How much does a teacher really earn?

WagesThis post follows on from my most popular blog post to date ‘How much does an NQT earn?’ Written just over two years ago, it has had over 18,000 views and it it always looked at daily, even now.

So I’ve decided to do the same post but with an actual wage slip of when I was in the swing of teaching. As with the last post, you have to bare a few things in mind: This wage slip is from two years ago. It was when I was teaching in a mainstream school. I have quite a large student loan and although the dedication looks small on this wage slip, I get over double deducted now and I am outside of London. Also don’t forget that us teachers have had our oh so generous 1% pay increase each year for the past two years.

So here is a complete breakdown from my actual wage slip and gives you an insight into what a teacher earns. I am currently suffering from baby brain so I can’t quite remember what M scale this was from, but I think I had been teaching around 4 years.

Total Pay & Allowances:    £2,161.00

DEDUCTIONS

Employee NIC:     £155.23

Tax Paid:     £302.00

Pension:      £159.91

Student Loan:     £64.00

Total Deductions:    £681.14

TAKE HOME PAY: £1,479.86

As you can see, a lot of your wage you never actually get to ‘feel’. A lot is deducted before it even hits your bank account. However, I may be in the minority but I am actually pleased with my wage. Yes, I definitely think teachers deserve more and when you break down the hourly rate, most teachers are on less than minimum wage. But, now two years on, I am earning more than the figure above (surprisingly, not that much as I get taxed a lot more now and have larger student loan deductions and pension contributions) and I am earning a good wage. A wage that allows me to pay my mortgage, go on holiday, indulge my shoe and clothing shopping habit and generally enjoy myself.

You have to remember that you will start off on quite a basic wage but it soon creeps up and along the way you may be lucky enough to add on a TLR payment, SEN points of get appointed as a member of SLT. Sometimes you need to weigh up the stress/ workload balance though. I was offered a behaviour TLR at the PRU where I work. As is obvious, behaviour isn’t normally a strong point for referral units and the TLR was worth £1,300. The extra workload and pressure just wasn’t worth it for me at this time in my life so I declined. But it just shows that there are ways of boosting your income in education.

My first twinge at missing my old job.

Now I really don’t regret leaving my my old job. I would never, ever return to my NQT post for love nor money. I struggled, but I didn’t hate it. It just wasn’t the place for me. There were too many cliques, I never felt good enough, every lesson observation was ‘just not there yet…’, the work load was unbearable, the hour commute even more so. There was constant changes to marking policies, book scrutinies, unachievable appraisal targets, constant pressure and humongous stress. I didn’t sleep at night properly, I could never relax- always feeling guilt that I should be lesson planning, marking, in putting data etc. Plus, I had the constant challenges of working in a deprived area of Yorkshire with a 92% EAL intake. I felt like I was constantly treading water, using all of my energy just to keep myself my drowning. There was no way that I could have continued like that. At times I felt like I was loosing my sanity.

Fast forward to now: A class of 5 children, an earlier finish time, an exact seven minute drive from my house, lovely colleagues who don’t know the meaning of the word clique, an unnaturally supportive Head, a higher paying salary, more creative control, no traditional assessments, time to do planning each day and genuinely a much more rewarding job.

However, today my old colleagues were told which year group/ class that everyone would be having from September and it was all over Facebook (I still have a love/ hate relationship with the thing). For the first time since I left I felt like I was being excluded from this really cool club. Everyone was commenting on each other’s statuses, saying how excited they were for next year, how they couldn’t wait for September and how ‘amazing’ it was going to be. I realised that I have truly and once and for all left the place where I did my NQT and RQT years and that I was no longer part of ‘The Family’. And I must admit, I felt a little bit sad. I no longer had a right to comment, I didn’t know what the little in jokes were that people were mentioning and if I’m honest, I don’t really know my old colleagues anymore and they don’t know me.

But after a guilt free cup of tea while watching telly, a nice after work stroll with my baby, then playing with him in the garden, plus only writing 6 reports- I realised that yes, I did feel a little twinge of sadness that I was no longer at my old job and that it’s ok, because I did have some good times there. But ‘some good times’ can never compare to my job now, where I have a lot of good times in my school life and many more good times in my home life. Plus my sanity.

I am no longer tread walking. I was doing a nice leisurely breast stroke and it feels so, so good.

Small one form entry or large 4 form entry school?

