Leadership

School Workforce in England: November 2017

The number of teachers working in state-funded schools in England has fallen to its lowest level since 2013, , according to figures published by the Department for Education. That is the equivalent of more than 7,000 full-time teachers leaving the profession last year. Leadership Briefing 12.11(143)

Last year, 451,900 full time equivalent teachers were working in English state schools, compared with 457,000 in 2016.

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      string(2522) "and Sood, K. (2006). Black and minority ethnic leaders in England: a portrait in School Leadership and Management, 26:(3), pp. 289 -305.Coleman, M. (2012) Leadership and Diversity in Educational Management, Administration and Leadership, 40(5)Coleman M and Campbell-Stephens R. (2010). Perceptions of career progress: the experience of black and minority ethnic school leaders. School Leadership and Management 30(1), pp. 35–49.Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color, in Stanford Law Review .43(6) 1, pp. 241-1299. DfE (2016). https://www.gov.uk/government/news/social-mobility-package-unveiled-by-education-secretary (accessed 1 February, 2018).DfE (2017a). Schools, pupils and their characteristics: January 2017. SFR28/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf (accessed 1February 2018). DfE (2017b). School workforce in England: November 2014. SFR 25/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/620825/SFR25_2017_MainText.pdf (accessed 1 February 2018). Earley, P, Higham, R, Allen, R, Allen, T, Howson, J, Nelson, R, Rawar, S, Lynch, S, Morton, L, Mehta, P and Sims, D. (2012). Review of the school leadership landscape. Nottingham: National College for School Leadership.Gunter, H. (2005). Conceptualizing Research in Educational Leadership, Educational Management, Administration and Leadership, 33(2), pp.165-180.Lumby, J. and Coleman, M. (2016). Leading for Equality: Making Schools Fairer. London: Sage.MacKay, F. and Etienne J. (2006) Black Managers in Further Education, in Educational Management, Administration and Leadership, 34(1), pp.9 – 28.Ogunbawo, D. (2010). Developing Black and Minority Ethnic Leaders: The Case for Customized Programmes in Educational Management Administration & Leadership. 40(2), pp.158–174.Portelli, J. and Campbell-Stephens, R. (2009). Leading for Equity: The Investing in Diversity Approach, Toronto, EdPhilStrand, S. (2015). Ethnicity, Deprivation and Educational Achievement at Age 16 in England: Trends over Time. Annex to compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment. London: DfE#Womened (http://www.womened.org/) accessed 10 February 2018)."
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Leadership

Black Leaders: A Case For More Research

16 Apr 2018

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      string(5894) "likely to enter teaching, since, they are least likely to pass their degrees, and those who pass their degrees are least likely to pass with good grades, thereby being unable to meet the entry requirements for a place on a teacher training programme. This situation deepens the challenge and widens the representation gap, thus restricting the potential pool of prospective BAME teachers, and, ultimately, leaders. Tackling issues to do with the pipeline requires leadership from government and schools, that dovetails in a collective agenda and endeavour, aimed at changing cultures, attitudes and behaviours.  That is, initiatives by government must be met by school leaders and governors with genuine enthusiasm and support, conceived and delivered from a place of social justice and public duty. As Miller (2016) notes: “Light-touch and self-serving interactions and interventions are those that are superﬁcial (voluntary or otherwise) and lacking in accountability, and that, by their existence, reify notions of exclusivity which highlight weaknesses in policy leadership and educational practices, from the nursery to university” (Miller, 2016, p. 14). School leaders: school leaders, primarily headteachers, must use the power associated with their roles to change mindsets and build cultures of inclusion and justice. It is not enough to simply acknowledge the problem of race inequality. On its own, acknowledgment is rather passive, and social justice leadership is active. School leaders are, therefore, called upon to go beyond lip service and to examine official and research data, consult with staff, community interests, researchers and others, as necessary, in seeking not only to understand the severity of the problem, but also to develop and introduce mechanisms of support, such as: mentoring, shadowing, coaching, targeted professional development programmes, etc, that aim to or that can make a difference to BAME teachers. To the BAME teachers, such an active approach demonstrates two things. First, as individuals, the BAME teachers matter and are valued by school leaders. Second, their progression matters to their school’s leadership team.   School governors: the job of the school board is to make a school/ school leaders accountable to the state in the first instance and to the public in the second. These are important functions. As agents of the state, school governors have a duty to insist and ensure that the Equality Act is implemented and that those with protected characteristics are not disenfranchised. As agents of the public, school governors have a duty to question and challenge practices that do not promote equality (in this case racial equality), and to agitate for, demand and insist that programmes and practices to be drafted and implemented in response to said practices. Leading change in racial equality in school leadership requires courage from both school leaders and school governors. And working in tandem with each other, school governors and school leaders, especially, are responsible for devising workable plans that can retain, if not raise, the confidence of teachers, students and parents. Thus, their status provides them  much authority and influence which they can use to challenge and break down systems and barriers, replacing these with structures that encourage and facilitate equity. But meaningful improvements in racial equality in school leadership also require a collective endeavour and a broad-based coalition that appropriately draws upon other voices and talents from different segments within the education sector, including: policy makers, teaching unions, teachers, professional and technical staff and student groups. Crucially, input from BAME teachers and researchers in this area is vital, to help others understand the severity of the issues through lived experiences, and to debate, design and co-develop interventions. The inclusion of BAME actors, however, should not derogate the inclusion of white voices in this collective endeavour, for inasmuch as it is acknowledged that white teachers and school leaders can use their racial privilege to agitate for and lead change, it is also to be acknowledged that racial equality in school leadership is the business of everyone working in the field of education at any level.ReferencesAhmed, S. (2007a). The language of diversity. Ethnic and Racial Studies, 30 (2), pp. 235-256Department for Education (2016) Leadership, Equality and Diversity Fund. Briefing Paper, November. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/573553/Equality_and_Diversity_analysis_of_participant_survey.pdf (accessed 8 January 2018).Department for Education, (2017a). Schools, pupils and their characteristics: January 2017. SFR28/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf (accessed 11 January 2018). Department for Education, (2017b). School workforce in England: November 2014. SFR 25/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/620825/SFR25_2017_MainText.pdf (accessed 11 January 2018). Earley, P, Higham, R, Allen, R, Allen, T, Howson, J, Nelson, R, Rawar, S, Lynch, S, Morton, L, Mehta, P and Sims, D. (2012). Review of the school leadership landscape. Nottingham: National College for School Leadership. Equality Challenge Unit. (2011). The experience of black and minority ethnic staﬀ in higher education in England. London: Equality"
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Executive Leadership

