Johnston insisted that, although they had met while he was her teacher at the Gordano School , the nine-year-relationship had developed several years later at Oxford Bristol
On 2nd November 2000, Woodhead eventually announced his resignation.
Originally posted on Saturday, 11 June 2011
Thursday, 9 June 2011
Diary of a Surviving Supply Teacher: Edu-Babble
A to Z of Education Abbreviations and Acronyms
W |
hereas other disciplines have a few abbreviations, acronyms and jargon, Education is absolutely riddled with them. It is not just those new to this area that can be confused and distracted by them, because many educational establishments devise their own codes and jargon too. This A to Z aims to give a bewilderingly full, but by no means complete, guide to often used abbreviations and acronyms encountered in education.
A
ACE Advisory Centre for Education
ACPC Area Child Protection Committee
AI Assigned Inspector
AIMSS Assessment Improvement Monitoring and School Support
A level Advanced level examinations
ALIS A Level Indicator System
APS Alliance
APT&C Administrative, Professional, Technical and Clerical
AQA Assessment and Qualifications Alliance
ASB Aggregated Schools Budget
AST Advanced Skills Teacher
AT Attainment Target (in National Curriculum)
ATL Association of Teachers and Lecturers
ATS SENSS Advisory Teachers Service
AWP Area Wide Prospectus
AWPU Age Weighted Pupil Unit
B
BA Bachelor of Arts
BDA British Dyslexia Association
BEA Boarding Education Index
BECTA British Educational Communications and Technology Agency
BEd Bachelor of Education
BEI British Education Index
BESTeam Behaviour Support Team
BHLP Budget Holding Lead Professional
BITC Business in the Community
BSc Bachelor of Science
BSP Behaviour Support Plan
BSS Behaviour Support Service
BTEC Business and Technology Education Council
BV Best Value
C
CAD Computer Aided Design
CAF Common Assessment Framework
CAL Computer Assisted Learning
CAMHS Child and Adolescent Mental Health Service
CAP Common Application Process
CAP Child Action Project
CASE Campaign for the Advancement of State Education
CAT Cognitive Ability Test
CAT Curriculum Attainment Target
CATS Credit Accumulation and Transfer System
CCT Compulsory Competitive Tendering
CDT Craft, Design and Technology
CEG Careers Education Guidance
CEL Central Expenditure Limit
CFET Certificate in Further Education and Training
CEM Centre for Education Management
CENMAC Centre for Micro-Assisted Communication
CEO Chief Education Officer
CFE Countryside Foundation for Education
CIF Common Inspection Framework
CIRCLE Centre for Intercultural Resources and Language Education
CLAIT Computer Literacy and Information Technology
CLiP Community Learning and Innovation Partnership
CNAA Council for National Academic Awards
CoVE Centre of Vocational Excellence
CP Creative Partnerships
CP Child protection
CPA Comprehensive Performance Assessment
CPD Continuing Professional Development
CPS Classroom Teachers Pay Spine
CPVE Certificate of Pre-vocational Education
CRE Commission for Racial Equality
CSIE Centre for Studies on Inclusive Education
CTF Common Transfer File
CST Curriculum Support Team
CYPS Children and Young Peoples' Strategy
CYPSP Children and Young Peoples' Strategic Partnership
D
DCPO Designated Child Protection Officer
DDA Disability Discrimination Act
DfE Department for Education
DI The Dyslexia Institute
D&T Design and Technology
DLO Desirable Learning Outcomes
DOE Director of Education
DoGP Dissemination of Good Practice
DRC Disability Rights Commission
DWP Department of Work and Pensions
E
EAB Examinations Appeals Board
EAL English as an Additional Language
EAZ Education Achievement Zone
EAZ Education Action Zone
EBD Emotional and Behavioural Difficulty
EBP Education Business Partnership
EC Excellence Cluster
ECAF Electronic Common Assessment Framework
EDU Education Development Unit
EENET Enabling Education Network
EFL English as a Foreign Language
EHE Elective Home Education
EHP Early Headship Provision
EiC Excellence in Cities
EIP Education Improvement Partnerships
EMAG Ethnic Minority Achievement Grant
EMAS Ethnic Minorities Achievement Service
EO Education Otherwise
EOTAS Education Other than at School
EP Educational Psychologist
EPM Education Plan Monitoring
EPS Educational Psychology Service
EQUAL ESF funded community initiative programme
ERA Education Reform Act
ESF European Social Fund
ESOL English for Speakers of Other Languages
ESSTeam Educational and Social Support Team
EWO Education Welfare Officer
EYCS Early Years and Childcare Service
EYDCP Early Years Development and Childcare Partnership
EYDP Early Years Development Plan
F
FF Fair Funding
FL Family Learning
FLC Flexible Learning Centre
