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How to get a teaching job

After qualifying, the next stage is to get your first teaching position. Take a look at where to find teaching jobs, how to write the perfect CV and prepare for interviews

Where to find teaching jobs

You can start your job search in a number of places, including:

• Search for teaching and education jobs .
• Teaching Vacancies - A free job-listing service from the Department for Education. You can search for a job at a school or Trust in England and set up job alerts.
• Direct applications to schools - Start with where you're working or training. Check your university's jobs portal, talk to staff at the school you're at or your mentor to see if they have any openings. Check individual schools' websites between January and June for vacancies, and use your networks - keep in touch with the schools you volunteered with or worked at previously. Approach schools you're particularly interested in by sending a CV, and arranging a visit to the school to discuss your interest. Find out how to write a speculative job application .
• Careers and employability services - These usually run teaching fairs for students, which are attended by local authorities, teaching unions, schools and recruitment agencies. They will probably have an online job portal or board and can give you useful advice on local, national and international opportunities.
• Local authorities - Authorities advertise jobs online, with some offering a weekly or monthly email bulletin service including the latest teaching vacancies. They'll also have details of open days and may operate an NQT pool database, where schools can pick from an approved list of suitable candidates. Pool vacancies are typically used for primary opportunities.
• Newspapers and online - Guardian Jobs , TES and others run job alert services where you can upload a CV or create a profile.
• Vacancies in independent schools - Often advertised with the Independent Schools Council (ISC) and Independent Association of Prep Schools (IAPS) .
• Teacher recruitment agencies - Always check if they or the school they place you in will support you through your NQT year. Some teaching agencies have links with other countries. Talk to national and local agencies and approach local schools to ask which agencies they use. Consider CER and Eteach as well as Engage Education , which offers 'iday' - the chance for teaching applicants to travel to their preferred teaching location and interview for a variety of roles.
• Teaching jobs abroad - While this may sound attractive, always check if you're able to complete your NQT year overseas. Most overseas recruiters prefer applicants to have completed a qualification at Masters level, such as a PGCE and have at least one year's teaching experience. Programmes such as Participate can help with this.
• Jobs for early years teachers - look for vacancies on sites such as Eteach and DayNurseries.co.uk .
• Further education jobs - look for vacancies on FEjobs and AoC Jobs .

How to find the right school for you

• Start looking early and don't just apply to any school.
• Think about what's important to you, considering the ethos, site, size and catchment of the school you'd like to work at.
• Visit any schools you'll be interviewing at, as this will help you to get a feel for the school and find out if it fits your preferences beforehand.
• Take time to read recent Ofsted reports - identify points for improvement, and consider if you have the skills to help in these areas.

Supply teaching

If you haven't managed to get a job or don't feel ready to commit to a full-time teaching role, then supply teaching is a good option. You will need to register with an agency, which usually involves submitting an application form or CV and then meeting with a recruitment agent.

Supply teaching can be challenging, but it can also be a good way for you to get experience and try out different schools. Ask around for personal recommendations of teaching agencies and look for ones that are strong in your area. Using lots of supply agencies at once can be difficult to manage, so consider starting with one or two agencies and if you decide you don't like one of them, choose another.

It helps to be able to drive, but you don't need to - it will just limit the amount of work you can do. Agencies either book you in advance or you will get an early morning call, around 8am. The more flexible you are, the more work you can get. As you get to know them more, you can work with the agencies to tell them your preferences and strengths.

You should take work with you as a backup in case the school has no tasks prepared for you.

Applying for teaching jobs

Most schools recruit through their own advertisements and selection procedures. The peak time for this is February to June, although jobs may appear throughout the year. The 31 May is the final date for teachers to resign when leaving their jobs in the summer. This process can be completed very quickly so get your application in as soon as possible after seeing the advert. You may find success in approaching a school speculatively with a copy of your CV, particularly if you have contacts with them.

Some local authorities, agencies and multi-academy trusts (MATs) run teacher registration schemes, pools and databases, which enable you to complete a single application form and register an interest or apply to work with them, possibly for a particular school.

Registrations may open any time, commonly after Christmas for a September start date.

Be very specific when completing the application form - tell them what you've done, focusing on your successes, giving examples from your time in the classroom. Write a strong 300 to 400-word personal statement; show you understand something about the school you're applying to, talk about your course and what you're bringing to that school. Get some feedback on your form before you send it off.