Institutional Racism in Schools: What Can School Leaders And Governors Do?

8 Jun 2020

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      string(4571) "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.TEACHER RETENTION AND TURNOVERRESEARCHKeywordsTeacherretention,turnover, pupils,numbers,workforce,education policy,teacher supply,key subjects,recruitmentSummaryRecruiting and retaining enough teachers to serve growing numbers of pupils is one of thekey challenges currently facing England’s education system. This interim report funded bythe Nuffield Foundation gains a deeper understanding of the dynamics within the teachingworkforce in England.In recent years, against the backdrop of increasing pupil numbers and teacher shortages in keysubjects, teacher supply has climbed up the education policy agenda in England. There has beensignificant interest in teacher recruitment and retention among policy makers, and from school leaderswho struggle to fill vacancies. This issue is further exacerbated as pupil numbers are forecast to risein the secondary sector by 19 per cent between 2017 and 2026, which will increase recruitment andretention pressures.A thorough understanding of the factors associated with teacher supply in the state sector is crucial toassist policy makers and system leaders formulate effective responses to this complex issue.Key Findings: ■ The rate that older teachers have been leaving the profession increased between 2010 and 2015. ■ The increase in turnover has been greater than the increase in leaving rates, creating even morepressures for schools. ■ The proportion of teachers leaving the profession or moving school has increased across allsubjects between 2010 and 2015. ■ Part-time teachers are far more prevalent in the primary sector than in the secondary sector. ■ Teachers in schools rated as being Inadequate by Ofsted are more likely to leave the professionor move school. ■ There appears to be little evidence to date that MATs are better able to retain teachers byproviding opportunities to move within their structure. ■ The teacher supply challenge in London is particularly acute when compared to other geographicareas. ■ More analysis is needed to look at the impact of wider factors on retention and turnover.Week Commencing 6th November 2017https://www.nfer.ac.uk/publications/NUFS03/NUFS03.pdfhttps://www.nfer.ac.uk/publications/NUFS03/NUFS03.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.Recommendations: ■ The Government should investigate why the rate of leaving among older teachers has beenincreasing and explore whether they could be incentivised to stay in the profession longer,particularly in subjects with specialist teacher shortages. ■ The Government should give greater attention to the impact of teachers moving around theprofession and develop policies to support schools which are disproportionately affected. ■ Bursary payments, or other financial incentives such as student loan repayments, should bestructured to explicitly incentivise retention in the teaching profession during the first few yearsafter training. ■ The Government and stakeholders in the secondary sector need to look urgently at identifyingways that accommodate more and better part-time working in secondary schools. ■ Further research with secondary schools which successfully offer greater flexibility in workingpatterns should be undertaken and best practice shared. ■ To help improve retention, leaders of MATs should do more to promote the benefits of working intheir organisation to their teachers; for example, by raising the profile of the MAT as the structurethat teachers belong to, and through promoting career paths for teachers to develop andprogress within the MAT. ■ Policy makers should look at how policy interventions, such as housing subsidies, could help toretain teachers in high-cost areas. ■ Further research exploring the geographical flows of trainees into the teacher workforce / duringtheir careers would help to gain an understanding of the detailed dynamic picture within andacross different areas and aid the development of policy solutions.WEB LINKTeacher Retention and Turnover Researchhttps://www.nfer.ac.uk/publications/NUFS03/NUFS03.pdf"
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Leadership

