Back to school: why I swapped industry for the classroom

Monday 4 February 2019

Why change your career and start teaching? Why give up a job where you have worked so hard to progress, establish yourself, and build a reputation? Why start a completely different career and be at the ‘bottom’ again?

I did just that three years ago when I gave up a managerial position in industry to teach secondary science – and have never looked back.

And I’m not alone. Research carried out by the Guardian newspaper and recruitment agency Hays suggests that just over half (56.4%) of teachers joined the profession after working in a different sector.

For me, having children made me think more about my career. Whilst I felt lucky to have a great team and an interesting position, it was not what I wanted to do for the rest of my working life. My role prior to retraining involved promoting apprenticeships to schools and employers and it was the time that I spent with pupils that made me consider teaching.

Of course, I was concerned about the workload that teachers face and the fact that many people are leaving the profession. Some teacher friends were keen to give me advice and explain the reality of the job. Although this made me feel nervous it was really useful because at least I knew what I was getting myself into.

Many friends and family thought I was crazy to start a PGCE with a two-year-old and being six months pregnant (well perhaps they were right!) but I had made my decision to start teaching and was keen to get going.

I was fortunate to be awarded the Institute of Physics Initial Teacher Training Scholarship for my PGCE year. The application process involved online tests plus an assessment centre including a panel interview and group activity. The scholarship provided financial support as well as a dedicated mentor to help throughout my placements.

The PGCE was possibly the most challenging part of my entire career to date. So much of the course is spent in school and learning whilst doing. There were many late nights preparing resources, lesson plans and reflecting on past lessons, but despite this significant time commitment, (especially with young children who didn’t sleep well) I enjoyed being in control of my teaching and knowing that straightaway I was making a difference.

Interestingly, a survey published this month found that almost half the public think that they have the traits to be good teachers. The poll, commissioned by the Department for Education as part of its Get into Teaching campaign, found that 44% said it was because they were good at explaining things, while 40% thought they could make learning fun and 39% believed they could relate to others.

The most enjoyable part for me is working with young people. I feel privileged to be able to share my enthusiasm for physics and it is incredibly rewarding to see pupils understand new physics concepts and enjoy my lessons. No amount of lesson preparation can prepare you for the questions pupils ask! However, this has really helped me to understand pupils’ misconceptions of physics topics which, in turn, helps me to adapt future lessons.

I do not see myself as only an NQT. My school values the experience that I bring to the role.

I would really encourage anyone who is considering changing career for teaching to do it, but expect to work hard. I spend a lot of time preparing resources and marking outside of school hours. It is exhausting but so much fun and I genuinely enjoy coming to work every day. And yes, it really is true that no two days are the same!