Points to consider when applying for a role at The Williamson Trust
A career in education, whether teaching or non-teaching, is rewarding, varied and challenging. When applying for a
role within an academy whether it is at The Williamson Trust or another academy/school you may want to consider the
following:
1
What do you want from a new role?
Before you start looking for a new role think about what you want from that new role? What challenges are you
looking for? If you are changing career and considering a role in teaching why do you want to be a teacher? Do
you want to work in an Academy? Would you prefer to work in a local authority controlled school? Do you want
to work in a school that has recently become an academy? What geographical area do you want to work in?
What schools/academies are in that area? Have you read recent Ofsted reports? What do the reports tell you?
Do you have the skill set that this academy/school would benefit from? How can your chosen academy support
you in your career aspirations? These questions will allow you to consider what challenges you are looking for.
When undertaking this type of research it is particularly important not to make judgements based on others
perceptions. Whilst the questions will help you draw up a framework of aspirations but actually visiting the
academy will better inform your decision. All of the Head teachers within the Trust welcome informal visits to
discuss current vacancies and provide you with an opportunity to better inform you decision. There are a lot of
misconceptions about academies so do your research, visit academies, and don’t just take things at face value.
2
Completing Application Forms
If you have never worked in an education setting you will be used to creating your own CV and sending this to a
prospective employer. Academies and schools are unable to accept CVs as we have to comply with the
Keeping
Children
Safe
regulations
issued
by
the
Department
for
Education
(https://www.gov.uk/government/publications/keeping-children-safe-in-education) and for this reason you will be
asked to complete an application form.
Take time to look through the application form and gather the relevant information you will need to complete the
form. Recruiters will be looking for gaps in employment so make sure the dates you quote are accurate. The
information you provide needs to be relevant and explains to the recruiter why you are the right person for the
job. Remember this is your opportunity to “sell” yourself and explain why you should be offered an interview.
The Trust uses a competency framework for teaching staff and a copy of the key competencies it attached at
the end of this document. You can use the key competencies to start to think about the type of examples you
would provide on your application form.
There is a fine line between being honest about your abilities and being professional. If you state you left a
previous role because you didn’t like the Head teacher or your manager this may not come across well. Whilst
it is important to be honest, and this is one of the values which underpins the Trust, think about how you can
explain this situation in a more professional way.
3
The Application has been submitted – What next?
Academies have different recruitment processes so find out what happens to your application – after all you
have invested time to ensure it portrays you as a committed professional that the academy needs to see! If
there are a large number of applicants for a position it can take longer than expected to receive a response.
The Trust uses Capita Education to run a number of their recruitment processes as well as running our own
recruitment campaigns. You should contact the person you sent your application to. If you have not heard
anything within seven to ten days of the closing date then contact either Capita or the Academy directly. We
wouldn’t advise you ring the Head teacher and demand to know why you haven’t been contacted. Remember
to be polite and professional and assume that everyone you talk to is part of the selection process.
4
You have been offered an interview – what should you expect?
Simply be prepared for anything! For teaching posts you should expect to be observed teaching and for middle
leader roles you may also have to observe others. What you will need to do will be explained to you and you
should be provided with sufficient detail to allow you to prepare. Head teachers will be looking for more than
just the Ofsted criteria. They want to see confidence, presence and an ability to build relationships quickly,
subject knowledge and your ability to inspire and think on your feet. You may have prepared an outstanding
lesson but as you know what you plan and what happens in practice can be two different things! It is how you
react to this challenge and showcase your ability to cope and handle situations that are important.
For non-teaching posts you may be observed interacting with pupils for roles which are classroom based ie
teaching assistant, and again we are looking to see how you build relationships and cope with change.
Administrative/technical roles may involve some form of testing but this will be related to the role you will carry
out. There is nothing to be concerned or worried about we simply want to ensure we select the right person for
the role.
5
The Interview
Whatever type of practical activity you are asked to do there is no escaping from the dreaded interview! An
interview should be a two way conversation where the employer assesses your suitability for the role and you
assess the employer to find out if you really want to work here.
The Trust uses competency based interviewing for teaching and non-teaching staff. The key to answering
competency based questioning is to give examples. Take time prior to the interview to review the job
description, the teaching competencies, teaching standards and your responses to the application form
questions. Review the research you undertook to identify whether or not the academy is the right place for you
to work. Put yourself in the interviewers’ position what do you think you will be asked? This is your chance to
highlight your skills and talk about the impact you have had in certain situations.
If you research interview techniques may websites will refer to the STAR technique. First, explain the situation
and talk about the specific tasks you undertook, try to keep this section brief all you are doing is providing an
overview. The main part of your answer is talking about the action, what you actually did. The last part is to
discuss the result, here you outline the impact you had. The interviewers are looking for two key areas action
and impact if what you did had no impact on pupils then prepare another answer.
You may want to compile examples with key words and take them with you into the interview. If you need time
to consider your answer you will have the opportunity to do so. Refer to your notes. The interviewers are trying
to get to know you and assess your suitability for the role. Consider examples which build up a narrative of
yourself, which reflect on your career and relevant life history to date and how these experiences will make you
a great teacher/teaching assistant/finance assistant etc.
6
Ask Questions
Don’t be afraid to ask questions during the interview conversation as this will demonstrate your interest in the
role, academy and Trust. However, it is important to ask the right questions e.g. about the department, who will
be managing you, the panel’s vision for the role/academy/trust. Above all make sure you have researched the
academy, do you know what the latest Ofsted report said? What are the last published examination results?
What key achievements have you found on the website? Try not to respond to the question “what do you know
about the academy” with “I visited the website” or “I read the Ofsted report”. Providing detail will show you are
really interested.
Remember recruitment is a two-way process. The academy needs to be the right fit for you, just as much as
you need to be the right fit for them.
Competency Framework
The Trust uses a competency framework for teaching posts which sets out the required competencies for main pay
range, TLR/UPR and Leadership posts. This framework is used as part of the recruitment, appraisal and development
processes and is underpinned by the teaching standards. The framework consists of five dimensions:
1.
Facilitating Student Learning
2.
Assessment and Reporting
3.
Curriculum Design and Development
4.
Continued Professional Development
5.
Community Partnerships
Each dimension has a range of competencies which are then measured against performance indicators. The
Framework articulates professional knowledge, skills and attributes essential for all classroom teachers operating
across three broad phases of competency. The competencies are generic and may be applied to specific teaching
and learning contexts as defined by students, phases of schooling and learning areas.
The phases relate to the depth and breadth of teaching within the main pay range, TLR/UPR and leadership posts.
The attached table sets out the five dimensions and three phases together with the competencies required at each
level.
Dimension
1
Facilitating
Student
Learning
Main Scale Phase
TLR/UPR Phase
Leadership Phase
Competencies
Competencies
Competencies
Teacher
Professional
Standards

