Entry into teaching: ASTI offers some practical advice

Starting any new job can be daunting – it represents a major milestone in any adult’s life. Starting teaching is hugely challenging for any newly qualified teacher.Teaching is a complex and demanding profession. It is also a hugely satisfying profession which has an enduring high social status. A recent survey by the Teaching Council underlined both the high level of trust and satisfaction which the public has in the teaching profession. It also underlined the public’s understanding of the complex and high-skill nature of the teacher’s role today.

Employment opportunities

Employment opportunities for second level teachers are problematic. Over the last decade and more, less than 10% of PGDE graduates have obtained permanent employment one year after graduation. Most newly qualified teachers can spend up to five years or more in non-permanent posts. However, the vast majority do obtain permanent posts eventually.

The reason for the lack of permanent teaching posts in second level schools is directly linked to the pupil:teacher ratio. Schools which do not have enough teachers to teach a full range of subjects apply to the Department of Education & Skills for “concessionary hours” and thereby receive permission to create non-permanent posts which are typically filled by newly qualified teachers.

The ASTI has long criticised this allocation model, not least for because of its negative impact on the early professional years of young teachers who are denied employment security and who are not inducted into the extended role of the professional teacher.

The employment prospects for PGDE graduates in 2011 are mixed. On the one hand, the government raised the pupil:teacher ratio from 18:1 to 19:1 in September, ‘09. This measure automatically decreased the number of employment posts for teachers. While the pupil:teacher ratio did not increase in the last budget, several hundred non classroom-based teaching posts were abolished which will result in such teachers being re-instated back into schools. This will decrease demand for newly qualified teachers.

On the other hand, there are two reasons to be positive with regard to the availability of teaching posts over the coming years. The population is growing: the projected enrolment at second level is expected to increase from 312,200 in 2010 to between 331, 500 and 336,600 by 2017. The demographics are clear: Ireland will need more schools and more teachers over the coming years.

Secondly, it is widely expected that large numbers of teachers who were recruited in the 70s and 80s will retire over the next twelve months, as result of changes to teachers’ pensions.

Your teaching post

The DES funds full-time permanent teachers who are appointed to in-quota positions based on the pupil teacher appointment ratio. The Department will also pay for ‘concessionary’ teaching hours, which are extra teaching hours allowed depending on a school’s individual needs. In certain circumstances, a school will pay directly for teaching hours from its own funds. The type of contract you are offered will depend on the reasons for the vacancy and the type of hours you will cover.

Concessionary hours will normally result in a “fixed-term contract”. Outside of concessionary hours posts, a fixed-term contract should only be given when the need for the teacher’s service is genuinely a temporary one, for example where they are replacing a teacher on leave. Fixed-term teachers are entitled to the same treatment and working conditions as permanent teachers for the duration of their contract.

Your employment contract

It is important to make sure you fully understand the nature of your employment. You are entitled to receive clear written information on the terms and conditions of your new job in the form of a letter of appointment, a written contract or a written statement. This should set out:

  • the nature and duration of your employment
  • the type of contract under which you are employed, be it fixed-term or permanent; part time or whole time.
  • the number of hours per week that you are contracted to teach, the subjects and levels you will be teaching
  • the reason for the vacancy you are filling and whether you will be paid by the school or by the DES

If this information has not been given to you, ask your Principal to supply it in written form. Pat King, ASTI General Secretary strongly advises:

“Remember to keep a copy of all documents as they may be important subsequently. Take care to read your contract carefully, ask for clarification on any points you are unsure of, and seek advice from your School Steward or ASTI Head Office before signing”.

A regular part time teacher (RPT) is appointed where the need for part time hours is viable for at least a year. A casual part time teacher is appointed where there is a casual need for hours to be covered, for example when replacing a teacher on short-term sick leave.

Where a teacher has been employed on four consecutive fixed-term contracts and where a job continues to be viable in the school, s/he may be entitled to a contract of indefinite duration (CID). A CID holder has the same entitlements as a permanent employee except for the fact that salary is based on the number of hours taught per week.

A teacher entering service for the first time may be given a permanent position. A probationary contract may be given to such teachers but once the probationary period has been served, the teacher should receive a continuous contract.

Your salary

Your salary will depend on the number of hours, the period of your contract and the nature of your contract. The last budget brought in new rates of salary for new entrants to the profession. From September 2011, all new entrants will start on the 1stpointof the scale rather than the 3rd point and will also have a salary cut of 10%. Together with increased taxation and the new Universal Social Charge, it is estimated new entrants will suffer a cut of up to 16% of their starting salary. At the time of going to print, the DES has not published the revised salary scales for new entrants.

FÁS Work Placement Programme

The CrokePark agreement extends a graduate work placement scheme across the public and civil service. Circular Letter 66/2010 provides information on this scheme in schools. It will allow schools to take on one or more graduates for a work experience placement up to a maximum period up to nine months, while retaining social welfare income support. Such placements cannot be used to fill teaching posts or replace existing members of staff. The Circular – available on the ASTI website, , provides an outline of the possible range of duties which may be allocated to graduates on placement.

It is very important that PGDE graduates who are considering such placements are familiar with these guidelines. Such placements have the potential to assist newly qualified teachers who are unable to secure teaching posts to get valuable experience of school life.

Settling in to your school

As with any job, developing a good working relationship with colleagues is important. Don’t be afraid to ask colleagues for advice. If you run into difficulty, remember to ask for help sooner rather than later. Familiarise yourself with your school’s procedures, disciplinary codes, school traditions, etc. The more comfortable you feel in your work environment, the more comfortable you will be in your classroom.

It is important to develop a friendly and respectful relationship with students, but undue familiarity should be avoided and you are best advised to apply ‘arms length’ professionalism in this relationship. You should avoid one-to-one situations with students where possible.

Preparation is crucial. Having materials prepared well in advance is absolutely essential to a good classroom experience. Without sufficient planning, your capacity to sustain the lesson and the level of students’ engagement will be impaired. The NCCA has developed a range of resource materials for all aspects of classroom teaching. It may also be worthwhile to examine Inspectorate reports on subject teaching in schools, which contain detailed analyses of current strengths and areas of improvement across all areas of teaching, school provision and planning.

Student behaviour is a concern for many new teachers. The old adage, “start as you mean to go on” is absolutely true! Communicate your expectations clearly to the class. Be assertive and highlight good work and good conduct. Try not to become overwhelmed by ‘bad days’. If you do experience bad behaviour don’t let it affect your morale or overcome your teaching. Make use of the school’s disciplinary code and procedures. Above all, never be afraid to ask for help.

ASTI website provides daily up-to-date information on all the above issues and more. Log on to or call ASTI Head Office at 1850 418 400