Part 2 report
- Executive summary
- Key findings
- Getting into teaching
- Recruitment
- Quality
- Induction
- Retention
- Key Issues Emerging
- For ITT providers
- For TDA
- For schools
- For the study
- Two recent issues to be followed up in the study
Executive summary
This is the first report on Part 2 of a three year quality improvement study commissioned by the Training and Development Agency for Schools (TDA) that aims to explore whether School Leadership Teams (SLTs) can recruit and retain enough quality Newly Qualified Teachers (NQTs). Part 1 of this project was completed in April 2008 and provided an initial 'environment map' of NQT recruitment highlighting problem areas, mapping recruitment and retention issues nationwide and informing the second stage. Part 2 is currently ongoing and started with case studies and telephone interviews identifying issues relating to the recruitment, induction and retention of NQTs.
The first phase of Part 2 of this longitudinal study began with 50 case study school visits that were selected from the respondents to the 'environment map' survey based on geographical location and type of school. During April and May 2008 at least two members of staff in each school were interviewed including a member of the SLT and an NQT. In total, 125 interviews were carried out. In addition to the case studies, 250 telephone interviews were conducted with SLT members in 250 schools over a two month period. As with the case studies the schools were selected from the survey conducted in the first stage of the project. The schools were selected on geographical location and type of school and 50 of the schools were non respondents to the 'environment map' survey. The second phase of this part of the study included a quantitative survey to SLT and NQTs on the induction and progression of NQTs.
Key Findings:-
- The majority of schools that commented were in partnership with local ITT providers and many commented on how they had well established links and contacts with good working relationships. Secondary schools were more likely to be linked with several institutions than were primary schools.
- The data - both qualitative and quantitative - supports the findings from the environment map that illustrates that the PGCE seems to be the most popular route for many SLT and NQT interviewees. Primary schools seem to prefer the undergraduate route and PGCE route and secondary schools the employment based routes and PGCE as a route into the profession (
see here for 'Routes into Teaching' discussion). - A third of SLT members who took part in the telephone interviews indicated that their current or previous NQTs were known to the school prior to starting their NQT year; this may be because the NQT had previously undertaken a placement at the school, was employed as a teaching assistant or had previously done supply work at the school.
- Timing of recruitment is important; for September starts some preferred to recruit in the spring term, while others preferred to wait until early summer when all candidates will have completed placements. Secondary schools were more likely than primary schools to offer NQTs a permanent contract in the first instance.
- In line with findings from the environment map survey, when schools place advertisements they are more likely to use the internet and, when looking for vacancies, trainees are even more likely to look online (e.g. far more NQTs prefer to use e-teach compared with the number of schools that use it). LA job bulletins, the LA pool and local press, as well as hardcopy advertisements in the TES, are still used widely.
- Schools overwhelmingly give preference to application forms written to the job specification, with personal accounts of experience, interest, future plans. They prefer to interview applicants who come across as enthusiastic, passionate (especially among primary candidates), and have a breadth of experience and interest in other extra curricular activities. Negative factors seem to include changing jobs regularly, an inability to sell themselves, and low standards of literacy which is consistent with the 'environment map' survey findings.
- According to our data, the selection event generally consisted of a tour of the school and teaching a lesson as well as an interview and sometimes presentation, with the event usually lasting a full school day. The interview process is reported by NQTs to be fairly rigorous. The interviewers look for evidence of ability to differentiate, creative teaching and behaviour management techniques. Many NQTs reported being surprised at how many applications they had to make to secure their first teaching post, suggesting that overall there is no shortage of trained teachers beyond specific subject and geographic areas or NQTs are concentrating their efforts on a limited number of schools.
- Across secondary and primary schools the majority of SLT members who responded believed that the quality of NQTs had improved over time. (see here for 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.
- Overall, the majority of schools that took part in the survey, telephone interviews and case studies included an in-house induction process including 10% reduction in timetable, observations, NQT mentors and regular meetings in their NQT induction programme. Secondary schools were more likely than primary schools to start NQT induction in the June / July prior to the NQT starting the following September. In common with the Phase 1 report, we found a striking difference in experience of NQTs and the schools themselves on induction. In virtually all respects, the NQTs experienced a more limited induction than the SLT members told us they provided.
- LA induction was part of NQT induction for the majority of telephone interviewed schools and the most commonly used LA activity was specific courses for NQTs. Generally, the comments made by primary case study school SLT members were more positive than secondary regarding LA induction. Comments made by NQTs on LA induction were limited with mixed views on the induction support available. For example, primary NQTs found LA induction very supportive but one NQT from the qualitative study stated that LA induction was a repetitive exercise. These findings are consistent with the data from the SLT and NQT surveys.
- Overall, the majority of SLTs and NQTs indicated that they used Career Entry an Development Profile (CEDP) Transition Point (TP) one, although fewer used TP2 & 3. Over half of SLT survey respondents indicated that they found the transition points useful, although many felt that they were adequate and some not useful at all. A higher proportion of NQTs stated that although they did use the CEDP they did not find it useful. The CEDP was used by the majority of telephone interview schools, although a fifth did not use the file at all. These findings were also consistent with the data from the case study schools with secondary school SLT indicating that they use the CEDP more than primary schools. Overall secondary school SLT members were much more positive about that file than primary SLT members, and the comments made by NQTs were similar to those from SLTs. Secondary NQTs use the file more than primary NQTs and find the file helpful.
