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Schools Facing Challenging CircumstancesResearch Highlights – Becta Conference
November 6th 2008
2
Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
3
Research Objectives
To explore the ‘push and pull’ factors and all supply issues in schools facing challenging circumstances
To understand the barriers and motivations to teach, and stay teaching, within schools facing challenging circumstances
To test the extent to which incentives can be used to mitigate against supply issues in schools facing challenging circumstances– To identify possible incentives/strategies to take forward to test among teachers before
quantification
To quantify and review the impact of incentives to encourage people to teach, and stay teaching, within schools facing challenging circumstances
Quantitative phase of research concerned with final objective only
4
Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
5
Qualitative Sample structure
DEMAND SIDE
Case Studies
(schools)
16
LA Contacts
8
SUPPLY SIDE
Teachers 10
ITT Providers
5
Trainee Teachers
5
Teaching Considerers
8
SUPPLY SIDE
Focus groups
NQTs 2
Trainees 2
Experienced teachers
2
Total 6
Phase 1 Phase 2
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Quantitative Research Approach
479 interviews in total
Teachers 253 interviews
– Mix of secondary and primary
Heads 154 interviews
– Mix of secondary and primary
Trainees 72 interviews
– Mix of those in schools and at college
Who did we interview?
Telephone interviews
15 minutes in length
Interviewing carried out between 24th June – 1st August 2008
Quotas were set on the following:– Respondent type (Teacher/Head/Trainee)– Secondary vs. Primary– School Type
SFCC Non-SFCC in deprived areas Schools in mixed/affluent areas
How did we do it?
7
Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
8
Summary of Qualitative Phases
Strong altruistic motivations for going into teaching High proportion of SLT teachers Mixed views on whether particular personality types are better suited to SFCC Many positive experiences of teaching in SFCC
The ‘buzz’ can be compelling Strong team spirit
Regret that achievements are not adequately recognised
Phase 1
SLT teachers in Phase 1 tended to be more positive/upbeat than other teachers interviewed in either Phase
Altruism tempered by more self-interest: long holidays, job security, ‘decent’ pay Convinced that teachers in SFCC require special talents and skills
Some doubt whether they personally have the requisite skills
Teaching in SFCC viewed as career risk, especially seniors
Why take that risk? Personal very poor experiences of teaching in ‘challenging schools’
Phase 2
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Improving results Inspirational head & supportive SLT In depth support
– Overall ethos– Practical support on behavioural
issues– Support staff for behavioural, EAL,
SEN, etc Effective CPD programmes Lower staff turnover Teamwork and good morale
Stable/on the up
Two ‘segments’ in SFCCs in terms of impact on recruitment
The status of the SFCC can have a major impact on recruitment
Deteriorating results Ineffective head & dysfunctional SLT Little or no support
– Inconsistent and/or ineffective behavioural policy
– Few support staff (TAs for limited time)
Planning time frequently ‘stolen’ Many supply teachers CPD on paper only High staff turnover Isolation and poor morale
Declining
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Often don’t believe they have a problem
– Similar issues to other schools Tend to have recruitment challenges for certain areas
– 4-5 years experience– Certain subjects– Certain positions (head of maths, etc)
May have to promote/appoint candidates who are not sufficiently experienced
Aware of recruitment problems Recruitment challenges seem to cover most areas
– New teachers/trainees– 4-5 years experience– Subjects– Seniors
Often promote/appoint candidates who are not sufficiently experienced
– Or leave posts empty…
The segments have different problems and needs regarding recruitment
These two broad segments need different levels and types of support from the TDA
Stable/on the up
Declining
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Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
12
Likelihood to apply to an SFCC? – Summary
21
42
26
92
Teachers expectingto switch schoolsin next 5 years
Would you apply for a job in an SFCC?
Base: All teachers and heads likely to switch in the next 5 years and all trainees. All teachers n= 253, All Heads n=154, All Trainees n=72
42
33
15
64
Heads expecting toswitch schools in
next 5 years
Would you apply for a job in an SFCC?
29
35
25
101
All trainees
Don'tKnow
Not at alllikely
Not verylikely
Quitelikely
Verylikely
Would you apply for your first job in an SFCC?