Most people graduating from their PGCE will have already secured employment for September. Others will still be planning on what they want to do next academic year. Supply? Maternity contract? It doesn’t matter, it’s all experience.

I know that with competition so high for jobs, no one can be as choosy as they would like. But one thing that is worth seriously considering when looking at jobs, is the size of the school.

I have worked in both extremes and also in the middle. I have worked at a school that was 3 form entry and moving into a 4 form entry. I have worked at a school that was 1 and a half entry moving into two. And my current job at a pupil referral unit has 5 teachers. We aren’t any entry! What I thought I would love was actually my worse. And what I thought I would hate has been my favourite.

Initially, I thought that I would be more suited to a larger school. A large school does have many positives. I thought that it would be great to work in a large school as there would be more teachers my own age, there would be more people to socialise with and support each other. I liked the idea of having other teachers to share the planning workload and bounce ideas off each other. I thought that they would be a great chance of working with the three classes in my year group and collaborating on things. I also thought that there wouldn’t be as many ‘eyes’ on me and less pressure as there were more teachers to observe and keep an eye on.

Some parts of my time at a large form entry school were great. The staff were mostly my age, we had lots in common, when we were socialising they all wanted to go to the same places I liked, they dressed like me, we could talk about similar interests. The planning was shared out with the other teachers. I certainly did not have as much medium term planning to do as I would have done if I’d been on my own. I made three very good friends, who again were my age, my type of people (and I’ve just been whatsapping before I started writing this post).

However, there were some things that I didn’t like. With large groups, inevitably, cliques form. I was never in the ‘in’ clique, The group of girls who had been there for years and started at the same time. The other teacher in my year group treated myself and my class as competition. She never wanted to do joint assemblies, Christmas songs. Neither would she share resources or lesson plans. She would go to the phase leader, behind my back, about my planning, which always contained something that she thought was an error. I didn’t like the way she did her planning. I couldn’t understand the way she set it out, or the ideas that she had. I felt like I wanted to be more creative but she was a lot older than me and had quite old fashioned views. There was never a strong sense of ‘family’ in the school. It was just too big. We never had whole school assemblies or even got together as a whole school, and so there was always a feeling of separation between KS1 and KS2. There were huge personalities and it was sometimes difficult to be heard in meetings or during the staff room. Moving onto the staff room, it felt very impersonal. It was large and quite spread out, so different groups and key stages were at certain tables. Not everyone used the staff room because the school was so big it took ages to walk over to the other side of school where the staff room was and there wasn’t enough room for everyone anyway. Considering the school was full of lots of people my age, at times I felt very isolated.

Moving on to a smaller school. The first thing that hits me is the sense of solidarity. We are a ‘family’, there is definitely a sense of togetherness. We have daily meetings each morning, we can all fit around a table and air grievances, support each other, communicate. You know what is going on in the school and with the pupils. There are no cliques- the whole teaching staff is a clique. Everyone supports each other. There is no competition because no one is doing the same as you. Everyone is there for the children. There is no time to gossip or get involved in office politics. I mean, who would you gossip about? Yourself? I also like the fact that you know your Head teacher very well and they know you. You have a good relationship with them and they have time for you.

There are some negatives. There might not be anyone that is the same age as you, I am the youngest by far at my current job. You have to do all the paperwork yourself, but I have found that liberating. I have been the most creative that I have ever been- and I love it! There is no where to hide in a small school either.

All in all, surprisingly, I am more happier in my smaller school, than I was in my larger school. I feel more confident, more appreciated, more supported, I know the staff more and I find my job more rewarding.

It’s a lovely change.

Working in a Pupil Referral Unit

I have made the move from mainstream education into a Pupil Referral Unit and I must say that it has been THE best decision that I have ever made regarding my career. My work/ life balance has improved, I am happier going to work and I enjoy my job immensely.

Saying that though, working in a PRU is not a walk in the park. It is not for the faint hearted, the sensitive, the easily offended and most importantly, easily scared, because it really can be scary at times. You are dealing with children who cannot be taught in a mainstream school- they have been permanently excluded and nearly most of the time, they have been excluded for bad behaviour.

So what can you really expect to encounter on a daily basis in a PRU?