- There was limited data available on NQT induction monitoring and evaluation, although the comments made by SLT members suggested that secondary schools are more likely to use evaluation forms with their NQTs as part on their monitoring process. Generally, comments on difficulties experienced with NQT induction processes suggest that time and tailoring induction for individuals is an issue for SLTs taking part in the telephone interviews and case studies. Other difficulties included paperwork in terms of too much and being repetitive, and visits to other schools.
- It is difficult to make the case, based on the case study data analysed and presented above, that there is a serious, widespread problem with retention. Most schools felt that there was either no problem or that problems were related to a limited number of issues, and most saw that providing good quality support and development opportunities in a friendly environment was the key to retaining staff for the first few years of their careers. Beyond that, it is likely that most NQTs will look to move on (internally or externally) for promotion or other challenges. Also, many schools recognised that keeping staff in the longer term was not necessarily in the school’s or teacher’s interests.
- NQTs supported these views, in the main. Most intended to stay in teaching, and looked forward to promotion internally or externally at some point, in some cases to very senior positions. A very small number were considering leaving the profession, with two (out of 25 interviewed) fairly sure they would do so. Schools did not necessarily see this as a problem in itself: schools no more wanted to retain staff unsuited to the school or the job than the NQTs.
- In a minority of schools, there was a more or less serious problem with retention of NQTs, and these schools were some of those facing the most challenging circumstances. One of the two NQTs that were clear they wanted to move on was also working within a challenging environment. This supports other research which indicates that it is clear that it is more difficult to retain staff for such schools, yet it is also true – as we see from our study – that these schools often work very hard to develop innovative and thoughtful strategies to retain their most valuable resource. In the next stages of the study, we intend to investigate such strategies in more depth.
Key Issues Emerging
- The usefulness of references from ITT providers was picked up both in this stage and Part 1 of the Study. ITT providers and TDA should work together to investigate this issue from the viewpoint of ITT providers.
- The importance of school links to ITT is emphasised again in this report. Given the particular issues facing schools in more challenging circumstances, providers should continue to make every effort to place trainees in a broad range of schools.
- It appears from the qualitative phase of our research and the TDA’s NQT Surveys that secondary schools make more use of the CEDP and are more positive about it compared with primaries, and therefore the TDA may wish to consider investigating how to make it better fit primary phase needs.
- Continuing from the point above on ITT provides’ role in supporting recruitment to schools in challenging circumstances, TDA should continue to support flexible and innovative practice within a clear policy of encouraging all trainees to experience a broad range of schools. Evidence from this study and elsewhere indicates the importance of ensuring teachers experience schools in challenging circumstances as a strategy to reduce recruitment problems in such schools.
- Both this study and the environment map indicate that the experiences of NQTs regarding induction are less comprehensive than SLT members think, indicating that practice does not match policy, in all respects. TDA should recommend schools do provide at least a minimum level of induction and continue to emphasise the positive benefits of comprehensive induction to schools.
- Induction is one of the most widely researched areas of teacher education and development, and there is a clear consensus that high quality, focussed induction with an induction tutor, time off timetable and a clear development plan for individuals reaps positive longer term benefits for schools and individuals. However, our study finds that even where schools believe they have in place comprehensive policies, in practice NQTs do not experience this same level of support. Schools should spend time investigating whether this is true of their schools: induction policies can only provide the benefits if they are implemented, of course.
- Some schools identified they could not recruit until later in the year, and we speculate this may be a factor for SFCCs in particular. This needs to be investigated.
- There may be a mismatch between SLTs and NQTs on the value of different routes in to teaching. This should be followed up in future phases.
- The role of local authorities is key to some NQTs’ induction – feedback from colleagues who are running induction sessions for the authority needs to be sought as part of the data collection.
- Subject knowledge was identified as an issue – what are schools doing to address weaknesses in NQTs knowledge – this could provide useful information for others who have the same issues?
- It has been suggested that the CEDP is covered differently by different providers. This could be followed up in future stages of the study.
- Reflections on the role of the induction tutor following the NQT year would be valuable.
Two recent issues to be followed up in the study:
- There are a number of providers of ITT which are School Centred Initial Teacher Training (SCITT). Most of these train in the Primary sector. The quality and retention of teachers from these routes needs to be addressed in future studies. It may be that views of students who follow such routes, and SLT members that employ them, compare more similarly with those of GTP.
- The National Challenge Schools initiative may already be addressing the issue of retention in those secondary schools which are facing challenge. Such schools are receiving a range of support, some of which is or will be aimed at supporting staff development (e.g. MTL) and other elements that may impact on recruitment and retention. It may be opportune to investigate in future surveys to what extent such schools are experiencing and benefits in terms of recruitment and retention from such support.
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