Leadership

Keeping new teachers teaching

With the numbers of pupils in UK schools rising faster than the number of qualified teachers, retaining new talent and maximising their potential is a priority for all schools. Chris Wheatley believes it’s up to school leaders to create the conditions that prevent new teachers losing their early enthusiasm.

With nearly half of new teachers leaving the profession within five years, retaining new talent and maximising their potential is a priority for all schools. Chris Wheatley believes it’s up to school leaders to create the conditions that prevent new teachers losing their early enthusiasm.

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      string(325) "aspects will be included in the career championapproach for newly qualified teachers joining schools in the Inspiring Leaderspartnership.We can’t let NQTs sink or swim. New teachers take a lot of time and resources toteach and it is bizarre that the attrition rate is still so high. They need ..."
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his own school."
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      string(1347) "aspects will be included in the career championapproach for newly qualified teachers joining schools in the Inspiring Leaderspartnership.We can’t let NQTs sink or swim. New teachers take a lot of time and resources toteach and it is bizarre that the attrition rate is still so high. They need close, nurturingsupport as well as the space to learn, and it is up to us as school leaders to make thathappen.Paul Stone is headteacher of Kibworth CE Primary, Leicestershire. The schoolis lead school at Affinity Teaching School Alliance, and co-founder of InspiringLeaders.Knowledge trails1. Rising to the challenge – Some of Britain’s brightest young graduates are entering the classroomthrough the Teach First scheme – and some are already knocking on the door of leadership. JamesCroft meets Sugra Alibhai to find out more.library.teachingtimes.com/articles/teach-first-graduate-teachers2. A helping hand for NQTs – Newly qualified teachers are finding the support of their fellow staffinvaluable to help them through their first testing years in the job, research shows.library.teachingtimes.com/articles/a-helping-hand-for-nqtshttp://www.affinitytsa.co.uk/http://library.teachingtimes.com/articles/teach-first-graduate-teachershttp://library.teachingtimes.com/articles/a-helping-hand-for-nqts"
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Leadership

