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Enhancing Employability and Retention of Teachers: A Collaborative School Perspective

This paper explores the implications of employability and retention within the teaching profession from a school perspective. It highlights the need for recruiting high-caliber teachers, emphasizing their role as advocates and role models. It discusses the synergy between Initial Teacher Training, Continuing Professional Development, and the evolving relationship between schools and higher education institutions. By prioritizing personal qualities in teacher selection and cultivating talent within schools, this approach aims to enhance commitment and celebrate the profession's significance.

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Enhancing Employability and Retention of Teachers: A Collaborative School Perspective

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  1. Iain Hulland

  2. Implications for Employability:A School Perspective Iain Hulland Alder Grange C&T School and Sixth Form

  3. Where We Agree • The importance of this issue to our profession’s future. • The need to recruit and retain highest calibre of teachers • The best qualified in personal, professional and intellectual terms • Teachers and students as role models and advocates to attract the right people • A demanding, stimulating ITTE and CPD curriculum • A professional experience that inspires

  4. Where I Hope We Agree • Widening anticipation not to include MORE people, but the RIGHT people • Working on the assumption that we want only outstanding and good teachers in our schools • Knowing that teachers have many ordinary qualities – but in extraordinary combinations • Understanding that not all those people who COULD be great teachers realise it, and we have to find, teach and nurture them.

  5. Our new context • New Government policy • Secretary of State’s “theology” • Teaching Schools • School Direct • SCITTs • National College and Teaching Agency merger • Charlie Taylor’s views

  6. Teaching Schools- the “Big 6” (Really 8) • Initial Teacher Training and Education • Post Qualification Continuing Professional Development • Research and Development • Talent Spotting and Management • Including Specialist Leaders of Education (SLEs) • Leadership Development • School-to-School Support • System Development and Improvement

  7. Redefining the HEI-School Relationship • Creating a new partnership • Schools and teachers leading on Professional Practice and guardians of QTS • Universities as: • guardians of PGCE • creating an “M” Level profession • Subject Knowledge sharing • Research and Development • The “independent eye, above the fray” we need

  8. How Could This Work? • Evidence from students: they value this concept of partnership • Learning the professional craft from “apprentice masters” • Being part of a school “team” • Enjoying membership of a University • Wanting the intellectual challenge of M Level work • An understanding that being a teacher is not what you DO, it is what you ARE.

  9. Experience, Opportunity, Employability, Retention: How? • Beginning with our pupils/sixth formers: Tomorrow’s Teachers • Schools and HEIs recruiting and selecting together in overt partnership • Actively promoting the profession – going after the people we want and being specific about their qualities • Packages for possible recruits to support application preparation • Redesigning the ITTE Programme: • EYFS, Primary, Secondary, Post-16, PRU, Special Ed • Child Development • High Quality subject knowledge

  10. The Desired Impact? • Signalling the importance of our profession • Celebrating the marriage between professional practice and intellectual rigour • Signalling the relevance of the training Programme thereby enhancing commitment • Placing a premium on the right personal qualities to be an outstanding teacher • “Growing our own” from within schools/alliances and beyond regardless of background

  11. The Desired Impact? • Using the responsibilities placed on Teaching Schools, SCITTs and School Direct partnerships to find and support this “new” talent • Teachers, trainees and sixth formers as “champions” and living proof of the “quality” on offer • Using schools’ emerging role as “gatekeeper” and “access point” to the profession positively

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