About us ITT Providers Providers area Homepage
Routes into teaching
News and events at PATH
Case studies
PATH Resources
links to related sites
Contacting PATH
Case Studies

Case studies

Vanetta graduated with a BSc in Biological Science and then trained as a teacher under the Graduate Teacher Programme. She is now an Assistant Head Teacher.

Originally, I wanted a career in science. I did not consider teaching until I was at university. My mother was a nursery nurse, and I spent many summers working with children and young people. However, when choosing a career, teaching seemed to be out of the question. In the African-Caribbean community, my experience is that teaching is not considered to be role taken by choice, although teachers are highly respected. It is seen as a difficult and stressful profession, without much reward, and was never discussed as an option when I was growing up.

I studied science at university, but following my degree I was uncertain whether to undertake it as a profession. I found that laboratory work could be quite isolating, and I wanted more variety in terms of working experiences. I had previously volunteered with young people in my local community, and really enjoyed the interaction with them, but teaching now seemed to be out of the question as I could not financially afford another year at University. I think that, after paying for their degree, the additional costs of a PGCE year often deters potential trainees, especially if, like me, they come from poorer inner city backgrounds.

At this time my local secondary school advertised for a science graduate to join the department and to train to become a teacher. I had not heard of the Graduate Teacher Programme before, but it sounded perfect for me. I had the opportunity to work with young people from the same inner-city background as me, train as a teacher, and earn a wage at the same time. I have never looked back.

Since completing my training, I have worked as the head of the Ethnic Minority Achievement department, in an inner city school, where I specialised in educating bilingual students. I then progressed to Associate Assistant Head Teacher, and am currently an Assistant Head Teacher.

Fatoum graduated with a PGCE in Primary Teaching (Early Years). With guidance and support, Fatoum successfully progress from an LSA qualification to QTS.

I came to this country in August 1998. I went to a further education college to improve my English for a period of 2 years. I gained a Level 3 English Certificate (First Certificate in English) and an Information Technology Certificate (CLAIT).

As I had been a primary school teacher in Djibouti for 12 years and wanted to carry on this career. I took a Teaching Assistant Course and found a job with Ethnic Minority Acheivement Service (EMAS). While working in schools, I did an HLTA (High Level Teaching Assistant Status) course which enabled me to take a Foundation Degree at UWE. I took me 2 years to have my Foundation Degree and then I was told that I could progress to gain a full honours degree if I undertook extra modules (some of which were funded by PATH). I successfully completed my course, I realised that with my degree I could do a GTP (Graduated Teacher Programme) but needed GCSEs in mathematics, English and Sciences. It was like playing a jigsaw puzzle.

I received support from PATH into Teaching to do my GCSE tests; and with support from my tutors, I decided to do a PGCE in Primary Teaching (Early Years). I am now proud to say that I gained a 2.1 and have Qualified Teacher Status.
  PATH into Teaching South West, University of the West of the England, Coldharbour Lane, BS16 1QY, UK.