Executive Leadership

Teacher Supply, Retention and Mobility in London

This NFER report explores the characteristics and dynamics of London’s teacher labour market in unprecedented depth with quantitative analysis of school workforce data, supplemented by discussions with London teachers.

In the context of a national teacher supply challenge, the findings demonstrate that London’s teacher labour market faces a particularly acute challenge over the coming decade and that this challenge is specific to London rather than a general pattern across other large English cities.

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      string(410) "... 5 years whereas 62% of BAME NQTs were still in service. This suggests it is the region that has more influence on whether an NQT is likely to stay in service. WEB LINK Analysis Of Teacher Supply, Retention And MobilityKeywords Teacher supply, retention, mobility, London schools, crisis, recruitment, NQTs, career "
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      string(3265) "According to new analysis of government figures , of the 35,000 newly qualified teachers (NQTs) who started teaching in the capital since the Conservatives took power in 2010, more than 11,000 have already left. Retention rates have deteriorated year on year since 2011. More than a quarter of teachers recruited to London schools in 2015 had already left the classroom by November 2017 and over a third of new London teachers now leave within four years. While retention rates were worst in inner London, only 74% of NQTs in the east Midlands and the north-east were still in service after five years. Nationally, NQTs from secondary schools were less likely to stay in the profession than those in primary or special schools and the subject with the lowest retention rate was modern foreign languages with just 56% still in the job after five years. Key NQT Findings: Female NQTs were more likely to remain in service in their early career than male NQTs. NQTs under 30 were more likely to remain in service in their early career than older NQTs. NQTs who declared their ethnicity as white were more likely to remain in service in their early career than those who declared their ethnicity as Black, Asian and minority ethnic (BAME). NQTs in primary schools were more likely to remain in service in their early career than those who joined secondary schools. NQTs outside the capital were more likely to remain in service in their early career than those who started as an NQT in London. NQTs who trained in a Higher Education Institute were more likely to remain in service than those who went through a school-based route. NQTs who did an Undergraduate trainee course were more likely to remain in service in their early career than those who did a Postgraduate trainee course. NQTs who are specialists in non-STEM subjects were more likely to remain in servicein their early career than those who are specialists in STEM subjects Conclusion The biggest differences seen here come from the region an NQT starts working in and the subjects that an NQT is qualified as a specialist to teach. Those in London and with post A Level qualifications in STEM subjects or languages are less likely to be in service after five years, which is likely to be down to more opportunities in the local economy. These factors appear to be more important to whether an NQT stays in service as opposed to their demographics or the type of school they enter into. NQTs in Inner London are more likely to be from a BAME background than NQTs in other areas of the country, if we compare the retention rates by ethnicity in Inner London, then 56% of white NQTs were still in service after 5 years whereas 62% of BAME NQTs were still in service. This suggests it is the region that has more influence on whether an NQT is likely to stay in service. WEB LINK Analysis Of Teacher Supply, Retention And MobilityKeywords Teacher supply, retention, mobility, London schools, crisis, recruitment, NQTs, career "
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Leadership

