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Most of the points below are general in nature because although there is an overall pattern in the organisation of sixth form colleges [just as there is in schools and FE colleges], no two are exactly the same. This guide is split into the following sections:
Pay1. How does pay compare with that for teachers in maintained schools and lecturers in Further Education?
• As a result of the NJC there are agreed scales of pay for staff in Sixth Form Colleges. The main aim of the NJC is to maintain broad parity between schools and colleges. The pay covers Main Scales, ‘Threshold’ [PSP equivalent to the UPS in schools], and management points. All colleges normally accept these scales but in the past year one or two have dragged their heels so it is always worth asking about the ‘national’ pay scales. [They will know that YOU know they exist!]
• FE colleges also have agreed national pay scales but implementation has been patchy and many lecturers receive salaries considerably below those of their counterparts in schools and sixth form colleges.
2. Is extra money paid for working in London?
• London allowances are paid to lecturers in Sixth Form colleges. There are separate rates for Inner, Outer and Fringe areas. However, these allowances are less [particularly in Inner London] than those paid to teachers in state schools. For school teachers [apart from those in the Fringe areas], the payments are incremental. This is not so for lecturers in sixth form colleges. The unions continue to address these points in their negotiations with employers.
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PENSIONS
3. Do sixth form colleges belong to or operate a pension scheme?
• It may seem strange to be thinking about pensions at the beginning of a career but in truth members cannot start early enough. All colleges should be part of the Teachers’ Pension Scheme. Again it is worthwhile checking that colleges do contribute to the scheme.
4. Are there nationally agreed terms?
• Yes, they are covered in the National Joint Council Pay and Conditions of Service Handbook [sometimes known as The Red Book]. It covers such topics as salaries, working times, appointments, travel and subsistence allowances, sickness payments, maternity leave and retirement. They closely parallel those for teachers [covered in The Burgundy Book], such as working for 195 days per academic year, 190 of which are student contact days. Staff asked to teach more than these days should be compensated.
• Lecturers also work 1265 hours of directed time in an academic year. These hours encompass teaching, parents’ evenings, meetings and training sessions when directed by the Principal. However, lecturers have other professional duties which will take them outside the 1265 hours to accomplish. Such duties would include preparing lessons and materials, marking and writing reports.
• Where colleges have evening sessions, up to 6 hours of directed time per week may be used. Beyond this, such work would be voluntary. This includes any teaching after the end of the college’s normal teaching day. Reasonable time breaks should be allowed between college sessions both for day and evening.
• On leaving a post, a lecturer is entitled to receive or obliged to give, two months notice of termination, three in the summer term.
5. Will I have a contract?
• All members of staff will be required to sign a contract. Although each college is autonomous, as in schools you will find a large degree of uniformity amongst college contracts, more so than in FE colleges. This is because they are based on the nationally agreed conditions of service as outlined in ‘The Red Book’. There may be minor differences to account for local circumstances such as split site working or local collective agreements. Contracts will cover duties, working time, salary, pension provision, appraisal and staff development, induction, grievance and disciplinary procedures, termination of employment, sickness, maternity and paid leave.
6. Should I expect to be given a written outline of my duties?
• You will have a job description outlining in general terms your expected duties. This may be refined within the department(s) in which you work by defining specific tasks. However, it is worth checking that, as an assistant lecturer, your job description does not entail taking on duties that would normally carry a responsibility allowance. When applying for a post you will normally be sent an outline of the ‘job’ and a person specification that should mirror your eventual job description which itself may be tailored to take into account the particular strengths you offer. There is usually a ‘catch-all’ condition within the job description, ‘to carry out such other duties as may reasonably be assigned by the Principal’. The key word here is ‘reasonably’.
7. What help and information will I receive when taking up my post?
• Most colleges should have a Staff Handbook which initially could well become your Bible. Apart from practical information such as a map showing the layout of the college and the location of particular facilities, lists of members of staff with their departments and duties and procedures to follow for arranging visits, inviting speakers to the college, accident and emergency procedures, absences, discipinary etc., it will contain college policies [even if only in edited form] and general advice on organising lessons, managing students etc.
• All colleges will have policies covering a range of areas such as Health and Safety, Equalities, Discipline, Capability Procedures, Remission Agreements etc. If they are not included in the handbook, it is always a good idea to obtain copies for reference and have knowledge of the ones that most immediately impinge on working life in the college. Members should always seek advice from their ATL rep. if they are uncertain about any matter. Indeed the ATL rep. is a good source of help and information.
• As an NQT(L) you should also have a mentor who will monitor your progress during the year and it should be someone to whom you can turn for advice and help. It might be your Head of Department or an Assistant Principal depending how the college is organised.
