Secondary Schools struggling to recruit Teachers spend almost £6 million on re-advertising

It’s no secret that schools are facing a recruitment crisis. And as secondary schools in England and Wales struggle to recruit quality teachers, it’s a problem with huge implications.

Figures released under the Freedom of Information Act to former shadow education secretary Lucy Powell, where 123 secondary schools were sampled. This revealed that almost £6 million was spent on re-advertising for positions that were not filled following the first advertisement. And the costs have more than doubled over the past five years. Furthermore, the TES Teacher Recruitment Index for 2016 reported that 72 per cent of school leaders believe there has been a deterioration in the quality of applicants since the previous year.

Speaking about the challenges of recruiting quality teachers, Alex Russell, head teacher at Epson and Ewell High School says:

“Any head teacher knows that the market for new teaching staff is the worst it has ever been. The old days of advertising, long listing, short listing and then inviting six for interview; putting the candidates through an onerous day of teaching, assessments and interviews – and then asking them to remain like cattle in a pen whilst the great and good made their decision, before finally offering to the successful candidate are long gone. Nowadays, schools advertise in hope, rather than expectation.”

Implications of failing to recruit

Failing to recruit from the first advert results in escalating costs for schools as they are forced to employ expensive tactics to plug the gaps. In December 2015, it was revealed that spending on supply teachers had rocketed by 27 per cent in two years. We have also heard of unscrupulous recruitment agencies. Perhaps taking advantage of the situation by pawning potential candidates off to desperate schools for extortionate amounts? Schools need to look at and use recruitment websites as a cost-effective solution, rather than throwing money away searching for a magic bullet.

Of course, it’s not just finances that suffer. Failure to recruit first time round has a damaging impact that is felt throughout the entire school. Head teachers are left to meet the deficit in whatever way they can. Whether that is recruiting a teacher that isn’t suitable, or making use of supply staff or merging classes to cover the shortfall.

What can Schools do to attract high calibre Teachers?

So, what practical steps can schools take to ensure they recruit first time round? One important consideration is timing. Schools often recruit around Easter but this is also one of the busiest times in the school year. Teachers are preoccupied with their students and preparations for the onslaught of the exam period are well underway. Even if they are keen to seek new positions, teachers simply don’t have the time to apply for jobs at this time of year.

The application process is also important. Several teachers we spoke to said they were put off applying for a new position due to the lengthy and often antiquated form-filling process.

A number of more experienced teachers also said they were put off applying as they felt schools would always hire ‘the cheaper option’. Vacancies often state suitability for ‘NQTs and experienced teachers’ but perhaps more success would be found if specific post-threshold positions were advertised.

Schools should also examine whether the roles they offer need to be full-time. As the TES Teacher Recruitment Index for 2016 found, 77 per cent of teachers who had left the profession said they would consider returning for part-time or job-share positions.

But it isn’t all bad news

The TES Teacher Recruitment Index found that 37 per cent of respondents were recruiting more NQTs than the previous year. Almost 37 per cent said they were recruiting more unqualified teachers while increasing their emphasis on training. A number also reported over-recruiting to stave off future shortages. This shows that schools are already beginning to change their approach to recruitment.

With a more creative and flexible approach to recruitment, schools can reduce their costs and ensure they get the best candidate first time round.

Author: Jenny Catton

Looking for a fairer, more cost-effective way to advertise teaching positions? Register for free with GTJobs and you can begin posting unlimited adverts using a recruitment advertising subscription.

NQTs need more support if we are to solve the teacher recruitment crisis

The education sector spends millions attracting newcomers to the teaching profession and then training them ready to teach. But once qualified, many NQTs report being left to flounder. With low morale in schools, little support, heavy workloads, and no hint of a work-life balance, the reality of teaching is often a big shock to those newly qualified teachers who had looked forward to getting their teeth stuck into their first teaching role.

Figures vary wildly from report to report and depending on which research you read, anywhere from 10 per cent up to 40 per cent of newly qualified teachers leave the profession within a year of qualifying.

From May to July 2016, the National College for Teaching and Leadership surveyed a sample of newly qualified teachers. Their findings highlight concerns over workload and inconsistent levels of support. They also found that an NQT’s experience of the first year in teaching is greatly affected by their mentors.

In addition, record numbers of teachers are leaving mid-career and this exodus is having an impact on newer recruits.

