Project

Quality and performance

 

Findings from Part 5 of the study

Senior leaders' views on the quality of NQTs

  • Senior leaders responding to our 2010 survey were asked to rate NQTs' qualities against a range of competences. Overall they were most satisfied with NQTs' IT skills, commitment to children, their team working skills with teaching colleagues, ability to meet the professional standards, lesson planning, awareness of what the job entails and ability to deal with children.
  • Senior leaders were least satisfied with NQTs' ability to deal with parents, preparedness to teach phonics (relevant only in primary schools), team-working skills with non-school colleagues and administrative work.
  • Senior leaders in the secondary sector generally rated the abilities of NQTs more highly than primary-based senior leaders. There were statistically significant differences between secondary and primary responses in relation to subject specialism, lesson planning, awareness of what the job entails, meeting the professional standards for teaching and pupil assessment/assessment for learning.
  • There were no significant changes in senior leaders' views about the qualities of NQTs between the 2008 and the 2010 surveys.

Senior leaders' perceptions of changes in quality of NQTs over time

  • Among senior leaders responding to our 2010 survey almost half believed that the quality of NQTs had increased or slightly increased over the previous three years. Almost half detected no difference and less than ten percent believed there had been a decrease in quality.
  • Secondary-based senior leaders were significantly less likely to report a decrease in the general quality of NQTs in the 2010 survey than in the 2008 survey. Among respondents from the primary sector the picture was unchanged.

Satisfaction of senior leaders with their choice of NQTs

  • Almost three-quarters of senior leaders responding to our 2010 survey were satisfied or very satisfied with their choice of NQTs over the last three years.
  • Analysis by school type shows that secondary respondents were more positive about an increase in quality and less likely than primary respondents to report declining quality.
  • There were no significant changes in senior leaders' satisfaction with the choice of NQT candidates between the 2008 and the 2010 surveys

NQTs perceptions of the value of their ITE in preparing them for the role

  • NQTs responding to our 2010 survey rated their initial teacher education highly across most of the criteria listed in our survey. Almost half of respondents rated the effectiveness of their preparation for the role as very good in four areas- moving towards meeting the professional standards, commitment to children, working with/in charge of a full class of children and lesson planning. For each of these criteria - and for awareness of what the job entails - over three-quarters of respondents rated their preparation as good or very good.
  • The areas identified by NQTs as the weakest in terms of preparation for the role of classroom teacher were administrative work, commitment to parents, team working with non-school colleagues and the ability to deal with parents; in each of these, less than a fifth felt that their ITE offered very good preparation.
  • Secondary respondents rated their ITE more highly than primary respondents as good for preparation; four of these differences were significant: subject/specialism knowledge; pupil assessment/assessment for learning; ability to deal with parents; and commitment to parents. In three areas - team working skills with support staff, team working skills with non school colleagues and working with/in charge of a full class of children - primary respondents felt themselves more adequately prepared than secondary peers.

Comparing senior leaders' and NQTs' perceptions of the value of ITE in preparation for the role

  • Comparative analysis of NQTs' perceptions of the effectiveness of their ITE with senior leaders' evaluations of their quality using the same criteria shows a relatively high degree of congruence in our 2010 survey data.
  • Of the top eight highest ranked criteria in the NQT survey, seven appear in the top eight ranking from the senior leader survey, with three occupying the same position in both rankings.
  • However there were some interesting variations. Working with a full class/in charge of a whole class had the third highest rating in the NQT survey, but for senior leaders, NQTs' skills in this area were rated only 10th. Similarly, while NQTs believed that they were relatively well prepared for pupil assessment/assessment for learning; senior leaders found this area one of the weaknesses of NQTs.
  • Conversely, IT skills was the highest placed criterion in terms of skills that NQTs exhibit according to senior leaders, but were only placed twelfth in NQTs' ranking of criteria that benefited from their ITE experience.

 

 

Findings from Part 4 of the study:

Performance management processes and pupil feedback


  • The majority of schools in our case study sample follow a standard performance management process which includes a meeting at the beginning of the year to review and set targets, lesson observations and mid year reviews. Overall, primary schools follow a standard process in line with regulations which tends to be informal, whereas secondary schools tend to adopt a more formal and structured approach. In some secondary schools, the processes are closely linked with quality assurance and CPD. One independent school followed the standard process and the other did not have a process at all. All four special schools in our sample followed a process similar to primary schools.