Keeping new teachers teaching

27 Jan 2015

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      string(332) "Nearly 50,000 teachers left the profession in 2015. And this year seems set to be no different, with record numbers of teachers seriously considering ending their careers. How can they be persuaded to stay? Stewart McCoy takes a look at two key areas of teacher retention: experienced teachers nearing ..."
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      string(393) "Nearly 50,000 teachers left the profession in 2015. And this year seems set to be no different, with record numbers of teachers seriously considering ending their careers. How can they be persuaded to stay? Stewart McCoy takes a look at two key areas of teacher retention: experienced teachers nearing retirement age, and younger workers just joining the profession."
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      string(5901) "government only met 82 per cent of the overall secondary recruitment target,significantly down on the previous year when 94 per cent of the target was achieved. 10Keeping new teachers in the profession, it would seem, is about as hard as rowingacross the Atlantic in a hurricane. So what is going wrong between training and takingup a post to cause this worrying exodus?The same problems affecting more experienced teachers are also affecting thenewly qualified – long hours, heavy workloads, pressure to hit those all important A-Cgrade targets and overregulation have all contributed to them throwing in the towel,sometimes before they have even begun. Mary Bousted, general secretary of theAssociation of Teachers and Lecturers, has described teaching as being a profession‘incompatible with a normal life’ and said with so many teachers burnt out, stressed andunder pressure, it’s no surprise they quit.11At the very least, the ethos surrounding teaching needs to change, with recruitersemphasising the positives of teaching, such as it being a rewarding and stable career11Vol 7.4School Leadership Todaywww.teachingtimes.comTrendsTeacherretentionwith excellent career progression, over the negatives. In short, the stereotype needs tochange.In order for that to happen, though, there needs to be a sea change in the wayteachers are remunerated, flexible working hours and their continuing professionaldevelopment.Teacher recruitment is already suffering at the hands of better-paid industries in thewar for graduate talent. Many university students are opting for more lucrative careers,and teacher pay simply can’t compete. During the recession, teaching was a relativelystable profession with people made redundant from other industries retraining tobecome teachers. But as the economy has recovered, other professions have too – andonce more, they are siphoning off the best graduates, leaving teaching undernourished.The switch to academies will allow schools more flexibility in pay and workingconditions, but the government also needs to look at the longer-term earning potentialfor teachers compared with other graduate careers over the next decade if they wantthem to stay in teaching.In addition, creating a positive atmosphere would go some way to easing the crisis,as would having experienced teachers mentoring younger ones.Equally, flexible working is something that could help stop the exodus, particularlyas around three-quarters of teachers are women – a figure even higher in primaryschools. Women are more likely to require flexible working or ask to go part-time,especially after having children or needing to care for an elderly relative, but someheadteachers are still resistant to this, leaving teachers with no choice but to quit andfind a profession that does offer it.12Vol 7.4School Leadership Todaywww.teachingtimes.comTrendsTeacherretentionReferences1. Khomami, N. (2015) UK population expected torise by almost 10 million in 25 years. The Guardian,[online] 29 October. Available at: theguardian.com/world/2015/oct/29/uk-population-expected-to-rise-by-almost-10-million-in-25-years [Accessed 8 April2016].2. REC Education (2015) The REC Guide: Education.[pdf ] Available at: rec.uk.com/__data/assets/pdf_file/0012/210360/Education-Sector-Guide-May-2015.pdf [Accessed 8 April 2016].3. Syal, R. and Weale, S. (2016) Teachers are leavingas government falls short on recruitment, NAOfinds. The Guardian, [online] 10 February. Availableat: theguardian.com/education/2016/feb/10/teachers-are-leaving-as-government-falls-short-on-recruitment-nao-finds [Accessed 8 April 2016].4. Wiggins, K. (2016) Exclusive: Three-quarters ofteachers are thinking of quitting… and this movingletter helps to explain why. Tes, [online] 1 April.Available at: tes.com/news/school-news/breaking-news/exclusive-three-quarters-teachers-are-thinking-quitting-and-moving [Accessed 8 April 2016].5. Randstad Education (2016) Time to tackle the tickingteaching timebomb. [online] Available at: randstad.co.uk/job-seeker/career-hub/archives/time-to-tackle-the-ticking-teaching-timebomb_989 [Accessed 8April 2016].6. Department for Work and Pensions (2015) ANew Vision for Older Workers: Retain, Retrain,Recruit. [online] Available at: gov.uk/government/publications/a-new-vision-for-older-workers-retain-retrain-recruit [Accessed 8 April 2016].7. Randstad Education (2016) Op cit.8. Randstand Education (2015) 40% of teachers nowquit the classroom after one year. [online] Available at:randstad.co.uk/job-seeker/career-hub/archives/40-of-teachers-now-quit-the-classroom-after-one-year_814[Accessed 8 April 2016].9. QA Education (2016) Teaching talent under threat asolder workers exit the classroom. [online] Available at:qaeducation.co.uk/teaching-talent-under-threat-as-older-workers-exit-the-classroom [Accessed 8 April2016].10. Department for Education (2015) Initial teachertraining census for the academic year 2015 to 2016,England. [pdf ] Available at: gov.uk/government/uploads/system/uploads/attachment_data/file/478098/ITT_CENSUS_SFR_46_2015_to_2016.pdf[Accessed 8 April 2016].11. Weale, S. (2015) Four in 10 new teachers quit withina year. The Guardian, [online], 31 March. Available at:theguardian.com/education/2015/mar/31/four-in-10-new-teachers-quit-within-a-year [Accessed 8 April2016].Knowledge trails1. Holding on to your talent – Take care toretain and reward your star teachers, saysJody Goldsworthy, and your efforts will berepaid many times over.library.teachingtimes.com/articles/holding-on-to-your-talent2. Keeping new teachers teaching – Thedemands of"
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Leadership

