Teaching and Learning

What made you want to become a FE teacher?

The opportunity to try and make a difference in my local community.

Have you always been an FE teacher or have you worked in different roles? If so, what roles and sectors have you previously worked in? And how has that helped you as a FE teacher?

No, I started off in the construction industry at 15 years old. I started labouring for friend’s dad. I then got an apprenticeship in bricklaying and went to Canterbury College. I think it helps that I can relate to the student’s because I have a similar background to them. I have worked in industry so know the demands and expectations that it requires.

How has your experience in other job roles helped you deliver FE teaching?

Whilst I was on site, I would help train the apprentices or new starters. This has helped me teach, as you need to show good patience when things take longer to learn for some people.

What are some of the highlights/most rewarding elements of being a FE teacher?

I especially find it rewarding when they complete a task, and they are genuinely happy with how it turned out. Whether that be a small wall they have been working on or an exam or when they have passed one of their practical assignments. My biggest highlight though is when they gain employment in their chosen trade.

What would you say to anyone else considering it?

The College is very supportive. It gives a better than most work/life balance and seems to be improving this every year.

What was your route into working within Education and have you always wanted to work within Education?

My route into working within education began after gaining short industry experience in engineering. While I initially focused on my technical career, I developed a passion for sharing knowledge and mentoring colleagues. This inspired me to transition into teaching, where I could combine my expertise with a desire to educate the next generation of engineers. Although I hadn’t always envisioned a career in education, the satisfaction of helping students grow and succeed solidified my decision to pursue this path.

How/ why did you originally apply to work with EKC Group?

I originally applied to work with EKC Group because of its strong reputation for innovation and excellence in education. I was particularly drawn to the organisation's commitment to fostering student success and its focus on delivering industry-relevant training, which aligns with my passion for bridging the gap between engineering theory and practical application. The opportunity to work in an environment that values continuous improvement and professional development also appealed to me, as it provides the perfect platform to grow as an educator and contribute meaningfully to the learning experience.

Have you had any other roles within the organisation?

No but I am engaged with multiple roles within the organisation. I am doing Electronics Engineering Tutor role, where I focused on delivering high-quality teaching and engaging students in practical applications with the support and learning learnt from teacher’s academy. I am gaining experience with proper demonstration of the strong leadership skills under the role of Programme Director.

This drives my desire to take on more responsibility, shape the curriculum, and have a broader impact on the department's strategic direction. Each step in my progression has been motivated by a commitment to improving educational outcomes and contributing to the continuous development of both students and staff.

Have you completed any training to help you complete your role(s)? If so, how have you found it?

Yes, I have completed several training programs to support my role, including teacher training and leadership development courses. The teacher training (LST Apprenticeship) was instrumental in transitioning from industry to education, equipping me with essential pedagogical skills and techniques for effective classroom management and student engagement.

I also pursued leadership CPD programmes to strengthen my abilities as a Programme Director. These trainings have been invaluable, providing practical tools and strategies that have enhanced my teaching methods, improved my leadership capabilities, and allowed me to better support both students and colleagues.

What do you enjoy most about working within the Group / your Business Unit?

What I enjoy most about working within the Group is the collaborative and supportive environment. The focus on innovation and continuous improvement within my Business Unit fosters creativity and encourages me to bring new ideas into the classroom. I also value the opportunity to work closely with students, helping them grow both academically and professionally.

Being part of a team that is dedicated to student success and seeing firsthand the positive impact our efforts have on their development is incredibly rewarding. The strong sense of community and shared mission makes the work fulfilling and motivating.

Do you have any career highlights or stand out moments from your time with the Group?

One of my career highlights with the Group is successfully leading a cross-departmental project that integrated advanced robotics technology with engineering background to the computing curriculum. This initiative not only enhanced the practical learning experience for students but also increased collaboration among faculty, aligning our program with industry standards.

