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Greer tasa education



Education presentation TASA conference ANU 2009

Education presentation TASA conference ANU 2009



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    Greer tasa education Greer tasa education Presentation Transcript

    • Attraction and Retention of Staff in Queensland Secondary Schools
      Lindsay Greer & Delwar Akbar - TASA 2009
    • Project drivers
      Bradley review (2008)
      • importance of a progressive education system
      • meets the needs of a 21st century
      • functions as integral part of a globalised economy.
      Education reform as a means to
      • develop the nation’s social capital
      • underpin economic and social progress.
      Acknowledgement: This project received funding from Education Queensland through the EIDOS Institute Pty. Ltd.
      Disclaimer: The information and opinions expressed in this presentation are those of the author and not necessarily of Education Queensland and the Queensland Government
    • Reforms indicated
      Better leadership and support
      Embrace new incentives and attract high performing professionals
      Target lifestyle factors
      Reward quality outcomes
      Reward innovation and creativity
      Provision for external partnerships
      Increased funding
    • Aim of research
      Identify the barriers and enablers to effective attraction and retention of teachers
      Investigate the innovative strategies that contribute to attraction and retention of teachers
      Broader narrative around ‘quality outcomes’
    • Background on teaching
      Overall teaching workforce is in balance (from HR perspective)
      Difficult areas exist however: Sciences, Mathematics, Technology, LOTE, Special Education
      Difficulties in rural and remote areas
    • Teacher workforce – Aust 2007
      276,822 working teachers (ABS,2007)
      Teaching for 17 years (ave.)
      School leaders 25 years (ave.)
      1 in 10 have worked in remote location
      1 in 5 have resign then returned later to teaching
      Salary range $50-70K/annum
      32% of teachers work in other field (health, gov’t, business etc.)
    • Student trends
      Student’s interest in science, mathematics and technology (SM&T) declines from primary to secondary
      Undergraduate enrolment in SM&T relatively consistent
      However - Education SM&T have fallen (not attracting SM&T students)
      Extra teaching year cited as barrier
    • Recruitment and retention challenges
      High mobility for trained SM& T teachers
      8,000 teachers leave Aust. each year
      Ageing workforce – 86,000 over 55 by 2009 – 48,000 btw 2010-2014
      Competition from other industry sectors
      Competition from other professions
      50% special education teachers leave within five years
    • Challenges
      Horizontal salary scales – beginning salaries competitive but quickly plateau
      Salary doesn’t take into account prior work experience
      Incentive payments were rarely applied due to ‘entrenched values surrounding workplace norms and wage equivalence’
      Limited career progression
      Cost of professional development
      Teachers teaching ‘out-of-field
    • Challenges
      Some evidence that salary and status are more important for those students that don’t teach – this suggestsa filtering of the workforce – impacts on quality of workforce
      Predicted national shortages in some key areas (SM&T) - 400 unfilled vacancies for Mathematics and 300 for Science teachers (2007)
    • Study method
      Exploratory approach and mixed method
      Face to face, telephone and online interviews and paper based surveys
      4 groups: Year 12 (239), University students (1243), teachers (91), para-professional groups (5) -1633 in total
      Analysis: descriptive statistics, weighted average, factor analysis and thematic content analysis
    • Survey design – Y12, Uni students & Teachers
      General career aspirations – what is important (Y12 & Uni)
      Attitudes toward teaching as a career
      Attraction measures for teaching
      Knowledge of teaching as a career
      Career incentives (Teachers & Principals)
      Systemic improvements (Teachers & Principals)
    • Results Y12
      62.5% aspired to undertake university study and 16% TAFE studies. - Teacher education studies were a QTAC preference for 28.8% of students.
      64% rank job highly
      34% rank pay below average
      74% would not work in a rural location
    • Results Uni students
      45% reported a poor knowledge of teaching career pathways
      60% don’t understand EQ recruitment process
      62.3 % poor knowledge of para-professional employment opportunities in EQ
    • Results Secondary teachers
      54.4 % Status could be improved by increased professionalism
      Highest satisfaction for teachers is ‘feeling part of an effective team and the importance given to extra-curricula activities’.
      63% cited ‘job satisfaction’ as reason they stay.
