Greer tasa education

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Education presentation TASA conference ANU 2009

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Greer tasa education

  1. 1. Attraction and Retention of Staff in Queensland Secondary Schools<br />Lindsay Greer & Delwar Akbar - TASA 2009<br />
  2. 2. Project drivers<br />Bradley review (2008) <br /><ul><li>importance of a progressive education system
  3. 3. meets the needs of a 21st century
  4. 4. functions as integral part of a globalised economy. </li></ul>Education reform as a means to <br /><ul><li>develop the nation’s social capital
  5. 5. underpin economic and social progress.</li></ul>Acknowledgement: This project received funding from Education Queensland through the EIDOS Institute Pty. Ltd.<br />Disclaimer: The information and opinions expressed in this presentation are those of the author and not necessarily of Education Queensland and the Queensland Government <br />
  6. 6. Reforms indicated<br />Better leadership and support <br />Embrace new incentives and attract high performing professionals<br />Target lifestyle factors<br />Reward quality outcomes<br />Reward innovation and creativity<br />Provision for external partnerships<br />Increased funding <br />
  7. 7. Aim of research<br />Identify the barriers and enablers to effective attraction and retention of teachers<br />Investigate the innovative strategies that contribute to attraction and retention of teachers<br />Broader narrative around ‘quality outcomes’ <br />
  8. 8. Background on teaching<br />Overall teaching workforce is in balance (from HR perspective)<br />Difficult areas exist however: Sciences, Mathematics, Technology, LOTE, Special Education<br />Difficulties in rural and remote areas<br />
  9. 9. Teacher workforce – Aust 2007<br />276,822 working teachers (ABS,2007)<br />Teaching for 17 years (ave.) <br />School leaders 25 years (ave.) <br />1 in 10 have worked in remote location<br />1 in 5 have resign then returned later to teaching<br />Salary range $50-70K/annum<br />32% of teachers work in other field (health, gov’t, business etc.)<br />
  10. 10. Student trends<br />Student’s interest in science, mathematics and technology (SM&T) declines from primary to secondary<br />Undergraduate enrolment in SM&T relatively consistent<br />However - Education SM&T have fallen (not attracting SM&T students)<br />Extra teaching year cited as barrier<br />
  11. 11. Recruitment and retention challenges<br />High mobility for trained SM& T teachers<br />8,000 teachers leave Aust. each year<br />Ageing workforce – 86,000 over 55 by 2009 – 48,000 btw 2010-2014<br />Competition from other industry sectors<br />Competition from other professions<br />50% special education teachers leave within five years<br />
  12. 12. Challenges<br />Horizontal salary scales – beginning salaries competitive but quickly plateau<br />Salary doesn’t take into account prior work experience<br />Incentive payments were rarely applied due to ‘entrenched values surrounding workplace norms and wage equivalence’ <br />Limited career progression<br />Cost of professional development<br />Teachers teaching ‘out-of-field<br />
  13. 13. Challenges<br />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<br />Predicted national shortages in some key areas (SM&T) - 400 unfilled vacancies for Mathematics and 300 for Science teachers (2007) <br />
  14. 14. Study method<br />Exploratory approach and mixed method<br />Face to face, telephone and online interviews and paper based surveys<br />4 groups: Year 12 (239), University students (1243), teachers (91), para-professional groups (5) -1633 in total<br />Analysis: descriptive statistics, weighted average, factor analysis and thematic content analysis<br />
  15. 15.
  16. 16. Survey design – Y12, Uni students & Teachers<br />Demographics<br />General career aspirations – what is important (Y12 & Uni)<br />Attitudes toward teaching as a career<br />Attraction measures for teaching<br />Knowledge of teaching as a career<br />Career incentives (Teachers & Principals)<br />Systemic improvements (Teachers & Principals)<br />
  17. 17. Results Y12<br />62.5% aspired to undertake university study and 16% TAFE studies. - Teacher education studies were a QTAC preference for 28.8% of students.<br /> 64% rank job highly<br />34% rank pay below average<br />74% would not work in a rural location<br />
  18. 18. Results Uni students<br />45% reported a poor knowledge of teaching career pathways <br />60% don’t understand EQ recruitment process<br />62.3 % poor knowledge of para-professional employment opportunities in EQ<br />
  19. 19. Results Secondary teachers<br />54.4 % Status could be improved by increased professionalism<br />Highest satisfaction for teachers is ‘feeling part of an effective team and the importance given to extra-curricula activities’. <br />63% cited ‘job satisfaction’ as reason they stay. <br />30% cited ‘employment conditions and benefits<br />