Analysis Of Teacher Supply, Retention And Mobility

10 Oct 2018

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      string(4760) "It says the government must take action to ensure that the success of high-performing schools with deprived pupils can be repeated across the country. The report says the government’s efforts to support teacher recruitment and retention need to be focused on the needs of lower-performing schools in poorer areas outside of London. The DfE needs to ensure that factors affecting teacher supply, such as the availability of affordable housing, good transport links and quality of life, are being addressed across the government. The research suggests this will help to attract teachers into areas with low-performing schools. The most successful schools have teachers who believe in their school’s ethos and are confident that their work can make a difference. The report suggests that the DfE explore this further to research the link between “shared staff purpose and school performance”. It says that this further research could assess what strategies are successful in supporting disadvantaged pupils and ask, “How does a shared sense of purpose impact on the performance of teachers and pupils’ results?” As successful schools were found to be more likely to make effective use of data, the report calls for more to be done to support this. It calls on teacher training providers, especially in the primary phase, to ensure that initial teacher training (ITT) programmes show new teachers how they can use data to lesson-plan and monitor pupils’ progress. The report also says schools should ensure that new and recently qualified teachers have access to training that builds their data literacy. And it calls for the DfE to ensure that school governors have training on data literacy to allow them to better hold schools to account. The report says that high-performing London schools went further than other schools to work with parents to develop their expectations for their children. In some cases, high-performing primary schools employed a dedicated member of staff to provide outreach and support for parents and families, rather than assigning this responsibility to existing teaching staff. The report recommends that the DfE should collate examples of effective practice in engaging parents so that they can be shared with schools. The research identifies a clear link between school effectiveness and “strong and visionary leadership”. It calls on the DfE to share examples of great leadership with schools across the country. It also calls on schools to prioritise the development of middle leaders in order to improve teaching in the classroom and support the development of the next generation of senior school leaders. Recommendations: The Department for Education could consider commissioning research on causal pathways linking shared staff purpose and school performance. Future research should collate and disseminate approaches to building a shared sense of purpose in schools. Teacher training providers, especially in the primary phase, should ensure that initial teacher training (ITT) programmes introduce new teachers to how they can use a combination of data sources to inform classroom practice, for example by informing planning and monitoring pupils’ individual support needs. Schools should ensure that NQTs and recently-qualified-teachers (RQTs) have access to training that builds their data literacy. The Department for Education should consider how to improve governors’ data literacy, ensuring that its governance training and development providers provide sufficient data literacy training as part of their programmes. Schools and local authorities should encourage their governors to attend training and development programmes linked to data literacy. The Department for Education should collate examples of effective practice in engaging parents to share with schools. Any moves to support recruitment and retention across the country should pay particular attention to the needs of lower-performing schools in disadvantaged areas outside London. The Department should ensure that factors affecting teacher supply and retention, such as the availability of affordable housing, good transport links and quality of life are addressed across government. Schools should prioritise development of middle leaders, in order to enhance the quality of teaching in classrooms, as well as to nuture the next generation of senior. WEB LINK School Cultures And Practices: Supporting The Attainment Of Disadvantaged Pupils  KeywordsSchool cultures, practices, attainment, disadvantaged pupils, support, London, teacher recruitment, low-performing schools"
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Leadership