FLLN Family Literacy, Language and Numeracy
FLW Family Learning Weekend
FOLDA Federation of Local Development Agencies
FS Foundation Stage
FSA Financial Services Authority
FSM Free School Meals
FSP Foundation Stage Profile
FSS Formula Spending Share
FTE Full Time Equivalent (staffing)
G
GBA Governing Bodies Association
GCE A General Certificate of Education Advanced Level
GCE AS General Certificate of Education Advanced Supplementary
GCSE General Certificate of Secondary Education
GEP Group Educational Plan
GEST Grants for Education Support and Training (replaced by School Standards Fund)
GM Grant Maintained (term no longer in use)
GNVQ General National Vocational Qualification
GOSW Government Office of the South West
GSA Girls' School Association
GSB General Schools Budget
G&T Gifted and Talented
GTC General Teaching Council
H
HACSG Hyperactive Children’s Support Group
H&S Health and Safety
HEADLAMP The Headteachers’ Leadership and Management Programme
HiMP Health Improvement Plan
HIP Headteachers' Induction Programme (now replaced by EHP)
HMC Headmasters' and Headmistresses' Conference
HMCI Her Majesty's Chief Inspector
HMI Her Majesty's Inspector(ate)
HMM Healthy Minds Matter
HMSO Her Majesty's Stationery Office
HODS Heads of Departments
HRF Health Related Fitness
HSE Health and Safety Executive
HT Headteacher
I
IAG Information Advice and Guidance
IAS Inspection and Advisory Service
IB International Baccalaureate
ICS Integrated Children's System
IEP Individual Education Plan
IiC Investors in Children
IIP Investors in People
ILP Individual Learning Plan
ILR Individual Learner Record
ILS Integrated Learning Systems
INSET In-service Education and Training
IPSEA Independent Panel for Special Educational Advice
IRT The Identification, Referral and Tracking of children and young people at risk
ISA Information Sharing and Assessment
ISB Individual Schools Budget (i.e. the delegated budget for each school)
ISCG Information for School and College Governors
IS Index Information Sharing Index
ISP Integrated Service Plan
ISPP Integrated Service and Performance Plan (changing to Business Plans from April 2006)
IT Information Technology
ITT Initial Teacher Training
IYSS Integrated Youth Support Service
J
JAPONITE Joint Advisory Panel on Information Technology
JAR Joint Area Review
JCPTA Joint Consultative Panel with Teacher Associations
JET Joint Educational Trust
K
KS Key Stage
KS1 Key Stage 1 Years 1-2 (5 - 7 year olds)
KS2 Key Stage 2 Years 3-6 (8 - 11 year olds)
KS3 Key Stage 3 Years 7-9 (12-14 year olds)
KS4 Key Stage 4 Years 10-11 (15 - 16 year olds)
KUWC Keeping Up With Children
L
LSB Local Schools Budget (i.e. the total budget available to be spent on schools)
LAC Looked After Children
LACES Looked After Children Education Service
LDP Local Delivery Plan
LDW Local Development Worker
LEA Local Education Authority
Learndirect National Education and Training Helpline
LIF Local Initiative Fund
LIFT Learning Independence
LIG Leadership Incentive Grant
LLP Local Learning Providers
LMS Local Management of Schools
LMSS Local Management of Special Schools
LPSA Local Public Service Agreement
LPSH Leadership Programme for Serving Headteachers
LRM Local Resource Management
LSC Learning and Skills Council
LSDA Learning Skills Development Agency
LSE Library Services for Education
LSP Local Strategic Partnership
LSW Learning Support Workers
M
MA Minor Authority
MA Master of Arts
MAIDeN Multi Agency Information Database for Neighbourhoods
MCI Management Charter Initiative
MDLB Management and Development Lead Body
M.Ed Master of Education
MFL Modern Foreign Languages
MIND National Association for Mental Health
MIS Management Information System
MLD Moderate Learning Difficulty
MP&D Management, Planning and Development Group
MSc Master of Science
MTFS Medium Term Financial Strategy
N
NACE National Association for Able Children in Education
NAGC National Association for Gifted Children
NAGM National Association of Governors and Managers
NAHT National Association of Headteachers
NAPE National Association for Primary Education
NASUWT National Association of School Teachers/Union of Women Teachers
NC National Curriculum
NCB National Children's Bureau
NCER National Consortium of Examination Results
NCPTA National Conference of Parent Teacher Associations
NCT Non-contact time
NCT National Curriculum Tests
NCVQ National Council for Vocational Qualifications
NDS New Deal for Schools
NEOST National Employers Organisation for School Teachers
NETTS National Education and Training Targets
NFER National Federation for Educational Research
NGC National Council for Governing Bodies
NGFL National Grid for Learning
NHS PT National Health Service Partnership Trust