  20. 20. Results Secondary Teachers<br />Improved recruitment to teaching<br />Increase time trainee teachers spend in paid training within the school system <br />Increase practical and relevant training within university education training programs. <br />Re-evaluating the teaching position description to capture the changing expectation of teachers within communities particularly in rural and remote location<br />
  21. 21. Results Principals<br />Main barriers to recruitment <br />Poor pay scales <br />Declining work conditions <br />Declining professional status <br />Limited training and development opportunities <br />
  22. 22. Results Para-professional groups – <br />Factors attracting people to teaching<br /><ul><li>Comparable pay rates
  23. 23. Employment flexibility (hours & location)
  24. 24. Stronger professional networks (Isolation)
  25. 25. Better allowances to attend training
  26. 26. Recruitment at universities (across faculties)
  27. 27. Better recognition of school based work within professional organisations</li></li></ul><li>Key findings – factor analysis<br />
  28. 28. Recommendations <br /><ul><li>Income parity
  29. 29. With other professional sectors
  30. 30. Recognition of prior expertise
  31. 31. Focus on recruiting high quality para-professionals
  32. 32. Differentiated pay scales/incentive packages
  33. 33. Increased professionalism and status
  34. 34. Higher cut off for Higher Ed enrolment
  35. 35. Course/training improvements
  36. 36. Nested ‘proactive collaborative’ performance review system – with clear incentives</li></li></ul><li>Discrete strategies (flexibility)<br /><ul><li>Promote to Generation Y teachers more flexible working conditions and the opportunity to combine community service roles in a formalised employment contract.
  37. 37. Greater flexibility in the recruitment system to allow for:
  38. 38. Individual work location choice
  39. 39. Greater mobility based on merit selection by individual school principals and leadership groups.
  40. 40. High quality recruits encouraged to re-locate once they have been recruited into DETA
  41. 41. Targeted recruits should be given location incentives
  42. 42. Increase the understanding of career paths (web development) </li></li></ul><li>Discrete strategies (Teacher training & roles)<br /><ul><li>Strengthen partnerships with the university providers and the Queensland College of Teachers
  43. 43. Revise teacher training course structures
  44. 44. Enhance the practical training aspects of teacher training
  45. 45. Expand assistant teacher roles to include:
  46. 46. Student teacher traineeships and
  47. 47. Integrate student teachers into schools earlier and for longer periods.</li></li></ul><li>Discrete strategies (regional recruitment)<br /><ul><li>Specific regional recruitment strategies
  48. 48. Conditional agreements for regional employment subject to satisfactory performance
  49. 49. Within degree school placement (work experience) targeted at working in the regions.
  50. 50. Targeted recruitment - Years 10-12 within schools
  51. 51. Encourage teachers as recruiters of better quality and more suited candidates for specialised teaching and leadership roles</li></li></ul><li>Professional development<br /><ul><li>Cost shifting of professional development should be eliminated where possible (consideration of travel time in regional and rural activities)
  52. 52. Professional development based on the clear needs of the profession
  53. 53. Professional development delivered with clear link with performance reviews</li></li></ul><li>Cost strategies<br /><ul><li>Promote advantages of a teaching lifestyle (holidays – hours)
  54. 54. Promote job security (recession proofing)
  55. 55. Factor cost of living differences between states and in regional areas into incentive schemes
  56. 56. Factor cost of becoming a Science, Mathematics, Technology or Special Education teacher </li></li></ul><li>Communication strategy<br /><ul><li>Communications strategy with continuity of promotional messages
  57. 57. Communications should be carried through multiple delivery platforms, i.e. print and electronic media, promotional materials etc.
  58. 58. 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. </li></li></ul><li>Discrete strategies (Summary)<br /><ul><li>Strategies need to focus on the different cohorts identified through HR research
  59. 59. Strategies forsalary parity and stilted career pathways should align with the federal gov’tfunding initiatives designed to improve quality outcomes
  60. 60. Introduce more selective recruitment practices (de-centralised) targeted for specific positions and locations
  61. 61. Incremental introduction of flexible market based solutions </li></li></ul><li>Future research<br /><ul><li>Look at impacts of the current and proposed recruitment strategies on allied professions that have potential cross over skill sets
  62. 62. Economic modelling (long term) of the recommendations in the report should be undertaken (cost benefit analysis)
  63. 63. Incremental implementation via specialised workforce</li></li></ul><li>Thank you & questions<br />

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