We spoke to several experienced teachers who had decided to leave teaching completely or had left the UK to teach abroad. The majority said that they had felt undervalued, over-worked and underpaid while a significant number wanted a better work-life balance that they could fit around their family.

Freya Anderson*, a teacher who was consistently graded as outstanding told us: “I regularly saw teachers crying and breaking down. I felt there wasn’t enough support for struggling teachers and there wasn’t enough recognition for good teachers. I wanted a better work-life balance for myself. I now teach abroad and my pay far exceeds that of the UK. I have accommodation and travel paid for and the work load is less.”

NQTs need the support of experienced teachers

For NQTs to succeed we need a great support network and that means holding on to more experienced teachers.

A recent report by the Education Policy Institute found that England has one of the highest proportions of teachers under 30 and one of the fastest reductions in the proportion of teachers aged over 50. Of teachers who were leaving the profession – 50,000, equal to 11 per cent of the profession, left before retirement age. This is causing a myriad of problems, leaving newer, more inexperienced teachers to take on additional responsibilities and workloads, without the support and guidance of their more experienced colleagues.

With high workloads and inconsistent levels of support, it’s no surprise that so many NQTs leave the profession early, battered, bruised and demoralised.

The benefits of NQTs and why we need to look after them

Far from simply being ‘the cheaper option’, NQTs offer several benefits for schools.

New teachers bring with them fresh schemes of works and ideas. They are aware of the latest Ofsted criteria and are in tune with digital technologies. But first and foremost, they come into teaching with passion and ambition.

These qualities, when harnessed effectively by schools, help develop quality teachers for the future. Just as new teachers can learn from experienced members of staff, experienced members can also learn from NQTs. Rather than fostering a ‘them and us’ culture; schools should look to share good practice between their whole staff.

Of course, there will always be teachers who decide the job is not for them but we need to do more to reduce the numbers that are leaving and harness the talent and potential of new teachers.

NQTs can thrive in schools that support them, schools that recognise the importance of training and development. Schools where NQTs are given manageable workloads and can benefit from the experience of good mentors. Schools where leaders recognise the tell-tale signs that a teacher is struggling and has procedures in place to help them.

We spoke to Alex Russell, head teacher of Epsom and Ewell High School who explained how NQTs are looked after at his school.

“NQTs are given reduced timetables and the best mentors. Each one has a classroom located next to an experienced practitioner; their timetables are carefully planned to avoid the most challenging classes and to give the teacher a fair balance of free lessons across the fortnight.

“Staff training is short and sharp and is organised so that it always involves additional marking and preparation time – or recovery time, if that is what is needed. NQT paperwork is kept to an absolute minimum and involvement in extra-curricular activities is discouraged for the first year at least. The NQT year is absolutely exhausting so why increase it?”

By investing in newly qualified teachers, we are investing in the future of education. If we are to solve the recruitment crisis, we need to focus on retention and where better to start than with NQTs. These are the teachers of tomorrow. Let’s help them make it to tomorrow.

Are you looking to recruit NQTs or experienced teachers? For a fairer, more cost-effective way to advertise, register for free with GTJobs and you can begin posting unlimited adverts using a recruitment advertising subscription.

Author and image supplied by: Jenny Catton

It’s no secret that the first year as an NQT is challenging. And there’s no escaping the stories about how demanding a teacher’s life can be. But beginning your teaching career shouldn’t feel like you’re about to go into a long and bloody battle. This should be an exciting time when you finally get to put everything you’ve learnt into practice and begin the career you’ve longed to join.

And it’s not just NQTs that can feel nervous about the year ahead. Perhaps you’re a teacher returning to the profession after a career break and are equally as apprehensive.

So, rather than viewing your NQT year as going into battle; a better approach is to treat it like a marathon. Yes, you’ll be nervous as you approach the starting line but confident that your training has prepared you for what’s ahead. And by looking after your mind and body, planning ahead and taking advice from those who’ve successfully completed the course; you’ll not only reach the finish line in one piece but will finish with a huge amount of pride and accomplishment.

The NQT Year…
Just like a marathon; the NQT year can be split into stages; each offering its own challenges and rewards. The three priorities for new teachers to address as they progress through the year are:

• Behaviour Management – This is usually the first concern for NQTs as they begin their new role.
• Work-Life Balance – As you settle into the role, you’ll soon get a feel for the balance (or lack of balance) in your life.
• Seeking Help – As you near the end of your first year, it’s time to look to the future and seek advice for your ongoing career progression.