Another standout moment was receiving recognition for student achievement, where several of my students joins different high level of courses and apprenticeship in engineering domain, showcasing the effectiveness of our teaching approach. These moments underscore the impact of innovation and dedication in shaping both student success and the department's growth.

What do you think are some of the most important qualities needed for your role?

In my role as a Programme Director in engineering, several key qualities are essential. The first and essential one, strong leadership is crucial for guiding both students and faculty, ensuring the department runs smoothly and aligns with institutional goals. Effective communication is equally important, as it helps to clearly convey technical concepts to students, collaborate with colleagues, and interact with industry partners.

Additionally, adaptability is vital to keep up with evolving technologies and educational methodologies. A commitment to continuous learning ensures that I stay updated with the latest advancements in both engineering and pedagogy. Obviously, a genuine passion for education is key, as it drives student engagement and fosters a positive, supportive learning environment.

What would you say to anyone else considering applying for the Group?

I would highly encourage anyone considering applying to the Group to take the opportunity. The Group offers a dynamic and supportive environment that values innovation, professional development, and collaboration. Whether you're passionate about teaching, research, or leadership, there are ample opportunities for growth and the chance to make a real impact on students' lives.

The commitment to high standards in education and the focus on practical, industry-relevant skills make it an ideal place for educators who want to stay at the forefront of their field. It's a rewarding place to develop your career while contributing meaningfully to the future of education.

What made you want to become a Lecturer in Further Education?

I wanted a change of career and new challenge. Being a Firearms Instructor in the Police for 19 years I had been exposed to teaching and really enjoyed it and found it rewarding, so when I thought of a change of career, teaching was the natural step.

How has your experience in other job roles helped you in your teaching?

My experience as a Police Officer has been extremely helpful teaching in Further Education. Not only because I have a wealth of experience of the units and content I teach, but it has also helped with the confidence of being able to speak in front of a group. I have also been able to use by experience with safeguarding and welfare.

What are some of the most rewarding elements of your role?

The most rewarding elements of Further Education for me is seeing the journey and development students go through during the courses as well as see them apply for and be successful in their applications for their chosen career.

Once you’d made your decision to apply for a Lecturer role, how easy was it?

It was relatively easy. There was an application process consisting of an application form, microteach and interview.

What do you think are some of the most important qualities in a Lecturer?

The ability to communicate and problem solve.

What would you say to anyone else considering it?

Teaching in Further Education is not an easy task, however, it is extremely enjoyable and the most rewarding thing to do. It is fulfilling to see students improve, develop and thrive during the academic year.

Have you always wanted to work within Education?

Having worked in an Early Years background, I always thought that teaching in a primary school might be for me, but I never considered College at all. It was a complete surprise to me that I could teach here. I came across the advert for Early Years Lecturer and I thought it seemed interesting, so I applied, and I’ve ended up where I am today.

Why did you originally apply to work with EKC Group?

I went to College myself and had an Early Years teacher while I was there, but I didn’t realise you could go into education and just teach one subject area. The idea of teaching Maths and English terrified me a bit which is why I had always kind of held back before. Reading into the role it seemed really interesting and suited my skills. I think it was more the role overall that enticed me to work within the Group as it was a great opportunity.

Have you completed any training to help you complete your roles?

I joined the Teaching Academy when I started and did the Level 5 qualification to get me qualified as a teacher. I started here in the August and then the second week of September I enrolled onto the programme and had my induction lesson, which was very quick. I had industry knowledge, qualifications and relevant skills from working within Early Years settings, so I could teach the course. I just didn’t have the teaching qualification that was required. The principal was very supportive and was very excited about me joining the team. They gave me so much support and helped me throughout as they really wanted me to become a great teacher.

What do you enjoy most about working within the Group?

I love working in EKC Sheppey College as there’s a real sense of community here. It’s such a small College that we all know each other across every department. Everyone gets on very well and everyone is welcome to work together in as many ways as we can.

Do you have any career highlights or stand out moments from your time with the Group?

