Project

Final report

The first and possibly biggest transition point for new teachers is entering the profession. Each of the routes in to teaching has its own strengths and weaknesses and whilst senior leaders may have preferences for one or more of these, the route taken is only one amongst many issues taken into consideration in choosing candidates for posts. In any case, the differences between routes have largely disappeared by the third year as schools work to iron out differences between them. Senior leaders found it easier to recruit NQTs in 2010 compared with 2008, although problems remained with recruitment to some subjects notably physics, mathematics and general science. The study found that there was a mismatch between where senior leaders advertised - mainly teaching press and LA bulletins - and where NWTs looked- mainly electronic sources.

Once they have made it to the NQT Year, the focus for most NQTs is firmly on the classroom. In most respects this is a phase that is well supported, quite structured and aimed at honing the core work of the teacher. Senior leaders are looking in this year to develop qualities such as classroom management, planning and assessment and teaching repertoire, and beginning to address areas of development for many NQTs, notably working with parents and dealing with the administrative aspects of the job. For most NQTs, induction provides clear support and where it is not available this can be associated for some teachers with an intention to leave the profession. The majority of teachers even at this point, however, see teaching as a long term career choice, although a significant minority are only clear about staying as a teacher for the next few years. In any case, in relation to career, most are focussed not on promotion at this point but 'becoming a good teacher'.

The move from NQT to the second year of teaching is itself another significant transition. For most teachers, this is a time for developing confidence, and broadening their focus beyond the classroom, looking outwards. At this point, teachers are generally expected to be able to engage effectively with parents and other agencies, lead subject or other areas in primary schools and start to prepare for leadership roles in secondary schools. One reason this is a major transition is that second year teachers are usually far less supported. They are now integrated into the school’s performance management processes and systems, and access the professional development available to all staff as opposed to that specific to second year teachers (although in a small minority specific second year teacher support is available). Support for these teachers comes primarily from the heads of department and departmental colleagues in secondary schools, and from leaders and colleagues across the school in primaries. Rarely is there a post-NQT year mentor, although some second year teachers have access to in school coaching and mentoring . Yet this is a crucial point in the career of most teachers, and so care is needed. Some teachers do still require quite structured support to progress – and those in primary schools with responsibility certainly need support for these new roles - and lack of support is associated with likelihood of leaving the profession.

The move to the third year of teaching is the final transition point for most early career teachers, and although the move is less of a jolt, it is nonetheless important – for most, they now feel and are treated as  'full teachers', with a focus both on the classroom and beyond.  Support and development opportunities are those available to all. The vast majority of primary teachers have some, usually unpaid, responsibility; a large minority of secondary teachers have some responsibility, usually in this case paid. By this stage teachers are much more focussed beyond the classroom in most cases. Views on career harden: teachers know now much more clearly whether they will remain in teaching or not, and whilst most now see teaching as long term career, a minority are clear they will leave at some point, often to related educational professions but not always. Orientations to career change, too. Many - mostly men - are focussed on developing their careers. Some - mostly women, now in their mid-20s - see personal life as more important. Most seek a balance.  And whilst third year teachers are seen to be to be ‘just teachers’ there are areas for development still – in relation to working with parents and TAs (in secondary schools) and working with colleagues from beyond the school.