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| Get Into Teaching | |
|---|---|
| Name | Get Into Teaching |
| Type | Recruitment and information service |
| Established | 2010s |
| Country | United Kingdom |
| Parent | Department for Education |
Get Into Teaching is a United Kingdom recruitment and information service aimed at attracting, advising and guiding prospective teachers toward qualified teacher status and classroom careers. It provides pathways, application guidance, and resources linking candidates to training providers, schools and regulatory frameworks across England, Wales, Scotland and Northern Ireland. The service interfaces with national institutions, teacher training programmes and inspection regimes to align recruitment with standards, workforce planning and policy priorities.
Get Into Teaching operates as an outreach and signposting platform administered by the Department for Education in coordination with agencies such as Ofsted, Education and Skills Funding Agency, Teach First, National College for Teaching and Leadership, UCAS Teacher Training and local authority recruitment teams. It draws on statutory frameworks including the School Teachers' Pay and Conditions Document and interacts with awarding bodies such as Pearson and AQA for qualification recognition. The service connects prospective entrants to providers accredited by regulatory authorities like the Teaching Regulation Agency and the General Teaching Council for Scotland, and aligns routes with inspection regimes including Ofsted inspection cycles.
Entry routes promoted include postgraduate routes such as PGCE programmes validated by universities like University of Oxford, University of Cambridge, University College London and University of Manchester, and employment-based routes run by organisations such as Teach First and local multi-academy trusts including Ark Schools and United Learning. Undergraduate options through providers like University of Birmingham and University of Leeds are signposted alongside school-led routes such as School-Centred Initial Teacher Training and apprenticeship pathways tied to standards set by bodies including the Institute for Apprenticeships and Technical Education. The service details academic entry requirements referencing qualifications like A-levels, GCSEs, and degree classifications from institutions such as Imperial College London, King's College London and Goldsmiths, University of London.
Prospective candidates are guided through application systems including UCAS for initial teacher training and bespoke application portals used by trusts such as Eton College and chains like Academies Enterprise Trust. Training programmes highlighted range from research-informed university modules at London Institute of Education to school-based mentoring models used by The Harris Federation and international exchange options liaising with organisations such as the British Council and European Schoolnet. Assessment elements covered include literacy and numeracy skills tests analogous to those operated historically by the QTS Skills Tests, formal interviews, and enhanced DBS checks administered with reference to procedures from Disclosure and Barring Service and safeguarding guidance from NSPCC and Childline.
The service references professional standards such as the Teachers' Standards and continuing professional development frameworks influenced by research from institutions including the Education Endowment Foundation, Institute of Education and National Foundation for Educational Research. Professional development pathways include induction years supported by programmes like Early Career Framework, mentoring schemes deployed by trusts such as Northern Education Trust, leadership development through organisations like the National Professional Qualification for Headship and accredited courses from universities including University of Warwick and University of Exeter.
Guidance covers financial incentives, bursaries and scholarships tied to subject shortages and specialisms such as physics, mathematics and languages, with schemes administered by the Department for Education and delivered via providers including Royal Society partnerships and subject associations like the Royal Society of Chemistry and Mathematical Association. Salary frameworks cite circulars and pay scales derived from the School Teachers' Pay and Conditions Document and employer structures spanning maintained schools, academies and independent schools such as The Independent Schools Council. Working conditions, workload initiatives and wellbeing provisions are discussed with reference to unions and representative bodies like the National Education Union, Association of School and College Leaders and NASUWT.
Published workforce statistics, recruitment targets and attainment data from sources like the Department for Education, Ofsted reports and research by the Education Policy Institute inform evaluations of recruitment success and retention. Outcomes discussed include supply in subjects such as chemistry, biology and computing; regional variations affecting counties like Greater London, West Midlands and North Yorkshire; and longitudinal analyses by research centres including UCL Institute of Education and think tanks like the Resolution Foundation. Links to international comparisons invoke studies referencing organisations such as OECD and programmes like PISA.
Critiques focus on issues including teacher shortages in subjects and regions highlighted by bodies such as the Public Accounts Committee and concerns raised by unions like the British Educational Suppliers Association and NASUWT about workload, pay and retention. Debates have arisen over the efficacy of school-led recruitment versus university-led provision, the impact of rapid expansion of academy chains such as Schools Partnership Trust on quality assurance, and the role of high-profile fast-track programmes like Teach First in workforce composition. Scrutiny has also touched on transparency of data reporting to Parliament, inspection coverage by Ofsted, and the balance between incentives and systemic reforms recommended by research from the Institute for Fiscal Studies and National Audit Office.