Well the first thing you should expect to experience is bad language. I am told ‘I’m not fu*king doing maths today?’  ‘This work is sh*t.’ ‘ Miss, I’m not fu*king working with that tw*t’. I had never heard such shocking language from school children before, and I’ve worked in some rough places. I could not believe what I was hearing and couldn’t believe how the rest of the teachers didn’t even bat an eye lid. After day three, I wasn’t batting an eye lid either.

You should also expect personal insults. Deep personal insults. When the children get angry, they will say anything in their heightened emotions. You need to have a thick skin- or grow one fast. They will be racist, sexist, homophobic, mention your wife/ husband, kids, dress sense. Anything. During my time at my job I’ve heard, amongst other things, all aimed at the teaching staff, ‘you f*cking immigrant’, ‘you f*cking fat slag’, ‘f*ck off you heroin fa*got’…. and much, much more. The staff have dealt with the personal insults amazingly well, like water off a duck’s back. They remain calm, let the insults wash over them, but at the end of the day after incessant personal insults you can see the strain on their faces. All the staff are definitely ready for half term when it comes.

Expect small class sizes that are treble the work of a class of 30. I have a class of 5 KS2 children but they are more physically and mentally demanding than my class of 30 year 2s. They sometimes need to be restrained by two adults and taken out of the room, they will sometimes rip up the work set in front of them, they will sometimes be the best model students then turn into aggressive monsters the next day. You are on edge when you have a lesson that involves scissors. Cooking lessons are always a nerve wracking experience, especially when the fires are lit on the gas stoves. Break times will always involve arguments, tension and some cases fights. 5 children really is enough for a class in a PRU.

Expect to think on your feet and be more flexible with your creativity. You will spend time creating an exciting lesson only for the children to not understand it at all (a lot of PRU children are behind academically or have an additional SEN need), this will then cause then to ‘kick off’ out of frustration and your entire lesson is useless. You then have to switch up the lesson and think of something there and then that will engage them before any more disruption is caused.

Expect to not have a break or guaranteed PPA time. You are more personally involved in your class so you go out on all play ground duties with them, a morning break is unheard of. They also don’t have assemblies so you don’t even get 10 minutes to yourself in the mornings. You have lunch with them as they need to be supervised. At times you can dismiss the class at hometime and realise that you haven’t actually had 5minutes to yourself- you’ve not even had time to go to the toilet (just the same as mainstream really). You will have a PPA slot but then one of your pupils will have a melt down in the cover lesson and you’ll spend your ppa trying to calm them down.

Expect to not socialise as much with your colleagues. You will have a chat to them in the morning and at the end of the day, but there will be no early morning talks in each other’s classrooms or popping in for a chat at break or saving a seat for your work bff at lunchtimes. There is just no time for that. You are on the ball constantly regarding your children, talking about what you did at the weekend with your workmate is the last thing on your mind when one of your pupils is eyeing the door preparing to do a runner.

Expect your children to run. Run out of the classroom on a daily basis, run out of the school, run away on trips. They will run. And if they can’t run then they will climb. I haven’t worn heels since I started my new job. I wear shoes that I can run in.

Expect to take your work home at times and I don’t mean marking or paperwork. There are always reasons why a child is displaying negative behaviour and not always, but a lot of the times, it is to do with homelife. Most of the children in my care have outside agencies involved with them, be it social services, the police, health care workers. Sometimes you will read harrowing reports from social services regarding the children’s homelife or they will say something that makes your heart bleed. At times you will be thinking about what has happened or is happening to certain children long after they have left your classroom and that can be difficult.

However….. as I have said before, I like to keep my glass half full, so now on to the good bit.

Expect less paperwork. Your classes will range from 2-6 pupils so marking literally takes seconds and can be done during the class times. Planning is also less intense as the school understands how things can change and that the needs of the children come first, not a fancy proforma. I do not envisage taking any marking home for the foreseeable future.

Expect to create a close bond with your class. In mainstream school I just did not have the time to give each child my full attention. I couldn’t ask 30 children how their weekend was and did they enjoy that shopping trip that they mentioned last week. With the children in a PRU you can give them quality time and really get to know them. They will cling on to you and you really can make a difference to their lives.

Expect to have more freedom. The children in a PRU would find it difficult to follow the national curriculum, so this means that you are free to be creative and tailor lessons that are all about their needs and what will excite them the most. I have loved doing my long term plan- I’ve chosen subjects that not only the children want to learn about but I want to teach. We’ve got The Vikings, The Victorians and even the David Wallims books! I’m excited about teaching about. I have also been able to say no maths when the sun is out and instead go outside to look for wildlife or decide to take them out for the morning because someone in class mentioned that they had never been to such a place.