Teacher Retention and Turnover Research

2 Nov 2017

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      string(5730) "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.RETAINING AND DEVELOPING THE TEACHINGWORKFORCEKeywordsTeachingworkforce,retaining,developing,schools sector,challenges,teachers, trends,retirement,quality,recruitmentSummaryThis National Audit Office report examines whether the Department for Education issupporting the schools sector effectively to retain and develop the teaching workforce. Itreveals that schools, especially secondary schools, face real challenges in retaining anddeveloping their teachers.Schools are facing real challenges in retaining and developing their teachers, with growing pupilnumbers and tighter budgets. The trends over time and variation between schools are concerning,and there is a risk that the pressure on teachers will grow. Since having enough high-quality teachersis essential to the effective operation of the school system, these are issues that the Departmentneeds to address urgently.The report found more teachers are now leaving before retirement than five years ago, and schoolsare finding it difficult to fill posts with the quality of teachers they need. In 2016, 34,910 teachers(8.1% of the qualified workforce) left for reasons other than retirement.The report also found that a greater number of qualified teachers are returning to state-fundedschools, and the Department and schools have scope to attract back even more teachers who haveleft and benefit from the investment made in their training. In 2016, 14,200 teachers returned to workin state-funded schools, an increase of 1,110 on 2011.The Department believes that the quality of teaching is more important to pupil outcomes thananything else a school can control. In 2016 90% of primary pupils and 82% of secondary pupilswere in schools where Ofsted rated the quality of teaching, learning and assessment as good oroutstanding. However, the number of pupils being taught in schools where Ofsted rated teaching,learning and assessment as requires improvement or inadequate varied greatly across the country.This ranged from 9% in London to 26% in Yorkshire and the Humber. The proportion of pupils insecondary schools rated as inadequate in this respect increased with deprivation.Key Findings:■ At November 2016 some 457,300 teachers worked in the state-funded sector in England, mainlyin primary and secondary schools. The teaching workforce had grown slightly since November2015, with 1,000 more qualified teachers joining than leaving during the year.■ There are approximately 21,900 state-funded schools in England, which educate 8.1 million pupilsaged up to 19. The school-age population has been growing, increasing the need for teachers.The number of pupils of primary and nursery age in state-funded schools increased by 598,000Week Commencing 4th December 2017https://www.nao.org.uk/wp-content/uploads/2017/09/Retaining-and-developing-the-teaching-workforce.pdfhttps://www.nao.org.uk/wp-content/uploads/2017/09/Retaining-and-developing-the-teaching-workforce.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.(14.6%) between January 2011 and January 2017. This larger number of pupils is now movingfrom primary to secondary education. After a reduction between 2011 and 2015, the number ofpupils of secondary school age has since begun to increase and is forecast to rise by 540,000(19.4%) between 2017 and 2025.■ The Department for Education (the Department) is accountable for securing value for money fromspending on education services. It distributes funding to schools using formulae set by localauthorities. Schools spend around £21 billion a year on teaching staff, more than half of their totalspending. As employers, schools play a crucial role in retaining and developing teachers. Localauthorities are responsible for supporting maintained schools, and multi-academy trusts play asimilar role in the academies sector.■ Schools are managing their teaching workforce within an increasingly challenging context.Although the overall schools budget was protected in real terms following the 2015 SpendingReview, average funding per pupil was not due to increase in line with inflation. To deal withthis, and meet cost pressures outside their control, the Department expected schools to makesignificant efficiency savings, including £1.7 billion a year by 2019-20 by using staff moreefficiently. In July 2017 the Department announced additional funding of £1.3 billion for the coreschools budget over two years, 2018-19 and 2019-20. It has not yet revised its estimates of thesavings that schools will need to make.■ Successive governments have aimed to improve the quality of education and teaching. TheDepartment set out its ambitions for the teaching workforce in its March 2016 white paper,Educational Excellence Everywhere. It wants to see “great teachers everywhere they areneeded”. It has a range of initiatives aimed at improving the quality of teachers, supporting theretention of teachers and ensuring that teachers are deployed where they are needed most.WEB LINKRetaining And Developing The Teaching Workforcehttps://www.nao.org.uk/wp-content/uploads/2017/09/Retaining-and-developing-the-teaching-workforce.pdf"
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Leadership

Retaining And Developing The Teaching Workforce

29 Nov 2017