THE WORKING DAY
8. What is a normal working day?
• While there is no uniform working day, most colleges follow a traditional ‘school’ day with morning and afternoon sessions [usually arranged somewhere between 9am and 4pm]. However, in order to cater for all subjects, combinations and ages, there may be a third/’twilight’ session. If so, staff should check whether they are required to teach in it and how this fits in with their overall teaching and T/T commitments. FE colleges usually have a third or fourth session, working up till 9pm.
9. How are the sessions organised?
a. Sessions are usually organised in anything between two and four hours, sometimes with a break. Lecturers usually teach for a whole block so it is important that the teaching is organised to provide variety.
10. Is time given for preparation and marking?
a. Within the overall T/T all staff should have non-teaching time in order to carry out any preparation, marking, administrative and management tasks.
11. What is the age range of the students?
a. Sixth Form Colleges normally cater for students from 16 – 19 years. Some colleges do have post 19/adult students but because of changes in funding for this age group, many of the colleges are reducing or withdrawing provision for the higher age range. Unlike FE colleges which are now taking younger pupils, Sixth Form Colleges do not cater for pre-16 year old students.
ACADEMIC[QUOTE]
12. What courses are offered at sixth form colleges?
a. Academically sixth form colleges cater mainly for A/AS -level courses. They try to cover as wide a range of subjects as possible depending on demand and viability. ‘Minority’ subjects are sometimes ‘carried’ to give students better options. Some colleges offer, or are experimenting with, the British or International Baccalaureates. Some vocational courses may be offered usually to level 3 [A level equivalent], and a range of GCSE courses.
b. Colleges may also offer non-specialist A-levels such as general studies and critical thinking. In addition they may offer other courses as ‘electives’ or general interest. This is to give students wider opportunities, e.g. PE/games, music, drama, art etc. not necessarily for examination purposes.
c. Other areas include the Duke of Edinburgh Award or ASDAN schemes, which have assessed elements.
d. Schools with sixth forms will offer A-levels but they do not have the capacity to offer the range and flexibility of sixth form colleges. Schools also offer GCSEs, vocational course from level 1 possibly up to level 3, Key Stage 3 assessment and general courses from year 7.
e. FE colleges cater for a much wider age range than either of the other two sectors with courses geared mainly to vocational areas. They often offer a reasonable range of A levels but many colleges are now restricting this area of their work because of funding.
f. Both sixth form and FE colleges receive lower funding for A-levels than schools.
13. What would be the teaching commitment?
a. Depending on the subject(s) offered, members might be asked to teach across the board making contributions to A-levels, vocational, GCSE and ‘interest’ courses. Where possible members should try to gain the widest possible experience. Contributing to courses outside their specialism will introduce teachers to a wider student body and be valuable experience if they wish to change sectors.
14. How might the teaching groups be organised?
a. When teaching A-levels, members will have discrete groups to which they might be expected to teach the whole syllabus [more likely if the subject is classed as a minority one] or to share teaching with a colleague or colleagues and be responsible for a part of the syllabus [common for popular major subjects]. The latter can be very beneficial for both staff and students. It enables teachers to discuss common problems, teaching points and students with each other.
b. Staff will normally teach an A-level course over two years though in some cases may find themselves responsible for the AS [A1] part only.
c. In special cases there may be one year accellerated A-level courses. Check whether this is so and what the commitment might be to any such course.
d. If teaching a GCSE course [probably one year] a teacher is most likely to be responsible for a whole group.
e. If expected to contribute to a vocational course, it will be for one aspect/topic of that course. Become familiar with the assessment processes as they will be different and continuous.
f. Teachers involved in non-specialist A-level courses will probably be asked to contribute their specialism(s) in short blocks or modules [and perhaps responsible for drawing up the particular programme to meet the specifications of the syllabus]. It may be that such courses are offered as part of general/elective studies.
g. Other ‘elective’ courses may be short [a number of weeks, half a term or one term in length] or long [a complete academic year].
15. What teaching styles should be employed?
a. There can be no definitive teaching style and teachers will adopt different styles for different types of courses. Indeed teachers will employ different methods even within a particular course. On occasions a didactic style may be appropriate, but discussion, student presentations, pair and group work, individual research, group and individual tutorials will also play their part. Tools to hand may be computers, slides, film, audio, interactive white board, drama, games, visiting speakers etc.
PASTORAL
16. How does the college support its students during their course?
a. Most colleges will operate some kind of pastoral support. Students may be in personal or tutor groups and assigned to a tutor who will oversee their progress. Students may be organised in discrete groups [wholly A level students] or mixed [A level,vocational and GCSE students, a mix of one year, two year and occasionally three year students].
b. Tutors may have in their groups students they do not normally teach [along with those they do].
c. If there is a ‘Personal Development’ programme, personal tutors would normally be involved if not responsible for the whole programme.
d. Tutors may be required to see their students as a group on a weekly basis and individually as required to review progress.