My first year of teaching is definitely up there as a stand out achievement for me. I’m going into my third year of teaching now and if you were to compare how I am now, with that first year I’ve changed so much in a short space of time. I’ve got used to how the College works, the ways in which I teach, how I teach and what works for my students to give them the best results. I’ve learnt how to become adaptable and able to help in any situation. Education is always changing with something going on, which is a new exciting challenge.

What do you think are some of the most important qualities needed for your role?

You have to be calm and patient, especially with teaching Early Years. Teenagers come with their own challenges, so you have to be understanding. I have to remember what I was going through at their age, how I felt and how my teachers helped me. It’s about just being there for them when they need support. They don’t all necessarily have someone all the time who will stop and listen, so you need to be that person who says ‘let's stop and sort out this problem, let’s have a chat for 5 minutes to work things out’.

What would you say to anyone else considering applying for the Group?

Working in education is definitely challenge but it pays off. Seeing your students learn and qualify, as well as passing their English and Maths even partway during the year is such an achievement for them. I feel like I'm part of their story, like a side character in their journey, and it’s so nice to see the joy that they have from achieving these things and that your hard work has been worth it. It’s a very rewarding career that you won’t regret.

What was your route into working within Education? - Have you always wanted to work within Education?

When I was a little girl, I wanted to be a primary school teacher, and this dream continued until I completed a placement in a nursery setting as a teenager. I caught a horrible cold from one of the children and it completely put me off the idea. Later after developing my experiences of working with vulnerable young people, was my interest in teaching rekindled but for an older age group. When a role was advertised for a FE health and social care lecturer, I was working in a residential home for young people and had been educationally supporting residents who had not yet been placed in an appropriate school provision. I was enjoying organising educational input and activities for them, so thought I would enjoy teaching their age group in a more structured environment.

I first started in the health and social care sector as a residential childcare officer working nights in a residential school for autistic young people, this gave me an understanding of different needs and experience of de-escalating potentially challenging behaviours. I then went on to work as a health care assistant in a cottage hospital, this helped build up my medical and health setting knowledge which I regularly use with my students now.

I decided I wanted to further use my degree in psychology and returned to university to study for a Master’s in social work. Within in this, I took part in two placements: one in a secondary treatment centre for drug and alcohol treatment; and an adoption and fostering team. Both of which gave me a great understanding of some of the home situations and backgrounds which my students may have experienced or be experiencing. In my last placement I was able to deliver training for prospective adoptive parents and foster carers, which really developed my confidence in being able to plan and present to larger groups.

Once qualified I started a position as a supervising social worker in a private fostering agency, but I felt I was not given the support I needed to be an effective newly qualified social worker so left after around 6 months. Whilst looking for a job that suited my knowledge and experience, I worked as a team leader in residential homes for young people. Working with adolescents and building relationships with them really solidified for me that this was the age range I worked well with and made me think about teaching in FE. The skills I used in positive behaviour management and building effective working relationships are skills I use every day in teaching.

How/why did you originally apply to work with EKC Group?

I found the application was fairly straight forward – with my social work background I was able to answer the safeguarding and equality questions with ease. I was apprehensive about performing a micro-teach, as I had no experience of teaching formal lessons and wasn’t sure what I should include in my lesson plan. I was given a choice of topics to present and picked one I was quite confident in discussing (health inequalities) and planned the short session trying to remember and use what I enjoyed in my lessons from school. On the day, I ended up delivering to three members of staff instead of a group of students, I’m still unsure whether this was better or worse!

I had to think on my feet to reassemble my lesson plan to suit a much smaller group of more knowledgeable participants, which I suppose gave me a good insight on how flexible you need to be when teaching. I don’t remember much about the interview, other than trying to highlight how transferable my health and social care skills were to teaching and relating lots of answers back to when I had planned and delivered training.

Have you had any other roles within the organisation?