  • Our survey data showed that both senior leaders and third year teachers felt that progression is measured over time via performance management; this was consistent with our case study findings. Our case study data also showed that primary schools were more likely to use pupil progress meetings as a way of measuring performance and secondary schools more likely to use results and data tracking. Both independent schools in our sample indicated that they did not measure performance over time.


  • Thirty one third year teachers commented on the usefulness of performance management. Of those, around one third did not find it useful and almost half of these preferred the informal support from within their department rather than the performance management process itself. The remaining two thirds highlighted that they did find the process useful especially the target setting, observations and some found the process useful in terms of reflecting on their practice.

  • Primary schools were more likely to carry out three lesson observations per year and secondary one or two observations per year as part of performance management. As might be expected, headteachers and deputy head teachers carry out observations in primary schools, whereas line managers and heads of departments do so in secondary schools. Primary schools indicated that they are more likely to carry out additional informal observations and secondary schools additional formal observations. The majority of schools used an Ofsted style grading structure when giving feedback.
  • In terms of pupil feedback, primary schools tend to use a formal process including pupil questionnaires and surveys; eight primary schools indicated that they did not get pupil feedback at all. Secondary schools also use formal methods to obtain pupil feedback via questionnaires and the pupil council; however, they were more likely to use informal methods such as feedback in lessons. Seven secondary schools did not use pupil feedback as a way of measuring performance.

Performance and quality


  • Clearly the successful progression of third year teachers from the NQT year is dependent on a combination of individual and school factors. Expectations of third year teachers differ between secondary schools on the one hand and primary and special schools on the other. In the special school additional responsibility is anticipated at an earlier stage and this is reflected in the expectations of line and senior managers. The key individual factors leading to enhanced performance among third year teachers are:

    1. Personal characteristics - this is usually identified within the first two years of a teacher's career and can have an impact on how individual teachers develop. This is usually associated with enhanced confidence as teachers become more experienced in the classroom and the wider school environment

    2. Skills - third year teachers are expected to have developed classroom management, curricular and pedagogic assessment skills - reflectiveness, relationships with colleagues and pupils, time management

    3. Aspirations/motivation - drive, ambition, empathy and rapport with pupils

    4. Knowledge/understanding - third year teachers are expected to have a good
    understanding of assessment systems and wider school policies and contexts

    5. Personal circumstances - relationship issues including the need to move because of partners' work commitments, taking time out from careers to have children etc can all impact on the progress of third year teachers.

  • Interrelating with these individual factors are those relating to the organisation of the school, specifically the degree to which senior leaders are able and willing to support teachers thorough the provision of training and CPD opportunities and internal promotions and responsibility points. The provision of opportunities to progress careers is a contingent function allied to the context of the school and individual performance, but equally important is the organisational context. Senior leaders and line managers believe they have the capacity to develop third year teachers and see it is a key part of their role to develop their own staff.


  • Our Part 3 Report The Second Year of Teaching found 'individual characteristics were found to contribute more to the variation in perceived quality and performance than ITE route, and this tendency becomes stronger as teachers progress in their careers' (Report 3, p.19). Not surprisingly this perception is also evident among interviewees in relation to teachers in their third year of teaching who report that any residual impact continues to decline over time in relation to factors such as the personality of the third year teacher and the school organisation including the support and opportunities context.

     

Findings from Part 3 of the study:

  • Second year teachers develop confidence as they settle into the role and develop an understanding of the wider context of the school including developing a better understanding of school policies and procedures.


  • Second year teachers become more confident: in their dealings with parents; in time and behaviour management; in relationships with other staff; about curriculum and assessment issues; in understanding of school policies and procedures; and in relation to taking on additional school-wide responsibilities.


  • Additional school-wide responsibilities are an issue for primary second year teachers but less so for secondary based second year teachers who are less likely to be offered promotions this early in their careers.

  • Generally the perceived influence of Initial Teacher Training (ITT) route diminishes and individual characteristics are seen as more important than route in the longer term.

  • Overall second year teachers are seen by senior leaders to be more able to manage both classroom behaviour and their own time and are better at liaising with both parents and their school colleagues than during their NQT year.

