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How to Apply for Teacher Training: A Clear Step-by-Step Guide
Thinking about becoming a teacher? Our simple guide breaks down the teacher training application process, so you know what to expect at every stage.
The start of a new year often sparks reflection, and for many experienced professionals, it raises questions about purpose and fulfilment. This blog explores why career changers like Simon and Dem chose to retrain as teachers with JTSCITT, how their previous careers strengthened their teaching practice, and why teaching has proven to be a rewarding and life-changing move later in life.
The start of a new year is often a moment to pause and reflect. For many professionals, particularly those who have spent years building successful careers, it can prompt a deeper question: is this still fulfilling? For Simon and Dem, that reflection led them to make a bold but rewarding decision – to change career and train as teachers.
Before deciding to train, Simon had worked for an international telecoms operator, in Marketing and Strategy roles for 25 years. In 2022, he left the company as the role would have required him to spend too much time working overseas. He then spent several years working as an independent consultant while also supporting his family’s healthcare business in Ireland. Dem’s experience followed a similarly established path. “Before making the leap into teacher training, I was an Engineer and later Manager, working in the UK and overseas,” he explains. “I had a very enjoyable career, but felt that after 25 years, things were becoming a bit stale. I had found myself ‘working for the weekends’.”
Although both had extensive professional experience, neither arrived at teaching lightly. Simon explains that after spending so long in one industry, he wanted to try something completely different, but it took time to settle on teaching as the right choice. The turning point came during the Covid lockdowns, when he coached his son and niece through their GCSEs. “This helped me to see how rewarding a role in teaching could be,” he reflects.
For Dem, the motivation was rooted in purpose and contribution. “I had noticed some adverts and newspaper articles saying that there is a shortage of Science and Maths teachers, so I felt that going into teaching was a way of ‘giving something back’.” For both, teaching offered something their previous careers increasingly lacked – a sense of meaning, impact and personal fulfilment.
Once the decision to teach had been made, choosing the right training provider was essential. Simon initially approached JTSCITT because it was his closest provider, but was “impressed immediately with both Mike the programme lead for Secondary Schools and Debbie who provided the specific support for Science Teachers.” He was particularly drawn to the structure of the course, explaining that he “liked the training route used by the SCITT with a significant period of critical training before starting my first school placement, and a gradual approach rather than being thrown in at the deep end.”
Dem’s route to JTSCITT came after careful research. “I researched training options very carefully, and kept coming top the same conclusion – the JTSCITT seemed to be ‘on point’,” he says. “Their communications and online presence was very clear and purposeful.” Speaking to ECTs who had trained elsewhere only reinforced his confidence: “The JT SCITT was professional, supportive and thorough. I could not feel more confident that I trained with the best!”
For many career changers, one of the biggest concerns is whether they will fit in -especially if they are entering teaching later in life. Simon recalls being reassured early on that this was not an issue. “JTSCITT reassured me that many of their trainees had followed a similar path as a career changer, and that I wasn’t too old to be starting a new career in teaching.” He also valued the way the programme was structured, noting that “each step was a challenge, but not too big a step.”
Dem felt this sense of belonging immediately. “Changing career is incredibly daunting – but the first thing you notice on day one of training at the SCITT is just how diverse your fellow-trainees are. Almost everyone there has taken the same leap into the unknown.” Rather than being a disadvantage, he found that experience and maturity were strengths. “Being a bit older and more ‘comfortable in your own skin’ is an advantage.”
Both Simon and Dem found that their previous careers translated naturally into teaching. Simon explains that his experience helped in many ways, from “working collaboratively with colleagues” to developing the “organisation skills that are so critical in teaching with multiple tasks needing to be completed at the same time.” He also highlights his ability “to break down and explain complex tasks”, adding that “my experience in raising two children has also helped in building relationships with pupils.”
Dem echoes this view, explaining that while the pace of training is intense, “what shines through, at the core of your lessons, is you – your personality, and your experiences.” He adds that “being able to relate lessons to life experiences is the key to engaging students in your subject.”
The rigour of the JTSCITT programme is something both speak about positively. “I am glad that the JT SCITT was so rigorous – the first day in your own classroom, your training kicks-in,” Dem explains. Simon also felt well prepared moving into his first teaching role, particularly as he returned to a familiar school. “I felt well prepared going into my first teaching role, as I was going to The De Ferrers Academy, where I had undertaken my first and third placement during my training year.”
He already felt part of the Science Faculty and had built relationships with pupils, describing the school as “a great place to learn the skills of teaching with outstanding support from my Teaching Mentor, the whole Science Faculty, and leadership team.” He also highlights the additional support provided through the Affinity Learning Partnership.
Now employed within the Affinity Learning Partnership, both describe high levels of fulfilment in their roles. Simon reflects, “My experience so far at The De Ferrers Academy has been great, as I have been able to take full control over the classes to steer the direction of the learning, and build stronger relationships with the pupils.” Somewhat unexpectedly, he has also “enjoyed becoming a form tutor, and found the pastoral aspects of the role to be very rewarding.”
Dem contrasts teaching with his previous career in stark terms. “Unfortunately, in a lot of careers you are just working to increase the share value of a faceless corporation; everything is driven by the bottom-line.” In teaching, he explains, “you can see the fruits of your labour in real-time right in front of you. The pupils grow, and become independent people in front of your eyes. It is a privilege.”
When asked what advice they would give to others considering a career change into teaching, both are clear. Simon says, “Go for it! While it’s undoubtedly hard work, it’s incredibly rewarding and a great way to use the skills that you have developed during your career to make a significant difference to the lives of pupils that you teach.” Dem agrees wholeheartedly: “I would say go for it! I wish I had made this move 10 years ago!”
For those considering a new year, new career, Simon and Dem’s experiences show that teaching offers challenge, purpose and lasting fulfilment. With the support, structure and rigour of JTSCITT, a career change into teaching is not only possible- it can be truly life-changing.
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