NLP National Literacy Project
NN Neighbourhood Nurseries
NNEB National Nursery Examination Board
NOF New Opportunities Fund
NoR Number on Roll
NPQH National Professional Qualification for Headship
NPQICL National Professional Qualification in Integrated Centre Leadership
NPQSL National Professional Qualification for Subject Leaders
NQT Newly Qualified Teacher
NSPCC National Society for the Prevention of Cruelty to Children
NUPE National Union of Public Employees
NUT National Union of Teachers
O
O and A Observation and Assessment
OCR Oxford Cambridge
OFSTED Office for Standards in Education
OOHL Out of Hours Learning
OU Open University
P
PAL Planned Admission Level
PANDA Performance and Data Analysis
PANDAS Performance and Assessment Documents
PAT Professional Association of Teachers
PATA Parent and Toddler Association
PCT Primary Care Team
PDC Professional Development Consultancy
PE Physical Education
PEACH Parents for the Early intervention of Autism in Children
PEO Principal Education Officer
PEPs Personal Education Plans
PfS Playing for Success
PGCE Postgraduate Certificate of Education
PI Peer Inspection
PIs Performance Indicators
PIAP Post Inspection Action Plan
PICSI Pre-inspection Contract and School Indicator
PID Project Initiation Document
PIN Parents Information Network
PIP Performance Improvement Plan
PIPS Performance Indicators in Primary Schools
PLASC Pupil Level Annual Schools Census (replaced by School Census from January 2007)
PLP Primary Leadership Programme
PoS Programmes of Study (in National Curriculum)
PRB Performance Review Board
PRC Pupil Referral Centre
PoCA Protection of Children Act
PRP Performance Related Pay
PRU Pupil Referral Unit
PSE Personal and Social Education
PSHE+C Personal, Social, Health and Citizenship Education
PSHE Personal, Social and Health Education
PSS Pupil and Student Services Group
PTA Parent Teacher Association
PTR Pupil Teacher Ratio
Q
QAA Quality Assurance Agency for Higher Education
QA Quality Assurance
QAN Qualification Accreditation Number
QCA Qualifications and Curriculum Authority
QTA Qualified Teacher Status
QTPS Qualified Teachers Pay Spine
QTS Qualified Teacher Status
R
R Reception (Year R, Year 1 etc)
RARPA Recognising and recording progress and achievement
RDA Regional Development Agency
RE Religious Education
RgI Registered Inspector
RoA Record of Achievement
RSA Royal Society of Arts Examination Board
RSU Research and Statistics Unit
S
S2S School to school data transfer system
SACRE Standing Advisory Council for Religious Education
SAR Self Assessment Report
SATs Standard Assessment Task/Test
SCR Single Central Record
SC School census statistics collected twice yearly by DfES
SEP Single Education Plan
SEN Special Educational Needs
SENARC Special Educational Needs Area Resource Centre
SENCO Special Educational Needs Coordinator
SENDA Special Educational Needs Discrimination Act
SENSS Special Educational Needs Support Service
SER Small Events Record
SEU Standards and Effectiveness Unit
SFF Skills for Families (National project for developing and planning of FLLN)
SHA Secondary Heads Association
SII & I School Improvement & Inclusion
SIMS Schools Information Management System
SLD Severe Learning Difficulty
SM Special Measures
SMART Smart, Measurable, Achievable, Relevant, Time-scaled
SMSC Spiritual Moral Social Cultural
SMT Senior Management Team
SN Standard Number, which replaced PAL Planned Admission Level
SoW Scheme of Work
SpLD Specific Learning Difficulty
SRB Single Regeneration Budget
SRS Safer Routes to Schools
SSA Standard Spending Assessment
SURE Start A government programme bringing together, early education, childcare, health and family support agencies
SW Serious Weaknesses
T
TAP Training Access Partnership Database
TEFL Teaching English as a Foreign Language
TES Traveller Education Service
TES Times Educational Supplement
TP Teachers' Pensions
TTA Teacher Training Agency
TUC Trade Union Congress
U
UAB Unitary Awarding Body
V
VA Voluntary Aided
VC Voluntary Controlled
VRQ Verbal Reasoning Quotient
W
WP Widening Participation
X
Please let me know if you are aware of an educational abbreviation or acronym beginning with this letter.
Y
Y1 Year group 1 (YR, Y1, Y2, etc)
YELLIS Year 11 Indicator System
YOS Youth Offending Service
YIST Youth Inclusion and Support Team
YTS Youth Training Scheme
Z
Please let me know if you are aware of an educational abbreviation or acronym beginning with this letter.
With thanks to Gloucestershire County Council Children and Young People's Services:
www.gloucestershire.gov.uk/utilities/action/act_download.cfm?mediaid...
Originally posted on Thursday 9th June 2011
Subscribe to:
Comments (Atom)