Visit your careers and employability service as they can help with application forms, interview preparation and they may have a recruitment service with vacancies you can apply for.

Personal statement

Covering two sides of A4, it should demonstrate how and why you teach and who you are as a person. Always read the specification and target your personal statement to what they're looking for. You need to:

• tailor your application to the school, for example their ethos, Ofsted report and latest exam results
• visit the school, as many recruiters view this as a part of the application process and it can help you to see if you would want to work there
• get it proofread to ensure there are no spelling mistakes
• ensure your employment history has no gaps and if it has, make sure they're explained
• tell them what skills and extra-curricular opportunities you can bring
• convey a passion for teaching
• evidence your success, where you bring added value and have met targets.

See our teaching personal statement examples .

Teaching CV

You might need a teaching CV:

• if you're making a speculative application to a specific school
• to get work through a teaching agency
• if you're looking to move area or country and are unable to visit in person.

Local authorities and schools usually follow 'safer recruitment procedures' and so ask all applicants to complete a standard application form. That way, no-one can hide information, which may be possible in a cleverly written CV.

School recruiters expect candidates to have visited before putting in an application. They will be observing you as you go round the school, especially noting how you relate to pupils and staff. This will also help you decide if it's the right school for you. Refer to the visit and why you want to work with them in your application, ideally in the cover letter.

In common with other CVs, a teaching CV should be clear, easy to read and well structured. To make your teaching CV stand out, begin with a targeted personal profile of three to four sentences. Some schools or agencies use a targeted personal profile of 300 words, without the whole CV. This helps the reader to decide if they are going to take your application further. Where possible, include a reference quote. School recruiters are busy people so get your work experience on the front page so they can see what you are bringing to their organisation.

Throughout your teaching CV, highlight the qualifications and experience you've gained, including:

• details of your teacher training, plus what you were graded on in your recent teacher training placements
• relevant modules from your degree/postgraduate course
• details of school experience, prioritising where it's in the age range you want to teach
• any other teaching experience e.g. sports coaching, summer camps or youth groups
• relevant voluntary experience
• interests relevant to teaching e.g. musical abilities or sporting activities
• skills that will be useful in the role e.g. leadership, IT and languages
• details of two current referees, ideally one from your teacher training and one from teaching practice.

Learn more about CVs and cover letters .

Job interviews

Visit the school beforehand, plan your trial lesson, prepare well and don't panic - if you've been invited for interview, you're a strong candidate. During the interview, you may complete activities such as:

• tour or interview with pupils in school - this will show how you relate to pupils one-to-one or in smaller groups
• assessment centre - this could include some or all of the following list of tests and exercises. You should be told beforehand what will be expected of you
• group discussion/exercises - these may be with other candidates and will partly be looking at how you operate in a group and contribute actively without dominating
• written maths, ICT and/or English tests - these will be specific to the age and subject you're applying to teach, and tests may include marking a pupil's work
• panel or one-to-one interview - typically half an hour to an hour with those relevant to the route and role, such as the headteacher/manager, class teacher, PGCE/PGDE tutor or governor
• presentation/teaching or planning a short lesson - check the resources available in the school while you're planning. This may be followed up at interview with questions around assessment, how you feel the session went, learning outcomes and planning
• subject-specific task - for example a practical exercise for PE, music or drama candidates.

You can prepare by :

• gathering examples from your classroom and teaching experience to show how you meet their selection criteria
• reading your application again, particularly your personal statement
• being up to date on current educational issues, such as safeguarding
• being familiar with the national curriculum/early years framework and the relevant government guidelines for your age range and/or subject
• planning answers to typical teaching interview questions to get you started
• doing a practice interview with a teacher/school recruiter/careers adviser or university tutor
• having questions ready to ask them about the school/training/route you're applying for.
• underprepare, as your interviewers will be able to tell
• criticise another school or institution
• downplay your achievements; this interview is the time to be confident about your abilities
• do all the talking - remember that an interview is a dialogue
• forget to share examples of your teaching experience. You must back up any statement with evidence.
• sound confident, not arrogant
• act in a professional manner from the moment you enter the school
• be honest, as your interviewers want to see who you are.

Discover what to expect and how to prepare with our interview tips .

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Finally, a Jobs Board that’s built for Teacher Career Change!