17. Is there a careers/higher education programme?
a. All colleges will offer some form of programme giving advice to students concerning their future direction. This may well be by professional advisers but tutors would do well to familiarise themselves with the programme, particularly university entrance. As tutors and subject teachers they will be asked to contribute to references. Personal tutors may well be responsible for writing student references for members of their tutor group.
18. What checks will there be on student progress?
a. There will certainly be at least one full report, if not more during the academic year, that will go home to parents. There will also be some form of internal monitoring to keep a check on students’ efforts. Tutors will follow these up with individual tutorials. It is also a good idea to be familiar with the procedures for students who experience difficulties both academically and socially, also when parents need to be informed.Note: Post 16 students can be notoriously sensitive when it comes to parental involvement.
19. Are there likely to be parent consultation evenings?
a. Most colleges will have times during the year when staff will be expected to be available to talk to parents, [there are likely to be at least two]. Whether individual members of staff will be required to attend both/all of them may depend on their teaching commitments and the nature of the consultation.
20. What about behaviour/discipline problems?
a. Lecturers in Sixth Form Colleges are less likely to experience the kind of problems met by teachers in maintained schools [and increasingly by lecturers in FE]. Remember that post 16 education is not compulsory. Students usually have a goal in mind and have recognised the value of continuing their education. Some may be there partly because of parental influence and could exhibit resentment. The ethos of a Sixth Form College is generally more focused and students will often respond to discussion. Remember that, as with all students, encouragement is the key. In difficult situations, a cooling off period from the formal lesson may be beneficial and the student asked to work alone on some area of the syllabus. Whatever action is taken should be in line with the college’s policy and lecturers should make sure they are familiar with it.
CAREER DEVELOPMENT
21. What about Induction, training and career enhancement?
a. All colleges will expect some kind of probationary period for any new staff. The length of this period will vary from college to college but the minimum time is usually 3 months. Newly qualified staff may not necessarily follow the college procedures. In schools, all NQTs must spend the equivalent of a full academic year in order to gain full recognition as a teacher. It is possible to fail that Induction year. Induction regulations are not compulsory in Sixth Form Colleges but if a college chooses to offer Induction, it must arrange for a local authority to act as the ‘Appropriate Body’. A suitable Induction Tutor must be provided and a suitable T/T offered which must include teaching pupils of compulsory school age in a suitable institution for the equivalent of at least 10 days. Whether the Induction Tutor is a member of the college will depend on availability and particular arrangements with the local authority. Such an induction should subsume the college’s own probationary period.
b. As an NQT(L) you will be subject to classroom observations. You are entitled to regular feedback and reports on your progress. You should know how you are doing throughout the year so that there are no surprises at the end of it.
c. All lecturers will have targets as do teachers in schools and lecturers in FE. Pay progression, particularly at PSP level will depend on targets being met.
d. Members should always ask about ongoing training and what courses are available. While the needs of the college will be important, in terms of training, members should not forget their own needs in keeping up to date with advances in their subject as well as management and pastoral support courses. Remember that satisfying personal needs on these courses usually enhances teaching and the needs of the college.
22. What career paths are available?
a. Within the college system, just as in schools and FE, there is a whole range of positions. Management roles include departmental/subject, pastoral and administrative. Sixth Form lecturers may well find it easier to move across sector boundaries into schools, FE colleges or HE than, for example, FE lecturers. This has often to do with the standing of teaching qualifications. There is a whole range of advisory roles still available and of course wider educational management.
b. Sixth Form Colleges are primarily academic institutions and a higher degree is a useful addition particularly for promotion.
AND FINALLY:
c. The ethos and atmoshere of a Sixth Form College is very different from that of a maintained school. Post 16 students are usually more mature and generally expected to behave in a responsible fashion. They are often given increasing autonomy as they pass through the college and more is expected of them in organising their own lives and working practices [though this does not mean they should be left to their own devices]. They should be encouraged to organise their own activities as far as possible.
d. The atmosphere in a Sixth Form College can be tense academically for both teachers and students as they are under constant pressure from external exam deadlines. When ongoing assessed courses and internal exams are taken into consideration, it might seem that such institutions are in a constant state of examining.
e. Although students are in colleges for only a short time [normally 2 years], they are usually bright and motivated so it is likely that there will be a wide range of extra curricular activities with which they can become involved. Such activities may come from the students themselves, others stimulated by lecturers. It is always rewarding to be involved in these and students welcome their involvement.
FURTHER INFORMATION:
If you want to know more put ‘National Joint Council for Staff in Sixth Form Colleges’ into your search engine and it will throw up a whole range of sites relating to Sixth Form Colleges including links to and information on most of the individual colleges in the country.
T. Kenny
Formerly ATL Lead Member: Sixth Form Colleges.
May 2007.