Undertake planning to support
student learning.

Fosters the development of
independence in student learning.

1, 2, 4, 5 and 7

Apply a professional knowledge
base to the design of learning
experiences

Provides learning experiences
that promote problem solving,
critical thinking, analysis and
creativity.
Identify and respond sensitively to
the learning needs of an individual
or group of students

Develop and implement an effective
programme to address the specific
learning needs of an individual or
group of students

Evaluation effective teaching
strategies used to address the
specific learning needs of an
individual or group of students

Facilitate independent and
collaborative learning.

Promotes student learning.

Caters for individual student
learning styles and needs

2
Assessing and
Reporting

Manage teaching and learning
processes
Monitor and assess student
learning outcomes to provide the
basis for on-going planning and
reporting.

Records student learning
outcomes.

Reports progress to parents and
others responsible for the care
of students.


Initiates appropriate and
purposeful opportunities for
students to work collaboratively
Integrates use of ICT to enhance
student learning

Gathers a range of evidence to
monitor student learning
outcomes.

Develop and apply fair and
inclusive practices in assessment
and reporting.

Records evidence of student
attainment of learning outcomes
to inform planning and reporting
processes

Develop and implement a range of
quality assessment methods and
strategies

Reporting student learning
outcomes
Reviews and evaluates assessment
methods and strategies

Participates in whole-school
monitoring, recording and
reporting activities
Able to make judgements on
student progress using a range of
evidence

Shares assessment methods,


6
Dimension
Main Scale Phase
TLR/UPR Phase
Leadership Phase
Competencies
Competencies
Competencies
Teacher
Professional
Standards
knowledge and experience with
colleagues
3
4
Curriculum
Design and
Development
Continuing
Professional
Development

Develops and applies an
understanding of the national
curriculum and teamwork

Contributes to curriculum
design, policy and programmes

Participates in tasks to support
the work of curriculum policy
and programmes

Reflect on professional
experiences.



Supports the development of
curriculum policy or procedures

Supports the implementation and
monitoring of curriculum policy or
other programmes


Provides relevant school
information to students, parents
and carers in the wider community.

Analyses the learning environment
informing the appropriateness and
development of curriculum policy.

Leads the development and
implementation of curriculum policy
and programmes in accordance
with the national curriculum and
Ofsted framework

Monitors and evaluates curriculum
policy and programmes
Supports the review of curriculum
policy or programmes


Initiate action to promote ongoing professional growth
Demonstrates a strong, on-going
commitment to professional
learning
Participates in professional
development processes and
models for others.


Explains own developing
approach to teaching and
learning
Supports the induction of
colleagues to the school
environment
Monitors and develops specific and
meaningful learning opportunities fit
for purpose.

Shares professional knowledge,
understanding and skills

Provides professional support to
colleagues
3
8
Dimension
5
Community
Partnership
Main Scale Phase
TLR/UPR Phase
Leadership Phase
Competencies
Competencies
Competencies

Builds and maintains learning
partnerships with students


Leads and motivates teams to
achieve the best outcomes.

Work co-operatively with
colleagues


Interact effectively with parents,
carers and the wider community
Shares experience and knowledge
of initiatives informing best
classroom practice

Empowers individuals and teams to
take responsibility for learning.
Buildings partnerships with
members of the wider school
community to support student
learning

Engage in team planning
processes

Contributes to team meetings

Supports the work of the team
Teacher
Professional
Standards
Personal and
Professional
Conduct
Read through the dimension and the relevant competencies associated with the phase for which you are applying ie
leadership post, TLR/UPR post or main pay range post. The Application Form has been designed to address each
dimension of the framework and you should consider the following when framing your answer.

Provide a specific example which demonstrates how you meet the competency for that associated phase.

Choose one competency against which to frame your answer.

Explain:

What was the situation

What did you do about it

What was the outcome?

What would you do differently?
Remember that we will use your answers to decide if you will be selected for the next stage in the process. Therefore,
you should consider your examples carefully.