A carefully curated selection of jobs perfect for your amazing transferable skills! We've hand-picked roles from our favourite recruitment sites such as Charity Jobs, Guardian Jobs, Indeed and LinkedIn to save your sanity.

YOU'VE MADE THE DECISION TO LOOK OUTSIDE OF TEACHING...

And yet finding a new job feels like break duty, wet play and a headache rolled into one.

I DON'T KNOW WHERE TO START LOOKING...

Having spent years relying on Local Authority job boards and the TES, you might be wondering which sites are best for teachers changing careers.

i'M NOT SURE WHAT JOBS THERE ARE...

When you trained to teach, there were well worn career paths to choose from, whereas now there are lots of roles you've likely not considered.

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After a day at the chalk face, no wonder you're tired! Even if you've already left, job searching takes energy and a LOT of getting lost down rabbit holes.

I'M UNSURE OF my TRANSFERABLE SKILLS...

All teachers have a wealth of transferable skills - ones which employers are definitely looking for! However, identifying these might require a little help.

I DON'T UNDERSTAND THE JOB REQUIREMENTS...

You might be getting past the job title, only to find that the list of skills required sounds like another language.

my CONFIDENCE is TOO LOW TO APPLY...

Even when you can tick off the core requirements, you might be wondering how you'll find the confidence to actually apply.

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Sharing fascinating interviews with ex-teachers about their next steps. Showcasing a range of career change ideas and start-up successes.

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Packed with tops tips covering all things career change and burnout recovery. Wherever you are on the journey, this will help!

then browse our   SELECTION OF JOBS

Finally... choose your expert career change support.

CVs for Teacher Career Change

"Just wanted to say a big thank you for the support you gave me in ‘de-teacher-ing’ my CV. You helped me to translate my 20+ years of experience in education into skills which would be embraced by the corporate world. At interview, all three panelists mentioned how impressed they were with my CV and I went on to get the job! Now that I’m in post, I know just how many CVs they see and I am really grateful for your help in making mine stand out!" Kate

LinkedIn for Teacher Career Change

A step-by-step, self-paced course, helping you to use LinkedIn to effectively search for jobs, professionally network and reposition your teacher skills to companies outside of the classroom. "80 percent of employers use Google to search a candidate’s name when deciding whether to invite them for interview. A LinkedIn profile will usually be among the first results to appear in a search."   Total Jobs

"The LinkedIn training has been fantastic. A step by step guide that allows you to create a LinkedIn profile at your own pace. You have time to reflect on the skills you have gained as a teacher and how valuable they are in other ways. It's exciting when you get noticed and start networking and discover a world of different opportunities. ."

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PROJECT MANAGEMENT

Delivering successful projects by planning, organising, and coordinating various activities to ensure projects are completed on time, within scope, and within budget.

CLIENT ENGAGEMENT

Fostering and maintaining positive relationships and communication with clients by understanding their needs, addressing concerns, and ensuring their satisfaction with products or services.

PROGRAMME MANAGEMENT

Creating and developing comprehensive strategies and plans for a set of coordinated projects or initiatives that align with an organisation's goals and objectives.

CURRICULUM DESIGN

Administration.

Managing and coordinating various tasks and operations by organising schedules, managing records, and facilitating communication to maintain efficiency and productivity.

TRAINER/L&D

Diversity & inclusion.

Creating and implementing initiatives to promote a diverse and inclusive work environment that values and respects individuals from various backgrounds and perspectives.

OPERATIONS MANAGEMENT

Overseeing and optimising the day-to-day activities and processes within an organisation to ensure efficient production, delivery, and achievement of business objectives.

