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Who needs “teachers”?

Who needs “teachers”?. Chris Waterman Sunday 6 th July 2014. SATTAG. Why Who What Where When. The shape of the workforce. Age profile Gender profile Qualifications Type of training Length/type(s) of service Retention What are the trends over time?. Pupil profile.

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Who needs “teachers”?

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  1. Who needs “teachers”? Chris Waterman Sunday 6th July 2014

  2. SATTAG • Why • Who • What • Where • When

  3. The shape of the workforce • Age profile • Gender profile • Qualifications • Type of training • Length/type(s) of service • Retention What are the trends over time?

  4. Pupil profile • Early years demographic • KS 1 and KS 2 • KS3 and KS4 • KS5 • Early years provision • Community schools • Academies • Colleges • Independent schools

  5. First degree courses • Degree subjects • Curriculum subjects • % needed to meet demands of school population

  6. Routes into teaching • B Ed • PGCE • Unqualified • School Direct • Teach First • SCITTS • Troops to Teachers • Ph D experts • SKE routes

  7. Why teach? • Vocation • Labour market • Status of teachers • Pay levels • Loans • Bursaries

  8. Curriculum demands • New content • Ebac • Best 8 • Participation in maths and physics • Participation post-16 • NEETS • Early entry? • Post-16 maths and English • MFL in primary • More teaching hours in maths • Specialists in primary

  9. Geography of teaching force • Location of HEI’s offering teacher training • Distribution of School Direct • Distribution of Teach First • Mobility of workforce • What about the regions?

  10. How precise can the TSM be? • Demographic data • Curriculum data (NC or actual curriculum) • School data (by size, key stage, type of school) • Current workforce data • New entrants needed

  11. What does every student need? • Trainees that are properly selected • Teachers that are well-qualified and well-trained • Teachers with appropriate subject knowledge • Teachers that will be retained

  12. A totally-managed market • Government calculates need by phases and subject • Uses bursaries to manage supply • Government employs teachers • Government decides who teaches where • Regional/sub-regional commissioners manage the local market • Schools interview teachers

  13. A “hybrid market” • Government calculates demand • Government allocates places (by phase and subject) • Government offers incentives in shortage subjects • B Ed • PGCE • School Direct • Teach First • SCITTS

  14. A “perfect market” • School calculates need • Recruits graduates • Commissions training • Pay at “market rates” • Funding delivery?

  15. Key questions • Do we need to manage teacher supply? • Who should do it? • Should all teachers be trained? • Should there be incentives to ensure that the most challenging schools get their share of the best teachers? • How do we achieve it?

  16. The Howson recomendations • Only candidates with the highest qualifications and personal attributes should be allowed to train, but with the risk of unfilled places • We need robust real-time data, in secondary and primary, to identify potential problems • QTS should be subject specific in secondary (with opportunities for re-training) • Schools could only employ QTS outside of their subject while they retrained

  17. Different routes have different costs, which must be taken into account • Subject area quotas could be useful to allow for the development of subject and KS leaders • CPD finance should be ring-fenced and allocated by an independent body • An independent College of Teachers should be established, with initial funding provided https://johnohowson.wordpress.com/2014/06/23/a-submission-to-the-carter-review/

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