I have a dual role at EKC Group, where I split part-time hours between teaching health and social care with a teaching, learning and assessment innovator role. In this role I coach and mentor lecturing staff who are new to teaching, new to the college or who have been identified as requiring some extra support.

I also plan and deliver professional development training sessions and resources, along with working on educational improvement and development projects. I balance these two part-time roles with looking after my three-year-old daughter, and the ability to work flexibly around teaching hours has been really beneficial.

How has your experience in other job roles helped you deliver FE teaching?

The basic skills from health and social care sector careers are so transferable to FE teaching:

• Communication skills and being able to build positive relationships,
• Being able to breakdown complex information so others can easily understand it
• Understanding and accommodating the needs and experiences of others
• Organisational skills and working to deadlines

Do you have any career highlights or stand out moments from your time with the Group?

I find the most rewarding moments of being an FE teacher are when I am helping students identify the progress they have made over their course. This looks different for each student, but many students start the year having had no so great experiences of education at school for whatever reason. They may need to ‘learn to learn’ over their time with us and really need support and encouragement to engage with education. But the progress they can make is astounding, and not necessarily academically but socially and emotionally too. It’s not always a direct or obvious journey to progress, and it can be so frustrating at times, but to know you had some influence on positive outcomes for your students is absolutely priceless.

An example of this is when students have told me about job interviews they have been to, and the interviewers have been impressed when they were able to talk about providing person centred care; because they remembered that’s what we had looked at in their lessons. Or when students start the year unable to speak in front of others in class but are scaffolded over the year to be able to confidently deliver a presentation to the class.

What do you think are some of the most important qualities needed for your role?

Being flexible and able to ‘think on your feet’ when plans change or things don’t work, but this is something that can be built upon over time and experience. Using creativity to problem solve when challenges arise. Being able to build good working relationships with young people, to meet them where they are now and connect with them on their level.

What would you say to anyone else considering applying for the Group?

Go for it! We accumulate so much knowledge and experience practicing in health and social care and we do so much almost automatically that sometimes we can underestimate how much we have to offer to aspiring practitioners. There is no better way to learn about health and social care, than from someone who has been there and done it; students often love hearing about little industry anecdotes and stories (of course anonymised to maintain confidentiality).

Transitioning from one sector to another can be quite daunting, but there is so much overlap between health and social care and education that once you get started you realise your skills have really set you up to handle most FE situations.

Is there anything else you would like to add?

I have experience in a variety of different settings and roles, meaning that a range of health and social care professionals may relate to my story; rather than if I had only experienced one health and social care role and would only be relatable to those in the same career or setting.

I think it’s also important to hear about the progression opportunities from industry into teaching and beyond. I’m very proud of the work I do as a teaching, learning and assessment innovator; supporting different departments and individual teachers to either improve the quality of education or to settle into the role of a new teacher.

What was your route into working within Education?

My journey within the Group began at EKC Broadstairs College, where I studied Computing. I had a fantastic time there, not just because of the excellent education but also the vibrant social life, support and the independence I gained. After completing my studies at Broadstairs, I progressed onto University, studying Computing at the University of Greenwich.

Reflecting on my time at EKC Broadstairs College, it’s clear that the education and experiences I gained there were instrumental in shaping my career. The college provided me with a strong foundation in Computing, as well as the confidence and independence needed to succeed both academically and professionally.

How did you originally apply to work with EKC Group?

After completing university, I began work as a visiting tutor at the University of Greenwich. When I had the opportunity to return to EKC Group as a supply lecturer, I couldn’t turn it down. This role allows me to apply my knowledge and experience while contributing to the same community that nurtured my own growth.

What do you enjoy most about working within the Group?

Being back at EKC Group, I’m excited to help current students achieve their goals, just as I was helped during my time at EKC Broadstairs College. It’s a rewarding experience to give back to the community and support the next generation of students in their academic journeys.

I appreciate all of the support my colleagues have given me as I’ve transitioned into this role.