Expect to finish the day earlier. The children in a PRU cannot cope with a ‘normal’ school day. Lessons are 45mins each and they go home at 2.30pm. It has been amazing getting home at a time when I still would have been teaching in mainstream.

Expect less pressure. My management is amazing. They are so supportive. They understand that yes, targets need to be met and children need to make progress but they know that children in a PRU make progress in different ways. There are no monthly book scrutinies, medium term planning feedback, informal lesson observations that were always followed by criticism about what didn’t go well. I am no longer pressurised to teach to test.

All in all, like any job there are pros and cons to working anywhere. I hope this post gives you an honest view of what life could be like in a pupil referral unit. Remember, every place is different and not all PRUs follow the same format, but I think this gives you a little idea of the good points and the bad points.

 

 

 

 

Writing a resignation letter

You may have been offered a new dream job, you may have just decided to quick; either way you will need to formally resign from your post.

I was a little taken aback when my Head mentioned about a resignation letter straight after I told her about my new job. The word ‘resignation’ sounds so scary. I had only ever encountered it in negative situations; a teacher who resigned a term before me because of stress, a Deputy who was being forced to resign over a safe guarding issue- it never seemed to be a positive thing to do.

However, I soon realised that when you have told your current Head that you will be accepting a new post you must resign, it is a legal requirement. Here are the term dates that teachers must abide by:

To leave at the end of:                                        Teachers must resign by:
Autumn Term (31 December)                            31 October
Spring Term (30 April)                                         28 (29) February
Summer Term (31 August)                                   31 May

I got my new job in the first week of December and my Head was encouraging (almost pressuring) me to hand my resignation in by the end of the Christmas term, round about the 21st December. I hadn’t yet signed my new contract so I didn’t want to be left without any job if something was to fall through with my new job so I wanted to resign officially as late as possible. My Head kept reminding me when she saw me about my letter and she only backed off when I showed her the above dates. Eventually I resigned around the 20th February as with half term I would not have been in school to resign on the 29th Feb. It was a scary time as I had still not signed my contract but I had to resign or I would not have been able to legally start my new job.

Which brings me to the next point- the actual letter. People may disagree but I think that no matter what the circumstances are of you leaving, you must always, always leave on a positive note. If that is impossible to do (i.e. if you said positive things in your letter it would come across as sarcasm) you should always be professional.

Now I didn’t have the best last term in my school (more to come on that in future posts), in fact it was one of my worse, much worse than my whole NQT years. There were numerous occasions when I would cry in my classroom, cry on my drive home and cry at my home and I am angry that I would let another colleague (bully) affect me in such a way. I did complain, management knew about my problems (nothing was done due to different factors). On one particular low day I decided that I would name and shame this bullying colleague in my resignation letter, I would mention how she had ruined my last term in school, but then I came to my senses. No. I would not do that. I would not let any individual have that much power over me, I would not have people think that she had affected me that much. I would leave on a positive note. And I did and it felt SO good to leave with a smile on everyone’s face.

And teaching is such a small world that you never know when you are going to bump into ex colleagues again. So I wrote a nice professional letter with some personal touches. Below is a draft of my letter:

 

Resignation from post of teacher at X Primary School.

Dear Mrs X,

Please accept this letter of resignation from my post of year 2 teacher effective from ____________. My last day teaching in school will be _______________.

It is with sincere regret that I am leaving X Primary School. My time at X Primary has been a very positive and enjoyable experience and I have enjoyed being a part of the school for the past three years.

Thank you for giving me the opportunity to be part of your staff and all of your support since my NQT year.

Yours Sincerely,

Mrs G.

As you can see I kept the letter very positive, I thanked my Head for the opportunity and I didn’t mention anything about my negative experiences with an individual colleague. I don’t know what the previous teacher’s resignation must have said but my Head came to see me at the end of the day after I had handed in my letter and thanked me. She said she was ‘really touched’ with what I had written and that made me feel really good inside. And she is right- I might see her again sooner rather than later. At a training course, a CPD session or even at a future OFSTED inspection. I’m glad I kept it positive 🙂

5 weeks to go… we look 5 decades older.

