Securing the right teaching position early in your career plays a crucial role in how you come to view the profession and how long you decide to stay in it. A school where you feel happy, nurtured and developed can inspire a love of teaching that will last for the next 40 years. Find yourself in the wrong school, however, and you could be left feeling confused, demoralised and frustrated. It could even cause you to question whether teaching is the right career for you. 

So as you venture into the job hunt, be self-aware and take the time and effort to plan your campaign to find a suitable school with precision. 

Decide what you want

One of the main benefits of early-career job hunting is that you may have more flexibility about where you can work and live, although this may not apply to everyone. For example, the year I qualified, my partner was -accepted on to a degree course at the University of Plymouth, 300 miles away from Manchester, where we were living. This meant that my search area was limited to a city that I hadn’t even visited.

Whatever your situation, whether you can move to anywhere in the country or are content to stay in one small area, it’s vital to take time to draw up a list of your needs (and wants) before starting to look at advertisements and websites.

Knowing the type of school you want to work in is really important. There is no point moving to a leafy suburb if you have a burning desire to work with disadvantaged pupils in inner cities, or vice versa. Being in the wrong school can make you really unhappy and have an impact on teaching and learning. Taking a job anywhere, and in any context, is not worth the detrimental effects on your health and well-being. As you start to look, be selective; spend time thinking about the types of pupils you engage best with, what skills you already have and those that you want to develop.

Be confident in your skills

Schools with ever-tightening budgets view newly qualified teachers as a highly desirable option from a financial perspective. NQTs also bring a host of new ideas and up-to-date knowledge of pedagogy and practice, making them welcome additions to teams. Use this to your advantage and definitely don’t be put off from applying for jobs by thinking that you can’t possibly have much to offer a school. Anyone who is energetic, has good interpersonal skills and shows that they really like children and young people will shine. 

Assess the schools

The job section of TES in the Easter and summer terms can be bursting at the seams with hundreds of vacancies. Scan the adverts with discerning eyes. This will be your first insight into a school’s ethos and values. 

Does the school want nurturing teachers or strong disciplinarians? How do they talk about their ambition for their pupils? Do they emphasise a willingness to join a strong team? Question how the advert is written and how it makes you feel when you read it. 

An Ofsted report can provide you with further information. The written report, especially the areas for improvement, can be useful. However, if the school you plan to apply to is currently graded 3 or 4, be very clear that you will be working in a high-pressure environment with lots of internal and external monitoring, and this should be taken into consideration as part of your decision-making process.  

Be realistic

Schools are focused on progress not only for pupils but for their staff. If you are a bit further on in your career  - say, your second or third year of teaching - and looking for a job, be mindful of the types of roles you are applying for. Sideways moves can ring alarm bells for shortlisting panels, while applying for a post that should be behind you could raise a few questions from prospective employers. 

Always make sure you include any special circumstances in your covering letter; the school will appreciate your honesty. 

Look for positions in which you can develop your skills - those with small amounts of responsibility; coordinating student voice, extracurricular activities or a particular aspect of teaching and learning, such as a phonics group. 

Be measured in your choices: don’t think that you’re the finished article. I have seen people who are promoted too soon and have sometimes struggled to manage it all. The thing that can suffer most is classroom practice as your attention is diverted elsewhere. The result may be that the pupils you teach suffer and you end up feeling frazzled and disenchanted with your whole career. 

See it first-hand

Take any opportunity to visit the school or speak to the headteacher or another senior leader before you apply. It creates a fantastic impression and sets you apart from the rest of the field. You will appear enthusiastic and interested in the post. Put your “interview head” on during any interactions that you have with the school. First impressions last, and a well-researched and professional person will stay long in the hearts and minds of prospective employers.

Now you’re ready

When you have examined your needs and wants, carried out your research into the school and identified your skills and strengths, you will find yourself ready to apply for the post, confident in the knowledge that this is the most appropriate career move for you. As a result you will be giving yourself the best possible chance of turning a simple job search into new job success. 

Ruth Golding is head of school at Tor Bridge High, Plymouth