Stopping teachers quitting the classroom

19 May 2016

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      string(4936) "qualifiedin order to be permanently employed in schools.In December, Labour education spokesmanTristram Hunt said there are now 17,100 unqualifiedteachers in state-funded schools – a rise of 16 per cent inthe past year. In academies and free schools, the numberstands at 7,900 – a rise of 50 per cent since Gove’slegislation in 2012.Labour pledged to reverse this decision if theycame into power, and even threatened to fireunqualified teachers if they hadn’t at least beguntraining for Qualified Teacher Status (QTS) by the endof the next parliament. We can assume however, withthe Conservative majority, that schools will continue tobe able to hire teachers without QTS to teach in theirclassrooms. At the moment, only 3.7 per cent of teachersare ‘unqualified’ – could, as Nicky Morgan suggests,‘nuns, great linguists, computer scientists, engineersand other specialists that inspire their pupils’ be a viableoption for schools struggling to recruit?Another possible solution is to take advantage of thewell-qualified, English-speaking teachers who want towork here and hire teachers from overseas. Teachers fromthe EU automatically have QTS status. However, this doesnot necessarily make them a desirable hire, especially iftheir language skills will adversely affect communicationor if their understanding of the UK curriculum is limited.As a result, some schools are reluctant to hire teachersfrom the EU. This is perhaps understandable from theschool’s point of view, but it does mean recruiters arehaving to recommend EU teachers take voluntary or TAroles as a way of acclimatising with the school systemhere.Another spanner in the works is that agencies can nolonger apply for work permits for non EU teachers – thishas to be done by the school employing them, placingKnowledge trails1. Keeping new teachers teaching – Thedemands of a teaching job are oftenoverwhelming for someone just enteringthe profession. Chris Wheatley and PaulStone discuss what heads can do to help.library.teachingtimes.com/articles/keeping-new-teachers-teaching2. Holding on to your talent – Take care toretain and reward your star teachers, saysJody Goldsworthy, and your efforts will berepaid many times over.library.teachingtimes.com/articles/holding-on-to-your-talentan even greater administrative burden on the school.The upshot of all this is that if the full time placementdoesn’t work out for whatever reason, then the teacher’sright to work is revoked, and they have to go through thewhole visa application process again – and meanwhile,the system loses a qualified and potentially experiencedteacher.What can we expect from the newgovernment?In their manifesto, the Conservatives recognised theneed to attract more teachers to the profession. Theypromised to introduce bursariesfor the most in-demand subjects,in addition to encouraging thegrowth of Teach First. They alsorecognised the need to keep thebest teachers on board, pledgingto cut time spent on paperwork,pay good teachers more, andfurther reduce the burden ofOfsted inspections (no specificshere as of yet).Any initiative that makesteaching more attractive is to bewelcomed – perhaps especiallythose aimed at reducing teacherworkload and encouraginga healthier work-life balance,which may serve to attractformer teachers back to theprofession. However, too manyinitiatives related to entering theprofession will only serve to further confuse and alienatepotential candidates.There are jobs out there to be filled, and providingclear, objective advice about the many routes intoteaching, ensuring extended support to NQTs to getthem through their first few years, and smoothing theway for qualified English-speaking teachers to work in UKschools would go a very long way to filling them.http://www.ibtimes.co.uk/unqualified-teachers-state-schools-puts-430000-british-schoolchildren-risk-claims-labour-1481316http://www.ibtimes.co.uk/unqualified-teachers-state-schools-puts-430000-british-schoolchildren-risk-claims-labour-1481316http://www.telegraph.co.uk/news/politics/labour/11558998/Labour-threatens-to-sack-thousands-of-unqualified-teachers.htmlhttp://www.telegraph.co.uk/news/politics/labour/11558998/Labour-threatens-to-sack-thousands-of-unqualified-teachers.htmlhttp://www.bbc.co.uk/news/education-32174423http://library.teachingtimes.com/articles/keeping-new-teachers-teachinghttp://library.teachingtimes.com/articles/keeping-new-teachers-teachinghttp://library.teachingtimes.com/articles/holding-on-to-your-talenthttp://library.teachingtimes.com/articles/holding-on-to-your-talenthttps://s3-eu-west-1.amazonaws.com/manifesto2015/ConservativeManifesto2015.pdf"
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Leadership

Can schools avoid the looming staff shortage?

