Leadership

Analysis Of Teacher Supply, Retention And Mobility

This DfE report reveals that London schools are in the throes of a growing crisis in teacher retention, with four out of 10 quit the profession within five years of qualifying.

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.

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      string(4140) "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. The challenge requires action from policymakers, school leaders and other stakeholders in London’s education system. London’s schools will need more teachers over the next few years as pupil numbers are forecast to grow rapidly, especially at secondary level. Key Findings: London has a higher rate of young teachers leaving the profession than other large cities and the rest of England. It also has a steady outflow of teachers in their thirties and forties to teach elsewhere. The most important factor driving low teacher retention in London is higher housing costs. London has more new entrants to its teacher workforce each year than in other large cities and the rest of England, driven by a greater proportion of newly qualified teachers (NQTs). But these new teachers are not enough to replace the many teachers who leave teaching in London each year. Higher proportions of schools with vacancies and of unqualified teachers employed in London, compared to other areas, suggests that the labour market is already experiencing significant shortages in many areas. Early-career teachers are accelerated into middle leadership positions more quickly in London than they are in other areas, due to a lack of more experienced teachers to fill the roles. Key areas likely to yield the most effective remedies: Cost of living – housing and childcare costs are significant barriers to retention. Childcare subsidies and term-time only childcare places may help to retain teachers who have children, or are considering starting a family. Recruiting teachers – teachers we spoke to suggested that more promotion of teachers’ positive experiences of working in London, more London-based teacher recruitment fairs, greater availability of salaried training routes and more opportunities for pre-training work experience could all contribute to improving teacher recruitment. Teacher pay – increasing the pay of teachers in London, for example by increasing London’s pay scale points, is a potential remedy to make the cost of living more affordable. However, the main barrier to London schools raising teacher pay is school funding. Current school funding policy and the proposed national funding formula may limit the ability of London’s schools to increase teachers’ pay. The impact on schools close to the Inner/Outer London and Outer London/ Fringe pay area boundaries would also need to be considered carefully in any change, as increasing the differentials may have a detrimental impact on those just outside of a pay area. Flexible working – NFER research has highlighted the positive impact that increasing opportunities for part-time and flexible working could potentially have on teacher recruitment and retention. Such opportunities could be an important attraction for many teachers in London, where young teachers who are thinking about starting a family are leaving, or at least considering leaving. Support and professional development – interviewees talked about the importance of support and professional development for teachers, particularly young and early career teachers who are likely to benefit from coaching, mentoring, and networking with others who have more experience. More should be done to share effective practice across schools in this area. A focus on health and well-being was also thought to be important to retaining teachers. WEB LINK Teacher Supply, Retention and Mobility in LondonKeywords Teacher supply, retention, mobility, London, teacher labour market, policymakers, school leaders, secondary level "
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Executive Leadership

Teacher Supply, Retention and Mobility in London

30 May 2018

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Leadership ..."
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      string(406) "... jobprospects,teacher supply,trainees,recruitment,retention,trends,challenges  SummaryThis NFER report seeks to explore and reconcile the messages from different data sources,and includes an analysis of the Labour Force Survey. The analysis tracks teachers based onactual job moves rather than stated intentions, and provides new insights into the nature ..."
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Leadership Briefings 10.06(114)"
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      string(5761) "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.SHOULD I STAY OR SHOULD I GO? NFERANALYSIS OF TEACHERS JOINING ANDLEAVING THE PROFESSIONKeywordsTeachers,profession,career, jobprospects,teacher supply,trainees,recruitment,retention,trends,challenges  SummaryThis NFER report seeks to explore and reconcile the messages from different data sources,and includes an analysis of the Labour Force Survey. The analysis tracks teachers based onactual job moves rather than stated intentions, and provides new insights into the nature ofthe current teacher supply challenge.Rising pupil numbers, shortfalls of new trainees, and concerns over the proportion of teachers whosay they are considering leaving the profession have put teacher recruitment and retention toward thetop of the current education policy agenda.The issues relating to teacher supply are complex, and the wide array of data sources and trendsmake it challenging to understand what is happening. An accurate picture of the nature and scale ofthe teacher supply challenge is essential to inform an effective, proportionate, and well-targeted policyresponse.Main Points: ■ Teacher numbers have been growing in recent years. Although around 10 per cent leave eachyear, this figure is the same in most years, and slightly greater numbers have been joining.This contrasts with some surveys reporting large numbers of teachers considering leaving theprofession. ■ Pupil numbers are forecast to rise, and so more teachers will be needed in future. Despite this,fewer teachers have been entering initial teacher training in recent years. ■ Secondary schools face particular challenges, especially in some English Baccalaureate (EBacc)subjects. They face greater growth in pupil numbers, shortfalls in current ITT entrants, and highernumbers reporting considering leaving the profession. ■ More than half of teachers that leave take up jobs in the education sector (excluding those wholeft to retire). A similar proportion of the non-student joiners were already working in the educationsector. ■ Teachers are not leaving for higher paid jobs, at least in the short term, and on average haveexperienced a ten per cent fall in wages compared to similar teachers who remain teaching.Key Findings:Week Commencing 4th January 2016http://www.nfer.ac.uk/publications/LFSA01/LFSA01.pdfhttp://www.nfer.ac.uk/publications/LFSA01/LFSA01.pdfhttp://www.nfer.ac.uk/publications/LFSA01/LFSA01.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. ■ Teacher numbers have been growing in recent years. Although around 10 per cent leave eachyear, this figure is the same in most years, and slightly greater numbers have been joining.This contrasts with some surveys reporting large numbers of teachers considering leaving theprofession. ■ Pupil numbers are forecast to rise, and so more teachers will be needed in future. Despite this,fewer teachers have been entering initial teacher training in recent years. ■ Secondary schools face particular challenges, especially in some Ebacc subjects. They facegreater growth in pupil numbers, shortfalls in current ITT entrants, and higher numbers reportingconsidering leaving the profession. ■ More than half of teachers that leave take up jobs in the education sector (excluding those wholeft to retire). A similar proportion of the non-student joiners were already working in the educationsector. ■ Teachers are not leaving for higher paid jobs, at least in the short term, and on average haveexperienced a ten per cent fall in wages compared to similar teachers who remain in teaching.Discussion: ■ The evidence suggests that the current teaching workforce is not motivated only by pay, andteachers are not leaving teaching for higher paid jobs. This implies that limited resources targetedat retaining existing teachers should include measures to tackle wider working conditions and toimprove the status of the profession. ■ The apparent ‘revolving door’ between people teaching in the state sector and undertaking otherjobs in the education sector suggests some possible solutions. Measures should be taken forkeeping track of former teachers, especially those still working in schools, in order to targetopportunities to return to teaching. ■ Where this is not already happening, schools could also explore ways of making greater use ofnon-teaching staff with a teaching background, for example by deploying such individuals flexiblyin providing preparation, planning and assessment, or supply cover. ■ Another approach that could be explored is promoting alternative career pathways that keep goodteachers teaching, rather than taking up management positions on reduced timetables. ■ An alternative solution to increasing the number of high quality serving teachers would be todecrease the numbers required. One way to reduce the need for more teachers would be toallow class sizes to rise. Research suggests there is a weak relationship between class size andattainment, at least for small changes in class size. ■ As new physical capacity is built in schools,"
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Leadership

