CPD and Recruitment Liam Collins and Tim Matthews
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The presentation given to #ShapingCPD conference at Cambridge University 12th April 2016
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CPD and Recruitment Liam Collins and Tim Matthews
- 1. Improving Recruitment in a challenging climate* Liam Collins FRSA (@kalinski1970) * I don’t have the answers
- 2. Context • Good School, hopefully moving to great • VA 1012 (32nd percentile) • Value Added KS5 • Small (ish) school • Members of Teacher Development Trust • No graded lesson observations • Personalised CPD • No blame culture • Differences in style of teaching celebrated • No colour pen preferred • No triple marking • All observations are developmental – Lesson study, lesson study light, live coaching • The ‘O’ word is banned in the school
- 3. Underpinned by this philosophy “If there was no Ofsted, no league tables, no SLT... just you and your class..what would you choose to do to make it GREAT? Well do that anyway...” Tom Sherrington
- 4. Do what makes your pupils successful… If a teacher can get amazing pupil outcomes from using films, Mr Men, constant teacher talk, or rote learning, then power to their elbow. Laura McInerney But! Test it. Question it. Share it.
- 5. And…
- 6. So…easy to recruit teachers then…?
- 7. Number of applicants 2011/12 2012/13 2013/14 2014/15 2015/16 Head of Maths 3 - - - 1 Maths - 0 3 0 0 English 3 - 1 1 - Geography 4 - 0 3 - History - 3 2 - - MFL 2 0 1 0 0 Head of Science 3 - - - - D&T - - - 1 - RE 2 - - 0 0 Drama - - 2 - - Total 17 3 9 5 1 Cost £7,020 £3,510 £7,020 £7020 £5,850 Cost per applicant £412 £1,170 £780 £1,404 £5,850 So for us, this situation is not new, but it is still getting worse
- 8. One word sums it all up… EXHAUSTING janeldrewisanimation.blogspot.com
- 9. One bonus is that once here they stay!
- 10. Improving Recruitment in a challenging climate* * I don’t have the answers
- 11. Solving Recruitment •Ways in •Keeping them in (which Tim will be covering) http://www.fanpop.com/clubs/numerology/images/22189661/title/number-2-photo
- 12. Key Facts NAO report “Training new Teachers”. 10/02/16 4 Years since the DfE’s trainee recruitment targets were met Yet 155 school-centred training compared to 56 in 2011/12 841 School Direct partnerships in 2015/16 compared to none in 2011/12
- 13. These are very worrying based on the new Maths curriculum and the threat of compulsory languages I worry about these courses surviving. We are having to remove courses because we can’t find the staff
- 14. Reason we are missing targets?
- 15. Choice of provider by region
- 16. The number of applicants for teacher training courses has continued to fall with new figures showing a drop of more than 4,500 compared to last year.
- 17. Trainees Entering Teaching – good news? The latest initial teacher training statistics show that almost nine out of ten trainees who gain qualified status (QTS) are in a teaching job six months later
- 18. Cost of Routes
- 19. Cost/benefit – highest cost is Teach First However, there is no data collected on any other route and retention rates?
- 20. Getting the figures or Zombie Stats The correct data to use if you want to see how many people gain QTS and then don't start teaching shows just 15% of those who gained QTS in 2012 were either not in a teaching job or had an "unknown" status six months after completion. It was 16% in 2011. ITT Performance Profiles 2012-13 Statistics - NCTL
- 21. Creating more time? Let Teachers Teach • Fully fund the wrap around care for young people and families • Parenting classes and support • Fund transportation outside of cities for young people • CAMHS support • In school counsellors • Increase and fund alternative provision to stop students failing off the bottom • Fund SEN properly • Fund a careers advice service
- 22. Opportunities? Under-represented. Men*? DfE Statistics: school workforce SFR21/2015 * Until you get to SLT
- 23. Opportunities? Increase BAME DfE Statistics: school workforce SFR21/2015
- 24. So the major problems are… • We have confused ways in to training • It is expensive to gain a degree and then a PGCE • There is very little planning in trainee teacher recruitment • The cut offs on trainee numbers have created a perverse incentive to recruit quickly rather than carefully • There are regional issues that are causing regional shortages • The most expensive route in has a two year cliff edge on retention • The profession is not attractive
- 25. A promise…we will try to solve some of these issues later efficiencie.com
- 26. So how do we retain…? Tim Matthews (@educatedcpd) alfa-img.com
- 27. How professional learning can support recruitment and retention #ShapingCPD Tim Matthews Deputy Headteacher Oriel High School
- 28. Recruitment & Retention crisis? Have a relatively stable staff group – movement is for promotion / career advancement A reduction in the number of applicants from traditional routes. Increased the number of overseas trained colleagues Schools Direct a process of controlling supply of teachers
- 29. Where it started... Sir Tim Brighouse at the ‘Raising the Quality of Teaching’ event (2013) co organised by the Teacher Development Trust. You know you are in a good school when; 1. Teachers talk about teaching. 2. Teachers observe each other’s practice. 3. Teachers plan, organise and evaluate their work together. 4. Teachers teach each other.
- 30. Moral compass & intelligent accountability
- 33. Appraisal • Recognising and valuing risk taking in the appraisal process Staff have been encouraged to pursue autonomous developmental targets that are phrased: • For mastery • For innovation • For performance The core purpose of all of these self-derived targets is to develop practice to improve outcomes for students.