Let’s look at each of these in a bit more detail:

Behaviour Management

One of the biggest concerns for most NQTs, and teachers returning to the profession, is how to manage pupil behaviour.

Here are our strategies for managing pupil behaviour:

1. Set clear rules and boundaries from day one and stick to them. Write your classroom rules where pupils can see them.
2. Be consistent and always follow up on consequences.
3. Understand your school’s behaviour and discipline policies. You don’t want your pupils to know them better than you do.
4. Use a seating plan to help you remember names. You could also tell pupils where to sit rather than letting them choose.
5. Own the classroom. Don’t just sit or stand behind your desk. Walk around the room with confidence (fake it if you have to). Welcome pupils at the door to signal that they are entering your space.
6. Have strategies for getting pupils to be quiet that don’t involve shouting. When you shout, tensions rise resulting in further bad behaviour.
7. Be organised. It only takes a moment’s distraction for bad behaviour to emerge so keep all the equipment and materials you might need to hand.
8. Make your lessons engaging. It sounds obvious but if your pupils are interested they won’t get chance to misbehave.
9. Talk to the teacher who had your class last year so that you can learn about the different personalities in the group before teaching them for the first time.
10. Predict bad behaviour before it happens. Are there particular times of day when pupils are more likely to misbehave? Anticipating problems means you can head off bad behaviour before it arises.

Work-life Balance

In 2015, the Association of Teachers and Lecturers found that almost 80 per cent of trainee, student or newly qualified teachers considered leaving the profession because of their workload. So, getting a good work-life balance is vital if you are to enjoy a long and happy career in teaching.

As you settle into the new term, you’ll soon have a good understanding of what your normal day-to-day workload is likely to be.

Here are our strategies for creating work-life balance:

1. Set personal boundaries and stick to them. This will be different for every teacher but could include never working on a Saturday or setting aside a limited number of hours for marking.
2. Be ruthless about non-essentials. Naturally, you’ll want to appear keen during your first year but the priority should be having the energy to teach, not volunteering for extra-curricular activities.
3. Don’t respond to emails in your own time. Unless there’s a real emergency, most emails can wait. Replying instantly sets expectations that you’re always contactable.
4. Eat well, exercise and make time for friends and family. Staying healthy will give you the energy you need to make it through the year.
5. Take a look online for efficient marking strategies. Remember, Ofsted has clarified that it doesn’t expect to see books full of written feedback so you have the freedom to mark in the way that suits you and your pupils best.

Create an efficient filing system for lesson plans and resources before the start of the year. Collect resources on a continuous basis so you have a ready supply when you need them.

Seeking help

It’s important to seek help from your mentor and more experienced teachers throughout your first year. And as the year draws to a close, you’ll naturally start thinking about the future. There are many diverse career opportunities in teaching and by talking to those with more experience, you’ll be able to think about your own career progression.

Here are our tips on finding support:

1. Hopefully you have been appointed a good mentor. If so, draw on their knowledge and expertise as much as possible. If your mentor is not so forthcoming, look to other experienced teachers for help.
2. Mentors are busy so don’t be afraid to chase them to schedule regular catch ups.
3. Don’t let one bad day dent your confidence. Wait until the end of the year to assess the highs and lows. Remember to talk to other NQTs (either at your school or online) to share tips and strategies.
4. Don’t be afraid to ask for help if you’re struggling. Every teacher has experienced the stresses of the first year and you shouldn’t be judged for asking for help.
5. Don’t worry about making mistakes. This is how you learn. And every mistake gives you the chance to become a better teacher in the future.
6. Find out what resources and training is available for your continuing professional development. If your school isn’t proactive in suggesting opportunities, do your own research and ask if you can go on courses.
7. Continue to build on your skills – both as a teacher and in your subject. Be a life-long learner.

Looking to the Future

Hopefully you’ll reach the end of your NQT year with a real sense of achievement. But if you’ve had the year from hell; don’t despair. Remember there are other schools. No two are the same and a bad experience in one school doesn’t mean you are a bad teacher. Simply changing to a different school could give you a whole new outlook on teaching.

Many marathon runners end their first race saying “never again” but soon crave the excitement of the next challenge. And once you’ve had chance to rest and recuperate from your NQT year, you too will be ready to face the future with renewed energy.

Author and image supplied by: Jenny Catton