 

Findings from Part 2 of the study:

  • Across secondary and primary schools the majority of SLT members who responded believed that the quality of NQTs had improved over time(pointersee here for a discussion on 'Quality'). Of a total of 25 SLT members, 17 believed that there had been an improvement; seven thought the quality was the same and only one believed that the quality of NQTs had worsened.


  • The personal and professional characteristics that constitute variations in perceived quality among NQTs the overall picture is generally positive, with most of the concerns identified relating to the difficulty of adequately preparing NQTs within the one-year PGCE framework compared with ITT routes that offer more classroom experience.


  • SLT members were positive about NQTs' commitment, enthusiasm and ability to handle the workload, although workload management was more of a concern for those from the PGCE route. On subject knowledge there was a balance among between those that believed NQTs were adequately prepared and those that thought that there was too much to be learned in one year.


  • SLT and mentor interviewees were broadly satisfied with NQTs preparedness for assessment; however NQTs themselves were more concerned about this aspect of their ITT. NQTs in secondary schools and some SLT/mentors also thought classroom management and behaviour management were areas of concern.

Differentiation was another area that was of more concern among in relation to secondary NQTs than primary, but that was highlighted by few interviewees. Most interviewees were also broadly satisfied with NQTs' ability to plan lessons and also to plan in the longer term, and with NQTs' ability to deal with parents, with the exception of some NQTs in primary schools when dealing with parents of children with special educational needs.

 

Findings from Part 1 of the study:

Points from the literature review

  • NQTs have difficulties in dealing with parents and handling difficult behaviour in the
    classroom.
  • There are varying views on the quality of NQTs from employment based routes.
  • In one study most NQTs had worked in supply after ITT and this was seen as positive
    for schools and NQTs.
  • One study identified that subject knowledge may be a weakness in NQTs.

 

Discussion of the Part 1 survey findings

The survey results suggest that ITT routes are differentially preferred by SLT respondents,
and there are differences here between primary and secondary schools. The written
comments made provided valuable insights into reasons for the preferences that can be
explored in Part 2 of the study. The comments suggest that having a range of routes is
valuable as each provides different benefits, but they also suggest that SLT members are
influenced by their familiarity with particular routes and there are implications here for how
information about routes is disseminated to schools.

Our survey indicates, contrary to suggestions from the literature review, that having done
supply work is not seen as very beneficial prior to gaining an NQT post and that indeed it
might be a deterrent. Intuitively, careers advisers and others may suggest that supply
work might be advantageous in offering useful experience, but this appears not to be the
case. The part time PGCE route seems not to be highly regarded, and this may be of
concern, since it may provide a route for those with financial or domestic commitments.

The findings support the point emerging from the literature review that ability to deal with
parents is seen by SLT respondents and by NQTs as the most difficult aspect for NQTs of
those aspects explored. Although behaviour management was not an aspect specified in
the survey, ability to deal with children and working with a full class were, and both were
rated quite positively. Generally, the highest ratings were for the aspects of the work
related to teaching activities. The lowest ratings were for aspects such as team working
with non teaching colleagues, dealing with parents and commitment to them,
administrative work (and assessment for learning). The suggestion is that ITT is most
effective at helping trainees develop teaching skills and least effective at helping them
develop the skills needed for other aspects of the work.

There are some indications that NQTs are least well prepared for situations where they
may encounter the need to cope with differentiation to a considerable extent. This is
suggested by ratings indicating that those in schools with very mixed populations find it
more difficult to deal with a number of the aspects specified.

The findings do not indicate (see points from the literature above) that there are concerns
about subject knowledge but they do suggest that there are variable views about the
employment-based routes and that this may, at least in part, be related to unfamiliarity
with them. Generally the quality of NQTs is seen by SLT respondents to have stayed the
same or increased, with the indications being that the quality of NQTs is acceptable or
better than that. The proportions responding using the ‘adequate’ category suggests there
are a number of aspects of ITT that might be usefully reviewed by the providers.

Written comments by SLT members suggest quality aspects that the questionnaire did not
specify, including creativity and flexibility, classroom and behaviour management
(although the questionnaire did include dealing with children and working with a whole
class, it did not use those terms) and awareness of current educational policies and
strategies. These might be further explored in Part 2 of the study. It might also be
interesting to explore the reasons why independent schools generally rate NQTs higher
than do those in the non-independent sector.