EVERY EFFORT HAS BEEN MADE TO ACCURATELY REPRESENT OUR PRODUCTS AND THEIR POTENTIAL. THERE IS NO GUARANTEE THAT YOU WILL SECURE AN INTERVIEW USING THE TECHNIQUES AND IDEAS IN THESE MATERIALS. EXAMPLES IN THESE MATERIALS ARE NOT TO BE INTERPRETED AS A PROMISE OR GUARANTEE OF INTERVIEW/EMPLOYMENT. POTENTIAL IS ENTIRELY DEPENDENT ON THE PERSON USING OUR PRODUCTS, IDEAS, AND TECHNIQUES. ANY CLAIMS MADE OF INTERVIEWS SECURED OR EXAMPLES OF ACTUAL RESULTS CAN BE VERIFIED UPON REQUEST. YOUR LEVEL OF SUCCESS IN ATTAINING THE RESULTS CLAIMED IN OUR MATERIALS DEPENDS ON THE TIME YOU DEVOTE TO OUR PROGRAMS, IDEAS, AND TECHNIQUES MENTIONED, YOUR KNOWLEDGE, AND VARIOUS SKILLS. SINCE THESE FACTORS DIFFER ACCORDING TO THE INDIVIDUAL, WE CANNOT GUARANTEE YOUR SUCCESS , NOR ARE WE RESPONSIBLE FOR ANY OF YOUR ACTIONS. MATERIALS IN OUR PRODUCTS AND ON OUR WEBSITE MAY CONTAIN INFORMATION THAT INCLUDES, OR IS BASED UPON, FORWARD-LOOKING STATEMENTS WITHIN THE MEANING OF THE SECURITIES LITIGATION REFORM ACT OF 1995. FORWARD-LOOKING STATEMENTS GIVE OUR EXPECTATIONS OR FORECASTS OF FUTURE EVENTS. YOU CAN IDENTIFY THESE STATEMENTS BY THE FACT THAT THEY DO NOT RELATE STRICTLY TO HISTORICAL OR CURRENT FACTS. THEY USE WORDS SUCH AS “ANTICIPATE,” “ESTIMATE,” “EXPECT,” “PROJECT,” “INTEND,” “PLAN,” “BELIEVE,” AND OTHER WORDS AND TERMS OF SIMILAR MEANING IN CONNECTION WITH A DESCRIPTION POTENTIAL PERFORMANCE. ANY AND ALL FORWARD-LOOKING STATEMENTS HERE, OR ON ANY OF OUR SALES MATERIALS, ARE INTENDED TO EXPRESS OUR OPINION OF CAREER CHANGE SUCCESS. MANY FACTORS ARE IMPORTANT IN DETERMINING YOUR ACTUAL RESULTS AND NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE RESULTS SIMILAR TO OURS OR THE TESTIMONIALS OF OUR CUSTOMERS. IN FACT, NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVE ANY RESULTS FROM THE IDEAS AND TECHNIQUES IN OUR MATERIAL.

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Teachers need a reservoir of skills - not just a repertoire

Recruitment shortfalls and high attrition rates have almost become the new normal in teaching, as the National Foundation for Educational Research showed in its recent Teacher Labour Market report .

Since the Carter review of initial teacher education in 2015, the government has met its own annual recruitment targets just once . The NFER suggests this will persist, predicting that overall secondary teacher recruitment will reach 61 per cent of the target level in 2024-25.

More troubling still, the number who are considering leaving teaching increased 44 per cent between 2021-22 and 2022-23. The Department for Education’s own data shows record numbers of teachers resigning from their jobs.

There has been no shortage of proposals to address this crisis. Recently Sir Andrew Carter, who authored the 2015 review, advocated a renewed effort to improve the image of the profession .

The NFER has recommended bursaries, which appear to influence recruitment for shortage subjects. Meanwhile, the government implements various scattergun interventions, including an apprenticeships scheme, which unions consider half-baked and “unworkable” , and a six-figure deal to develop teenagers’ teaching skills through the Scout Association .

Fixing the teacher recruitment crisis

These ideas amount to sticking plasters for an ailment requiring major surgery. As the NFER shows, the issues are fundamental. Too few people want to become teachers, too many teachers leave prematurely, and the expectations and workload concerns of new teachers are changing. Short-term, one-off policy fixes are doomed to fail. The system needs far-reaching reform.

Ironically, teachers themselves are frequently overlooked in this discussion.

• Recruitment:   DfE could under-recruit in 10 secondary subjects this year
• Policy: Recruitment and retention strategy delayed amid “uncertainty”
• Crisis: How England lost its teachers - and how it can get them back

Yet when asked last month at a debate at the University of Cambridge Faculty of Education’s Cambridge Festival  event - which brought together practitioners, headteachers, teacher-educators and others - to answer the question, “Who can fix the teacher recruitment and retention crisis?”, their insights pointed towards systemic change. They spoke about a transformed relationship with communities, necessitated by deteriorating social care and mental health services and economic pressures.

