f you’d asked me a few years ago whether I saw myself becoming a teacher, I honestly would have said no.
Before starting my teacher training with JTSCITT, I worked as a Distribution Supervisor. My job involved tracking and managing inventory, customer orders, and deliveries. There were definitely parts of the role that I enjoyed. I liked the satisfaction of getting through a large number of orders and hearing positive feedback from customers about their experience. There’s something rewarding about knowing you’ve done your job well and helped things run smoothly.
But over time, I realised something was missing.
A lot of my communication happened through emails, and there wasn’t much opportunity to interact face to face with new people every day. While I was studying with The Open University alongside work, I started thinking more seriously about what I wanted from a career long term. I realised I wanted to build relationships in a more meaningful way and have a greater sense of purpose in the work I was doing.
That’s what first drew me towards education.
The idea of supporting young people while also sharing my own passions really appealed to me, and teaching started to feel like the perfect combination of those things.
What really cemented the decision for me was the interview experience with JTSCITT. I got the chance to experience teaching young people in a supportive and welcoming environment, and what stood out straight away was that nobody expected you to be a perfect teacher from day one.
That was reassuring because, naturally, I had concerns.
Public speaking was a big one for me. Behaviour management worried me too, and I was also concerned about my subject knowledge because I hadn’t formally studied the subject I was going to teach for quite a while.
I think one of my biggest doubts was feeling like I hadn’t taken the “traditional” route into teaching. When I was younger, school wasn’t somewhere I imagined building a career. In fact, I wanted to leave as soon as possible. Because of that, I think I had convinced myself that an academic profession probably wasn’t for me.
What surprised me most was that the things I thought would hold me back actually became strengths in the classroom.
The skills I developed in my previous career, organisation, time management, professionalism, work ethic, and dealing with concerns or conflicts calmly, have all transferred directly into teaching. Having experience outside education has given me a different perspective, and that’s something I value now.
I’ve realised there isn’t one “right” route into teaching, and coming from a different career background can actually be a real advantage.
The most rewarding part of teaching, without question, is seeing real progress in students.
There’s something incredible about introducing a topic or skill that students have never encountered before, then later marking assessments and seeing them achieve full marks.
Those moments really stay with you because you think: they know how to do this because of me.
That feeling of impact is difficult to describe unless you experience it yourself.
If I could give advice to anyone thinking about changing careers into teaching, it would simply be this: try it.
You genuinely have nothing to lose. If it’s not for you, that’s absolutely fine. But if it is, you may discover a profession that is endlessly rewarding and gives you a unique sense of purpose that no other job can really provide.
Ready to take the next step? Apply now and start your journey towards becoming the teacher you’re meant to be.
This blog explores John Taylor SCITT’s commitment to inclusion through its Inclusive Pathway, designed to support trainee teachers from all backgrounds. It outlines how tailored support, barrier-free access and strong partnerships help ensure every trainee feels valued, belongs, and is equipped to succeed in achieving QTS and beyond.
This blog explains how The John Taylor SCITT assesses trainee teachers through a structured, year-long process that combines regular feedback, evidence-based evaluation and expert support. It highlights how trainees develop over time, how progress is measured against the Teachers’ Standards, and how rigorous quality assurance ensures every trainee is fully prepared for Qualified Teacher Status.
As your training year draws to a close, your final placement is a valuable opportunity to consolidate your skills and step confidently into the classroom. In this blog, JTSCITT staff share practical advice on staying motivated, seeking feedback, and making the most of your last term as you prepare for your teaching career.
Moving from a first to a second teaching placement can be both exciting and challenging. This reflection explores the adjustments, learning curves, and growing confidence that come with experiencing a new school environment during initial teacher training.
