Browse Issue

Paul W. Miller, PhD, Professor of Educational Leadership and Social Justice; Principal Consultant and Director, Educational Equity Services, UK I am pleased to have been asked by the Chartered College of Teaching to guest edit this issue on teacher recruitment, retention and progression. These issues (recruitment, retention, progression) are fraught, and examining them together provides [...]
CLAUDETTE BAILEY-MORRISSEY, CAREERS LEADER, CAREERS DEVELOPMENT INSTITUTE, UK This article examines black women secondary school leaders’ perceptions of school leadership, their responses to ‘playing the game’ in order to achieve career progression and the strategies that they adopt to overcome leadership challenges. The context The National College for School Leadership (NCSL, 2009) proposed that a [...]
SUFIAN SADIQ, DIRECTOR OF TEACHING SCHOOL, CHILTERN LEARNING TRUST, UK For the past five years, Chiltern TSA has been running ‘BAME into leadership’, a programme that seeks to support teachers from minority ethnic backgrounds to develop the skills and knowledge needed to progress in their teaching careers. Teachers from minority ethnic backgrounds are underrepresented across [...]
Lisa-Maria Muller, Chartered College of Teaching, UK Josephine Booth, Michael Coldwell, Emily Perry, Sheffield Hallam University, UK James Zuccollo, Education Policy Institute, UK Recent data suggests that, despite some signs of progress, teacher recruitment and retention are likely to remain issues over the next few years (Worth, 2020; DfE, 2020a). While teacher retention improved slightly [...]
KATHRYN SPICKSLEY, SCHOOL OF EDUCATION, UNIVERSITY OF WORCESTER, UK This paper reports on selected findings taken from a research study that explored the professional identities of early career teachers (ECTs; defined as having up to five years’ teaching experience for the purpose of this study) working in primary schools in England that were situated within [...]
Kate Sida-Nicholls, Secondary PGCE course leader, Suffolk and Norfolk SCITT, UK This scoping study involved 103 initial teacher training (ITT) primary and secondary trainees as they started their school-centred initial teacher training programme in September 2020. The purpose of the study was to capture views about novice teachers’ identity and consider whether their perception of [...]
Description of the setting In 2010, the Froebel Trust became linked to a community kindergarten for children aged one to six in an informal settlement in Soweto (South Africa). The kindergarten was established in 1991 by a member of the community who observed that during the day, when their parents went to work, children as [...]
DESMOND DEEHAN, CEO, ODYSSEY TRUST FOR EDUCATION, UK Townley Grammar School is an 11–18 selective girls’ school in the London Borough of Bexley. It is a large grammar, with approximately 1,500 students in a selective authority with three other grammars. The school has an ethnically diverse population with approximately one third black African, one third [...]
Graham Chisnell, CEO, Veritas Multi Academy Trust, UK In this reflective piece, I explore the benefits of creating a culture of talent management within schools, and how this builds career pathways for teachers and strengthens staff retention. Through the springboard of a research trip to Singapore, Veritas Multi Academy Trust have devised a system of [...]
SALLY TATTERSFIELD, HR MANAGER, NORTHAMPTON SCHOOL FOR GIRLS, UK Following the worldwide reactions to the death of George Floyd in May 2020 in the USA, the crucial need to tackle racism in the UK has been highlighted, including through movements such as Black Lives Matter (BLM). Organisations such as my own are looking at the [...]
GAYNOR BAHAN AND CHRIS DALE, PROJECT COORDINATION TEAM, MATHS HUB LLME COMMUNITIES PROJECT, NCETM, UK This article explores the role of professional learning communities (PLCs) in improving retention rates and career progression opportunities for teachers of maths. The National Centre for Excellence in the Teaching of Mathematics (NCETM) coordinates the Maths Hubs programme, which brings [...]
JONATHAN DOHERTY, LEEDS TRINITY UNIVERSITY, UK A changing picture of school leadership Over the last few decades, roles in schools have changed in response to an evolving educational landscape. School leadership includes not only includes headteachers now, but staff at all levels, supporting their career advancement (ET2020, 2019). Classroom teachers are assuming greater levelsof responsibility [...]
Judith Bruce-Golding, Researcher and SEND Teacher, University of Birmingham, UK Studies over the past 10 years have documented different school leadership approaches and how they influence students as well as individual staff members, including teachers’ career trajectories (Mboyo, 2017; Callender 2018, Bruce-Golding, 2019). Given the lack of black and global majority teachers and leaders in [...]
SARAH SELEZNYOV, DIRECTOR, LONDON SOUTH TEACHING SCHOOL ALLIANCE, UK For the last three years, London South Teaching School Alliance has been running a professional development programme for ethnic minority teachers, to help support them into leadership roles in London schools. Thanks to funding from the Equalities and Diversities Fund and now the Greater London Authority, [...]
Vivienne Porritt, Strategic Leader, WomenEd; Vice-President, Chartered College of Teaching; Leadership Consultant, UK Lisa Hannay, Strategic Leader, WomenEd; Senior Leader, Centennial High School, Calgary, Alberta, Canada Parm Plummer, Strategic Leader, WomenEd; Senior Leader, Victoria College, St Helier, Jersey   England has a severe teacher retention crisis, with 32.3 per cent of newly qualified entrants to [...]
Lindsay Patience, Teacher, Putney High School The recommendation that middle and senior leaders should be able to work flexibly was a main finding from the National Foundation for Educational Research (NFER) report ‘Part-time teaching and flexible working in secondary schools’ (Sharp et al., 2019), and flexible working is a key strand of the Department for Education’s Teacher Recruitment and [...]
REBECCA MORRIS, DEPARTMENT OF EDUCATION STUDIES, UNIVERSITY OF WARWICK, UK BENG HUAT SEE AND STEPHEN GORARD, SCHOOL OF EDUCATION, DURHAM UNIVERSITY, UK There is widespread concern about the shortage of schoolteachers in England. In some regions and some subject areas or phases, finding and retaining appropriately qualified teaching staff is a major challenge for school [...]
KAREN ANGUS-COLE, LECTURER IN EDUCATION, UNIVERSITY OF BATH, UK Fulfilling the UK’s science teacher quota remains a pressing issue (DfE, 2019a). Increased science teacher vacancies (DfE, 2019b) and difficulty in recruiting science teachers are ongoing challenges (TES, 2018), and science teachers have also been included on the Shortage Occupation List (Migration Advisory Committee, 2019). Additionally, [...]
Tanya Ovenden-Hope, Institute of Education, Plymouth Marjon University, UK There is a discord internationally between the ‘agencies’ that control the supply and quality (teacher status) of the school ‘workforce’, such as the Department for Education on behalf of the government in England and the government and Swedish Association for Local Authorities and Regions (SALAR) in [...]
ANTONINA TERESHCHENKO, SENIOR RESEARCH FELLOW, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK PROFESSOR MARTIN MILLS, DIRECTOR, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK Reviews of the composition of the teacher workforce in England have shown a persistent shortage of black, Asian and other minority ethnic (BAME) teachers [...]
LYN DALE, CAMBRIDGE ASSESSMENT ADMISSIONS TESTING, UK ALISON FOX, THE OPEN UNIVERSITY, UK ROB LOE, RELATIONSHIPS FOUNDATION, UK ANNA RICHARDS AND KATE SIDA-NICHOLS, SUFFOLK AND NORFOLK SCHOOL-CENTRED INITIAL TEACHER TRAINING, UK BEN WINKLEY AND EVELIN GAÁL, EIDO RESEARCH, UK The role of personality in teacher retention Personality, or people’s preferences in how they think, feel [...]