- 34. Collegiate Faculty Structure DHT DHT HOF HOFHOFHOFHOF Subject Leader Subject Leader Subject Leader
- 35. Building Professional Capital: For teachers to be able to function as members of a community of practitioners who share knowledge and commitments, who work together to create coherent curriculum and systems that support students, and collaborate in ways that advance their combined understanding and skill. (Darling-Hammond and Bransford, 2005) Teacher learning and development is important not because ‘you need to’ but because ‘we could be better.’
- 37. Core activities: Termly IRIS self reflection incl. peer feedback. Termly Observation of colleague Safeguarding SystemsBehaviour Professional Studies: Action planning. Lesson planning. Emotional Literacy. NQT survival. Pedagogical basics (effective teacher behaviours) PTI: New teacher subject days Champion IRIS Groups Teacher Behaviours Learner Behaviours Research Lesson Study Coaching ResearcherContributor Mentor Participant Coach Improved Student Outcomes Teacher Learning
- 40. Impact of CPL • Surplus view of education - impact on culture • Retention of staff • Risk taking encouraged • Dialogue developmental • Results: VA / progress / threshold • OFSTED • Tdtrust validation: Bronze (2015) Silver (2016)
- 44. “I believe in the power of people to collaboratively achieve great things, teachers in particular are amazingly creative and effective problem solvers - let's create schools that give them a chance!"
- 46. So How do we improve recruitment and retention? How do we make the route(s) into teaching attractive but robust? How do we satisfy the need for teachers to advance without having to leave the classroom? How do we provide teachers with meaningful recognition? How do we provide teachers with more flexibility and time without sacrificing outcomes for kids? livebettermagazine.com
- 47. Feedback from the tables Polish Round Table Talks in Warsaw, Poland, on February 6, 1989. © Erazm Ciołek
- 48. How do we make the route(s) into teaching attractive but robust? • Sort out the routes into teaching • Make them more robust by having real selection processes – akin to teach first • Lessen the confusion by having one portal and way in – good IAG at the first point • Fully fund salaried entry routes • Keep HEI involvement in the initial teacher training– research based organisations • Have regional analysis completed on shortages – no point closing a subject if all the places are in the north and all the vacancies are in the south • Pay off student loans incrementally with years of service • Be clear about expectations and support expectations • Great exemplars of growing teachers • Enrichment in research • Offering great mentoring • Personality v’s academic ability
- 49. How do we satisfy the need for teachers to advance without having to leave the classroom? • Make the profession more attractive • Invest in increasing non-contact time, but use the breaks for professional development • Pay better • Penalise school set-ups that are punitive – opposite direction to current thinking • Capture the routes in and therefore retention • Pay increases after the first three years connected to professional development • Have a adult discussion about accountability measures • Hold all changes to curriculum for five years and any changes are given a two year lead in from the point the specifications are published • Innovative approaches to taking risks. • Need a combination of classroom based learning (through tech) and classroom focused external learning & collaboration. Blended approach. • Give the same leadership scale to those who stay in the classroom and share their expertise within & outside of school.
- 50. How do we provide teachers with meaningful recognition? • Have a research based professional development • NQT lasts two years • Next three years of training gains an MA • Then following the College of Teaching model with designatory titles • Giving them time and space • Positive peer recognition • Personalised thank you from SLT • Create environment where we recognise great teaching • Social recognition – perception of teachers by public/press • Collect student feedback • Non-monetary rewards showcasing teachers work • Personalised CPD • Technology to facilitate growth/recognition • Empower teachers to collect meaningful data from their students
- 51. How do we provide teachers with more flexibility and time without sacrificing outcomes for students? • Collaborative planning – saves time • Better technology • Working with others in networks like Lesson Study. • Actually find out what works in feedback and only do that • Assess less
Editor's Notes
- Schools cannot pick up the gaps in care whilst delivering better outcomes for students
- Black and Minority Ethnic
- How do we satisfy the need for teachers to advance without having to leave the classroom? Teachers want to develop in their careers, but a lot of the time, that means stopping teaching. We want to make a big deal of folks being effective teachers. For example, we have selected highly effective teachers to be “featured” teachers, and that group is leading designing new curricula for the entire network, to be aligned to the Common Core. We honour them, give them a stipend, and they get some special development and the opportunity to collaborate with highly effective colleagues. That will extend into a curriculum fellowship we’re running next year. How do we provide teachers with more flexibility and time without sacrificing outcomes for kids? Our students need a lot. They need a lot of our time, and they demand a lot of our teachers. But teachers need to pick up their dry cleaning and get their cars fixed. Balancing a demanding work environment with a personal life is a challenge for our teachers, many of whom come to us when they are young, and feel stretched as they grow older and have kids. Some of our schools offer two salary tracks: a higher track associated with longer hours, and a more traditional track, associated with a more traditional teaching schedule. Others try to chip away at this issue in small ways, such as giving teachers one late-start morning or early-dismissal afternoon each week. These small things are highly valued. How do we provide teachers with meaningful recognition? This was what surprised me most: little things mean a lot. We spoke with someone from Pixar, which has asked how to keep engineers engineering over the long term. They give every engineer who has been there for 10 years a bronze Buzz Lightyear statue—which blew our teachers’ minds. They just couldn’t get over it, a tangible recognition that is small, but really cool. They also talked about how, at our annual summit, which brings together everyone at KIPP, we have a gala on the last night and Dave and Mike have all the teachers stand based on how long they’ve been teaching. Those who teach the longest stand the longest and get the most applause. It’s now a tradition that our teachers told us means a lot to them.”