1-woman-older-and-tiredWe had a staff meeting today. A meeting about how the government is changing the levelling. How we will still use APS points, how the families have only just gotten grips with what a 3C and a 3A actually means, how this is all anyone needs right now. I had been in school from 7.30am and was now being expected to be fully awake, engaged and enthusiastic in a meeting that was going to last until 5pm.

As my mind drifted, I looked around the room and realised, quite shockingly, was that we all looked bad. I mean, we honestly all looked ill. Our headmistress is a young headmistress- she has a 5year old daughter- but today, I looked at her hair that is riddled with grey, I saw deep, deep lines in her forehead (they looked like worry lines) and saw prominent wrinkles around her eyes, which I doubt would have been there if she was a manager of a library or baked sausage rolls in Greggs. (Oh to work in Greggs, where the only thing you think about after work if whether you left the meat and potato pies in the oven for too long today). Anyway, my Head didn’t look good. I turned to a glamorous SLT member. She looks like she plans her outfits with precision each morning, her hair is immaculate and she wears pointed stilettos all day every day. Surely it’s just my Head who is having a bad day? But no, this SLT leader looked grey. Maybe it was just the lighting? No, she was definitely grey. This morning she had been mixed race.

Another teacher’s hair was so greasy it was bordering on obscene. She had no make up on (when does the stopping of make up happen? Year 3-4?) and she looked exhausted. Another had deep lines creased around her mouth, another looked like the walking dead. And I’m not to be excused from this line up either. My hair is just scraped back, I have an unhealthy yellow tinge to my skin and I just feel exhausted. It’s like we have all switched off, like we are coming to the end of a prison sentence and we can see the light.

I don’t know. But what I do know is that we all looked absolutely horrendous, and if greasy hair, grey skin and deep wrinkles are all I have to look forward to, then I seriously need to make sure that I am not in this profession long enough for that to happen.

New Term!

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So after two weeks and 1 day off for a fabulous Easter half term- I started back today for my third and final NQT term. Last night I was so worried about over sleeping, that in a panic I woke up at midnight and demanded that my other half get out of bed and set his alarm clock, ‘just in case mine didn’t go off.’ I was also worried about how I would cope with the 6am alarm call too, after I had been waking up at 11am on some days. (I’m an NQT. Don’t judge me). But it’s like your body just knows. I was up, showered, dressed and out the door at 7am. (Ouch).

The Bank Holiday yesterday has given me a boost, a little 4 day week to ease me back in. Last night I was worried about how I would teach, I don’t remember the marking policy, how do I do a plenary again? My electricity display is still really crap. Anyway, I needn’t have worried. Less than 5minutes back into the school and it felt like I had never been away.

I was hoping for a nice uneventful day too, but it started by my Headmistress asking me for last term’s reading test results. (I had given them to her just under a month ago). She could’t remember this. Then she did remember. Then she went to find them. Then she couldn’t find them. The woman still makes me nervous around her, so this wasn’t the best exchange at 8.30am on a Monday morning. Luckily, the year 4 teacher had let me in on a little secret in September, ‘Photocopy everything you give to Sandra. She looses everything. The amount of times I’ve spent ages doing something, only for her to loose it and I have to do it all over again.’ She had learn’t the hard way. Lucky for me I had taken her advice onboard, and I gave the headmistress the photocopy of the results.

An hour later, she was back. She wasn’t pleased with the reading results. Quite a few children have flatlined since September, a couple have gone backwards and hardly any are making enough APS points. Bloody APS points?! Our school is in an area of Yorkshire where 80% of the children can’t even speak English, let alone read English. So my dinner time was taken up with a meeting with my headmistress to discuss the children’s progress (or lack of it) and what needs to be done. I have all this data printed out and honestly, I don’t know how some of these children can move up 1 APS point, let alone the recommended national average of 6 points!

Anyway, I digress. I actually had a good day, and I was pleased to be back. Honestly, I really was. I’ve decided that I can’t be outstanding everyday, so I’ve let that pressure go. I’m happy with my work/ life balance, I love my class and I’m getting to terms with planning ‘good’ lessons on a daily basis. Yes, I’ve already got paperwork coming out of my ears, but in the grand scheme of things I was happy enough to go back to work today.

I’d be even happier if I didn’t have to set my alarm clock for 6am though….