      30% cited ‘employment conditions and benefits
    • Results Secondary Teachers
      Improved recruitment to teaching
      Increase time trainee teachers spend in paid training within the school system
      Increase practical and relevant training within university education training programs.
      Re-evaluating the teaching position description to capture the changing expectation of teachers within communities particularly in rural and remote location
    • Results Principals
      Main barriers to recruitment
      Poor pay scales
      Declining work conditions
      Declining professional status
      Limited training and development opportunities
    • Results Para-professional groups –
      Factors attracting people to teaching
      • Comparable pay rates
      • Employment flexibility (hours & location)
      • Stronger professional networks (Isolation)
      • Better allowances to attend training
      • Recruitment at universities (across faculties)
      • Better recognition of school based work within professional organisations
    • Key findings – factor analysis
    • Recommendations
      • Income parity
      • With other professional sectors
      • Recognition of prior expertise
      • Focus on recruiting high quality para-professionals
      • Differentiated pay scales/incentive packages
      • Increased professionalism and status
      • Higher cut off for Higher Ed enrolment
      • Course/training improvements
      • Nested ‘proactive collaborative’ performance review system – with clear incentives
    • Discrete strategies (flexibility)
      • Promote to Generation Y teachers more flexible working conditions and the opportunity to combine community service roles in a formalised employment contract.
      • Greater flexibility in the recruitment system to allow for:
      • Individual work location choice
      • Greater mobility based on merit selection by individual school principals and leadership groups.
      • High quality recruits encouraged to re-locate once they have been recruited into DETA
      • Targeted recruits should be given location incentives
      • Increase the understanding of career paths (web development)
    • Discrete strategies (Teacher training & roles)
      • Strengthen partnerships with the university providers and the Queensland College of Teachers
      • Revise teacher training course structures
      • Enhance the practical training aspects of teacher training
      • Expand assistant teacher roles to include:
      • Student teacher traineeships and
      • Integrate student teachers into schools earlier and for longer periods.
    • Discrete strategies (regional recruitment)
      • Specific regional recruitment strategies
      • Conditional agreements for regional employment subject to satisfactory performance
      • Within degree school placement (work experience) targeted at working in the regions.
      • Targeted recruitment - Years 10-12 within schools
      • Encourage teachers as recruiters of better quality and more suited candidates for specialised teaching and leadership roles
    • Professional development
      • Cost shifting of professional development should be eliminated where possible (consideration of travel time in regional and rural activities)
      • Professional development based on the clear needs of the profession
      • Professional development delivered with clear link with performance reviews
    • Cost strategies
      • Promote advantages of a teaching lifestyle (holidays – hours)
      • Promote job security (recession proofing)
      • Factor cost of living differences between states and in regional areas into incentive schemes
      • Factor cost of becoming a Science, Mathematics, Technology or Special Education teacher
    • Communication strategy
      • Communications strategy with continuity of promotional messages
      • Communications should be carried through multiple delivery platforms, i.e. print and electronic media, promotional materials etc.
      • Emerging ‘quality’ niche and value proposition of the teaching profession should be explicit within the content design and articulate a clear ‘point of difference’ with other competing professions.
    • Discrete strategies (Summary)
      • Strategies need to focus on the different cohorts identified through HR research
      • Strategies forsalary parity and stilted career pathways should align with the federal gov’tfunding initiatives designed to improve quality outcomes
      • Introduce more selective recruitment practices (de-centralised) targeted for specific positions and locations
      • Incremental introduction of flexible market based solutions
    • Future research
      • Look at impacts of the current and proposed recruitment strategies on allied professions that have potential cross over skill sets
      • Economic modelling (long term) of the recommendations in the report should be undertaken (cost benefit analysis)
      • Incremental implementation via specialised workforce
    • Thank you & questions