School Cultures And Practices: Supporting The Attainment Of Disadvantaged Pupils

22 Aug 2018

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Leadership Briefing 12.03 (135)"
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Leadership Briefing 12.03 (135)"
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      string(4661) "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(362) "... Netherlands: Springer. ■ Dewberry, C. and Briner, R. (2007) Report for Worklife Support on the relationbetween well-being and climate in schools and pupil performance. London: Worklife Support ■ Engel, M., Jacob, B. A. and Curran, F. C. (2014)New Evidence on Teacher Labor Supply, American Educational Research Journal, Feb ..."
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      string(5721) "Hopkins, D., Gu, Q. & Brown, E., with Ahtaridou, E., (2011) Successful School Leadership: Linking withLearning and Achievement. Maidenhead: McGraw Hill Open University Press. ■ Day, C. (2011) Building and Sustaining Successful Principalshipin An English School. In L. Moos, O. ■ Johansson & C. Day (Eds) How School Principals Sustain Success over Time – International Perspectives.Dordrecht: Springer. ■ Day, C. and Gu, Q. (2014) Resilience Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. London:Routledge. ■ Day, C. & Gurr, D. (Eds) (2014) Leading Schools Successfully: Stories from the field. London: Routledge. ■ Day, C., Sammons, P.,Leithwood, K., Hopkins, D., Gu, Q., Brown, E. with Ahtaridou, E. (2011) School Leadership and Student Outcomes: Building and SustainingSuccess. Maidenhead: Open University Press. ■ Day, C & Leithwood, K (eds) (2007) Successful school principal leadership in times of change:International Perspectives. Dordrecht, The Netherlands: Springer. ■ Dewberry, C. and Briner, R. (2007) Report for Worklife Support on the relationbetween well-being and climate in schools and pupil performance. London: Worklife Support ■ Engel, M., Jacob, B. A. and Curran, F. C. (2014)New Evidence on Teacher Labor Supply, American Educational Research Journal, Feb 2014, Vol 51, No. 1, pp. 36-72. ■ Firestone, W. A., Schorr, R.Y. and Monfils, L. F. (Eds) (2004) The Ambiguity of Teaching to the Test: Standards, Assessment and Educational Reform. New Jersey: LawrenceErlbaum Associates Inc. ■ Foucault, M. (1977) Discipline and punish: the birth of the prison London: Penguin. ■ Foucault, M. (1986) Language,Counter-Memory, Practice. Selected Essays and Interviews. D. F. Bouchard (Ed) New York: Cornell University Press. ■ Foucault, M. (1997) SelfWriting. In: Rabinow P (ed.). The Essential Works of Foucault 1954-1984, ■ vol.1: Ethics. Harmondsworth: Penguin. ■ Haiyan, Q; Walker, A; andYulian, Z. (2015) Research on Chinese Principals and Their Work. In Arlestig, H; Johansson, O; and Day, C. (Eds) etc forthcoming. ■ Hansen, D.(2005) The Call to Teach. NY: Teachers College Press. ■ Hargreaves, A. and Fullan, M. (2012) Professional Capital: Transforming Teaching in EverySchool. London: Routledge. ■ Jiang, M. L; Chen, J. J; and Lv, P. (2010) Xuexiao neihan fazhan zhong de xiaozhang lingdaoli ( Principal leadershipin school improvement-a survey of 331 principals of Pudong District of Shanghai). Quanqui Jiaoyu Zhanwang (Global Education), 39 (8), 78-83.■ Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J. and Hunter, J. (2012) Early Career Teachers: Stories of Resilience. Report froman ARC Linkage Project (2008-2012): ‘Addressing the Teacher Exodus: Enhancing Early Career Teacher Resilience and Retention in ChangingTimes’. Adelaide, South Australia: University of South Australia. ■ Leana, C. (2011) The Missing Link in School Reform, Stanford Social InnovationReview, Fall. Leland Stanford Jr. University. http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform ■ Leithwood, K., Day,C., Sammons, P., Harris, A. & Hopkins, D. (2006) Seven strong claims about successful school leadership. Nottingham: DfES/NCSL. ■ MacLeod,D. and Clarke, N. (2009) Engaging for Success. Enhancing performance through employee engagement. IPA. ■ Ministry of Education (2001)The curriculum reform guidelines for the nine -year compulsory education (trial version). Retrieved from http://edu.cn/20010926/3002911.shtml ■ Ministry of Education (2011) The professional standards of secondary teachers (trial version). Retrieved hhttp://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s6127/201112/127830.html ■ Ministry of Education (2013) The professional standards of principals ofthe compulsory education stage. Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s7148/201302/147899.html [inChinese]. ■ Moore Johnson, S. (2007) Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools. San Francisco, Jossey-Bass. ■ Raaen, D. (2011) Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault,Journal of Philosophy of Education, 45 (4): 627-641. ■ Robinson, V, Hohepa, M & Lloyd, C,(2009), School leadership and student outcomes:Identifying what works and why. Iterative best evidence syntheses (BES) programme, Ministry of Education, New Zealand. Available at www.educationcounts.govt.nz/topics/BES ■ Santoro, D.A. (2011). Good Teaching in Difficult Times: Demoralization in the Pursuit of Good WorkAmerican Journal of Education, 118(1), 1-23. ■ Seashore-Louis, K. (2007) Trust and Improvement in Schools, Journal of Educational Change,8: 1-24. ■ Shulman, L. S. (1998) Theory and practice and the education of professionals, The Elementary School Journal, Vol. 98, No. 5, pp. 511-526. ■ Slater, H., Davies, N. and Burgess, S. (2009). Do teachers matter? Measuring the variation in teacher effectiveness in England. Bristol:The Centre for Market and Public Organisation. ■ Stobart, G. (2014) The Expert Learner: Challenging the myth of ability. Maidenhead: OpenUniversity Press. ■ Syed, M. (2010) Bounce: How Champions are Made. London: Fourth Estate. ■ Tschannen-Moran, M. (2004) Trust matters:Leadership for successful schools, San Francisco, Jossey-Bass. ■ Zeichner, K. (2010) Rethinking the Connections Between Campus Coursesand Field Experiences in College and University-based Teacher Education. Educação Revista do"
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Professional Development

School leadership as an influence on teacher quality

14 May 2015