17 Jun 2015

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Leadership Briefings 10.07(115)"
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Leadership Briefings 10.07(115)"
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      string(5837) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.TRAINING NEW TEACHERSKeywordsTraining, newteachers,value formoney, supply,shortages,good teachers,retention,qualifiedteachers, pupilnumbers SummaryThis report by the National Audit Office examines whether the Department for Education isachieving value for money through its arrangements to train new teachers. The report showsthat teacher shortages in England are growing and the government has missed recruitmenttargets for four years.It means 28% of secondary physics lessons are taught by teachers with no more than an A-level inthe subject.While the overall number of teachers has kept pace with rising pupil numbers, teacher shortages aregrowing, particularly in poorer areas and at secondary level, according to the authors.More than half (54%) of head teachers in schools with large proportions of disadvantaged pupils findattracting and keeping good teachers is a major problem, compared with a third (33%) of those inother schools.Key Findings: ■ Schools rely on a constant supply of newly qualified teachers to replace teachers leaving theworkforce and to address increasing pupil numbers. ■ To date, the overall number of teachers has kept pace with changing pupil numbers and retentionof newly qualified teachers has been stable. ■ Indicators suggest that teacher shortages are growing. The recorded rate of vacancies andtemporarily filled positions in state-funded schools has doubled between 2011 and 2014 from0.5% of the teaching workforce to 1.2%. ■ The Department’s teacher supply model has strengths but may still inaccurately predict schools’need for trainee teachers. The risk of it generating incorrect trainee recruitment targets remainssignificant. ■ The Department is yet to demonstrate how accurate the model and its own judgements are. TheDepartment has not yet used indicators, such as surveys of school leaders and schools’ long-term plans, to confirm independently the accuracy of its latest model. ■ The Department’s model assumes that, as pupil numbers rise, the number of teachers schoolsrequire will increase at a lower rate.Week Commencing 15th February 2016https://www.nao.org.uk/wp-content/uploads/2016/02/Training-new-teachers.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The Department has missed its targets for filling training places over the last 4 years withsecondary training places particularly difficult to fill. ■ The Department finds it difficult to recruit enough trainees in most secondary subjects. In 2015/16,14 out of 17 secondary subjects had unfilled training places, compared with 2 subjects withunfilled places in 2010/11. In subjects with hard-to-fill places, providers are more likely to accepttrainees with lower degrees. ■ The Department has concentrated on attracting graduates to start training, but not all trainees goon to take jobs in state schools. ■ The Department’s indicators of trainee and training quality are encouraging, but not yet enough toprove that training is improving the quality of teaching in classrooms. ■ The Department has general evidence that bursaries have some impact in attracting people totrain as teachers but, given the level of investment, has more to do to demonstrate a longer-termpositive impact. ■ Potential applicants do not yet have good enough information to make informed choices aboutwhere to train and the plethora of routes has been widely described to as confusing. ■ The Department takes a national approach to recruitment but has more to do to understandimportant local and regional issues. The number of trainees recruited as a proportion of the pupilpopulation varies regionally.Recommendations: ■ The Department should demonstrate how, through new training routes and the incentives it offers,it is improving recruitment and retention of new teachers and the quality of teaching, and at whatcost. It should: ■ continue working with the sector to link training data with data on the quality of teaching inthe classroom, where possible using existing information; ■ examine the costs and benefits of different training routes over time; and ■ do the extra quantitative and qualitative work needed to conclude whether bursaries work,incorporating the results into decision-making. ■ The Department and the Agency should work with school leaders to: ■ develop a good understanding of local demand for and supply of teachers. It should thenconsider how it can use modelling, the allocation process and other interventions to resolveany difficulties; and ■ establish the model’s accuracy by comparing its outputs with data on actual levels of demand,recruitment and vacancies in schools. ■ The Department should work with the sector to provide clearer, more accessible information toprospective applicants. This should include information on course costs, structure and provider Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and"
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        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Training New Teachers

11 Feb 2016

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