They also criticised the increasing scale of some multi-academy trusts, which appear disconnected from classroom reality. The audience heard how the standardised, performative teacher behaviours enforced by some MATs are openly mocked by students.

A ‘whole-system’ approach

Schools are also navigating a multitude of other complex issues: neurodiversity, disability, behaviour, parental support, and the rising cost of living. There is an urgent need for a “whole-system” approach, where education policy joins up with health and social care.

Teachers are a crucial point of contact for young people and families, but as Evelyn Forde, of the Association of School and College Leaders,  recently put it , schools have become a “fourth emergency service”. They need a structure in which they can access other professionals when needed. And all this places additional demands on teachers, while the systems designed to support them are woefully inadequate.

In recent years government has increased its control over what teachers are meant to know and do (through the initial teacher training and early career framework); the research that teachers rely on (narrowly curated by the Education Endowment Foundation); and how teachers develop (through the so-called “golden thread” of Department for Education-controlled professional development).

Collectively, these policy measures conceptualise teaching as a set of trainable skills acquired through repetition, and assume an idealised, imaginary classroom.

Perhaps repetition works if you are learning to flip burgers, brew coffee or work on an assembly line; less so if you need to foster relationships with 30 complex individual students. Instead teaching requires what the sociologist Basil Bernstein called a “repertoire” of approaches and a “reservoir” of understanding.

The repertoire matters because teachers need routines to get children learning, to start and end lessons, transition between activities and communicate rules.

But they also need a deeper understanding of teaching, learning, relationships and the factors that affect them. This is the reservoir. Teachers draw on it when the unpredictable happens.

Failure ‘baked into’ the system

The government preference for repertoire gives teachers such a limited reservoir that they find themselves under-prepared and disempowered when faced with the realities of classrooms, schools and communities.

This is why the NEU teaching union’s Emma Rose recently identified limited professional autonomy as one reason why failure is “baked into” the education system.

Yet the government has doubled down on frameworks that clearly don’t work.

As the education policy expert Maria Teresa Tatto notes, for a policy to be valid, it must be seen as valuable by those whom it affects. In other words, the professional knowledge base needs to be owned and verified by the profession, not government. As such, instead of implementing policy that tinkers ineffectually at the edges of the teacher crisis, the next government needs to change tack and start listening to teachers more.

If it did it would hear, as we did, highly skilled professionals who are dissatisfied, burned out, fed up with inadequate policy  and exhausted from filling the gaps left by cuts to other services.

Instead, future policy must focus on systemic reform grounded in a sector-led conversation about what we want from schools, teachers and education. The profession is asking to determine its own future.

Clare Brooks is professor of education in the Faculty of Education at the University of Cambridge

Tom Kirk is co-organiser of the Cambridge Festival event at the Faculty of Education

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Careers advice and planning

Teaching jobs: where to find them and when to apply.

Vinny Potter

11 Oct 2023, 09:36

Get the lowdown on how to apply for teaching jobs, local authority registration schemes, pool applications and the other approaches schools use to recruit early career teachers.

Supported by:

The National Tutoring Programme

To identify the teaching jobs you want to apply for, think about your preferences:

• location – you probably won't want a long commute during your first year as an early career teacher (ECT)
• type and size of school
• year group and key stage
• teaching methods
• school performance and reputation
• atmosphere and ethos of the school.

Research the school thoroughly and visit if you can - to ensure you are applying to the right school for you.

Schools recruit teachers in a variety of ways so it’s a good idea to find out the recruitment approaches for specific schools and multi-academy trusts or local authorities (LAs) well ahead of the time of application.

Applying for a teaching job in a school in England

The five main ways of applying for a teaching job are:

• Specific vacancies - individual schools and multi-academy trusts recruit directly through their own advertisements and selection procedures. Advertisements for teaching posts start in January and the peak time is between February and June; this is how most schools recruit for teaching posts.
• Teacher registration schemes and databases - these are mostly used by primary schools. You register an interest to work for a school within a particular LA area and complete a single application form. Your application is then sent to schools with opportunities that meet your criteria. Registrations may open in the autumn, so check with your LA for dates.
• Pool applications - these are also mostly used by primary schools. These are similar to registration schemes but, in addition to the central application form, you may also complete the selection process centrally. Schools can then select applicants to interview from the available, approved list. Most pool applications are for primary school opportunities. Dates for applications vary, so check with the relevant LA.
• Speculative applications - these are made directly to the school. You will probably be more successful if you already have contacts at the school/have had a placement there. However, with the current national shortage of teachers, it can be a good strategy for finding opportunities for all candidates.
• Agencies - increasing numbers of teaching applications are handled by agencies including those for permanent early career teacher (ECT) posts. Registration with an agency will usually involve submitting an application form or CV followed by a meeting with a recruitment agent.