Trainee likelihood to apply to a SFCC strongly linked to previous experience 43% of trainees are
Very Likely to apply to an SFCC if worked in one before
Just 4% say the same if not worked in one before
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Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
17
Attractiveness of potential initiatives?
28
18
28
23
38
31
46
41
63
61
36
30
60
44
42
34
43
35
33
27
Trainees
Teachers
Trainees
Teachers
Trainees
Teachers
Trainees
Teachers
Trainees
Teachers
Very Attractive Quite Attractive
% Saying each initiative was attractiveIncreased support for teachers, both practical and emotional, from Head and SLT
Enhanced CPD including specific training to help working in SFCCs
A Golden Hello paid if you join an SFCC. Full amount payable upon completion of a set period
Visits to/more info about what it’s like to work in an SFCC
Chance to be fast-tracked and rise to senior positions more quickly than elsewhere
73
56
30
36
18
% Heads saying each initiative would be VERY
EFFECTIVE
Base: All Teachers n= 253; All Trainees n=72
26
17
20
26
26
33
33
34
35
46
46
48
55
58
64
75
Golden Hello - 5k
Leadership qualifications
J ob swaps
Golden Hello - 7k
Well-being package
Discussion groups
Pre-employment placement
Training to be a mentor
Access to trained mentors
Golden Hello - 10k
Practical training
Increased specialist support
Enhanced practical support
Enhanced professional support
Clear behaviour policy
All initiatives - Teachers
% Very interested in each initiative
Support package initiatives
CPD initiatives
Financial packages
Other
Base: All Teachers n= 253
27
19
21
22
31
36
39
43
47
57
58
63
63
65
65
67
78
Leadership qualifications
J ob swaps
Golden Hello - 5k
Training to be a mentor
Compulsory SFCC experience on ITT course
Well-being package
Golden Hello - 7k
Discussion groups
Access to trained mentors
Pre-employment placement
Increased specialist support
Practical training
Enhanced practical support
Enhanced professional support
Golden Hello - 10k
Clear behaviour policy
All initiatives - Trainees
% Very interested in each initiative
Support package initiatives
CPD initiatives
Financial packages
Other
Base: All Trainees n=72
28
19
24
24
25
35
37
42
43
49
50
52
57
60
66
68
68
Leadership qualifications
J ob swaps
Well-being package
Training to be a mentor
Compulsory SFCC experience on ITT course
Golden Hello - 5k
Discussion groups
Access to trained mentors
Golden Hello - 7k
Enhanced professional support
Pre-employment placement
Increased specialist support
Enhanced practical support
Clear behaviour policy
Practical training
Golden Hello - 10k
All initiatives - Heads
% Think each initiative would be Very Effective
Support package initiatives
CPD initiatives
Financial packages
Other
Base: All Heads n=154;
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Contents
Research Objectives
Research Approach
Context – Highlights from Qualitative phase
Size of Target Market
Reactions to potential initiatives
Conclusions and Recommendations
30
Conclusions
Around 1 in 10 teachers and 1 in 8 Heads think they are very likely to apply to an SFCC in next 5 years
Propensity to apply to a school facing challenging circumstances strongly linked to previous experience in similar schools/deprived areas– Even more marked among trainees, where previous experience of SFCCs has huge
bearing on likelihood to apply to an SFCC Teachers/trainees are most attracted by promise of increased support when
thinking of applying to an SFCC– Clear that tangible examples of this have most impact
E.g Clear behavioural policy, guaranteed PPA time, TAs to assist in behavioural management and increased specialist support staff
Enhanced CPD also attractive but only if this means tailored practical training Data suggests Golden Hello would need to be around £7,000 over 2 years to
maximise cost benefit Fast-tracking has less appeal, but is strong among new entrants to the
profession and appeals to a certain type of teacher looking for a challenge– Should not be discounted
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Recommendations
Is likely that a mixed approach will need to be taken to attract applicants to SFCCs
Some form of increased support appears to be essential– To be underpinned by practical support as a form of enhanced CPD– Would aid retention as well as attract new entrants
This could be supplemented by a Golden Hello, specifically aimed at newer teachers– Consideration could be given to fast-tracking, but may lack support of school leaders
Care should be taken not to cannibalise within this market, as signs are that interest in SFCC positions could come from those working in other SFCCs– Long term strategy must include giving trainees more exposure to SFCCs as part of
their training