Analysis of Teachers Joining and Leaving the Profession

17 Dec 2015

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      string(377) "... 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 ..."
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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

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2 Nov 2017

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Leadership Briefing 11.10(130)"
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      string(3757) "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,maths, science,language,profession,secondaryschools,subjects,technologySummaryMaths, science and language teachers in England have high rates of leaving the profession,particularly in their first five years, according to this study by NFER. The research aims to gaina deeper understanding of the dynamics within the teacher workforce in England. It is alsoone of the first pieces of research to explore differences in teacher retention rates in Englishsecondary schools by the subject they teach.About one in 10 of those teaching these subjects, as well as technology, leaves each year, the reportfound.The NFER analysis of official data covered the period from 2010 to 2015.The government has previously said there are more teachers than ever before in England’s schools.The report calculated that: ■ about 10.4% of science teachers left the profession each year ■ 10.3% of maths teachers ■ 10.2% of those teaching languages ■ 10% of technology teachers ■ English was just behind, with 9.7% leaving each yearThese rates were higher than other subjects – for example, 5.9% of PE teachers left each year. Ofthose teaching arts subjects such as art, drama and music, 8.4% left each year, alongside 8.5% ofthose teaching humanities such as history and geography. Those teaching core academic subjectswere also more likely to move between schools each year.The report adds that leaving rates of maths, science and languages teachers are above average intheir first five years in the profession.It suggests one of the reasons why teachers with a Stem (science, technology, engineering andmaths) background leave could be better job prospects in other industries.Key Findings: ■ Rates of early-career teachers in science, maths and languages leaving the profession areparticularly high. ■ High leaving rates of science and modern foreign languages teachers, and shortfalls in thenumber of entries to teacher training in these subjects compared to the Government’s target,may make it difficult for the Government to achieve its aim for 90 per cent of pupils to be enteredWeek Commencing 22nd May 2017https://www.nfer.ac.uk/publications/NUFS01/NUFS01.pdfhttps://www.nfer.ac.uk/publications/NUFS01/NUFS01.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.for GCSEs in EBacc subjects. ■ The amount of curriculum time spent on science and languages has not increased since 2011.The lack of growth in curriculum time could be due to reduced teacher supply constrainingschools from expanding provision in these subjects. ■ The amount of curriculum time for technology subjects has fallen dramatically since 2011. Theleaving rate for technology teachers is higher than average, which might be driven by schools’reduced demand for teachers as well as teachers’ own career decisions. ■ Leaving rates of technology teachers suggests a shift towards less experienced teachers. ■ Teachers with more than twenty years’ experience have a relatively high leaving rate. ■ Leaving rates are particularly high for early-career teachers in shortage subjects.WEB LINKTeacher Retention And Turnover Researchhttps://www.nfer.ac.uk/publications/NUFS01/NUFS01.pdf"
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Leadership

Teacher Retention And Turnover Research

18 May 2017

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