Finding out about teaching vacancies from local authorities (LAs)

You can use local authorities to discover opportunities by:

• Contacting LAs directly to check what the current recruitment situation is. Teacher recruitment via LAs varies throughout the UK. It is advisable to register your interest with an LA in order to make sure you receive up-to-date information on current opportunities.
• Looking at the LA’s website. Most LAs advertise their vacancies online and many have teacher recruitment pages for ECT posts.
• Discovering other sources of information. Some LAs issue regular vacancy lists and some have recruitment literature.
• Attending open days. Some LAs hold open days (usually in the spring and for primary teaching only) so applicants can talk to several schools in the area. These provide an opportunity to find out more about schools and their requirements. The day may also include a selection interview. In some LAs, you will only receive an invitation to an open day after submitting an application.

The newspapers and publications that advertise teaching jobs

You might find graduate teaching jobs by looking at:

• The teaching vacancies listed on GOV.UK . It is free for schools to advertise on this website, so it is being used increasingly by schools to post jobs.
• ETeach advertises a large number of teaching vacancies and operates a job alert service. It also runs a recruitment agency for permanent, temporary and supply jobs.
• Tes Jobs and The Guardian Jobs operate job alert services via email and enable you to upload a CV or create a profile.
• Cultural or religious newspapers. These may carry advertisements for teaching positions, especially in faith-based schools.

Other resources to help you find a teaching job

Some further options that may be available to you are:

• School groups that run academies and free schools usually advertise opportunities on their websites; see Tes for a list of groups.
• Recruitment agencies which register ECTs to help find them a permanent, temporary or supply job. These include Hays Education , Eteach , CER and FE Jobs . There are many other agencies - including regional agencies; see the member directory of the Recruitment & Employment Confederation .
• Your university careers service or education department, which may have an online jobs board. The careers service will also be able to advise on other local sources of opportunities.
• Teaching fairs. These are held nationwide, often within universities. They are attended by local authorities, recruitment agencies, teaching unions and schools.
• Networking. Keep in touch with the schools where you have trained or worked as a volunteer.

The teacher recruitment timetable: what to do and when

• Autumn term: research recruitment approaches for LAs and attend university recruitment fairs.
• December and January: LAs advertise pool vacancies and may have closing dates. In January, schools start directly advertising vacancies.
• January to May: this is the busiest period for recruitment. Most vacancies suitable for ECTs are advertised during this time. Register with websites to receive updates on the latest opportunities. Make applications to teacher registration schemes and databases.
• 31 May: the final date before which teachers leaving their jobs in the summer must resign, so more jobs appear around this time.
• Summer: consider registering with an agency for supply work as your ECT year can be completed through long-term supply contracts if agreed with the school in advance.

Keep in mind that independent and overseas schools may advertise at any stage throughout the year.

Where to find out about teaching jobs in independent schools

Vacancies in independent schools are advertised in similar places to other teaching posts. You can also find useful information about independent schools in your area from the Independent Schools Council (ISC) and The Independent Association of Prep Schools (IAPS) .

Where to find out about jobs for early years teachers

Early years teachers with early years teacher status (EYTS) may be employed by:

• Private, voluntary and independent nurseries.
• Children’s centres.
• Free schools, academies and independent schools delivering the early years foundation stage.
• State funded nurseries or primary schools’ reception classes – working alongside staff with qualified teacher status.

Vacancies for early years teachers can be found at:

• Nursery World jobs
• daynurseries.co.uk

Recruitment agencies specialising in the education sector, such as Hays Education and Randstad Education , may also have suitable vacancies, offering part-time, full-time, temporary and permanent contracts.

Where to find out about teaching jobs within further education

Further education vacancies can be found at:

• college.jobs.ac.uk

Find out more about teaching in Scotland , teaching in Wales and teaching in Northern Ireland .

Written by Vinny Potter, St Marys University, Twickenham, July 2023

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