So how do we retain…?

Tim Matthews (@educatedcpd)

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How professional learning can support recruitment

and retention

#ShapingCPD

Tim MatthewsDeputy HeadteacherOriel High School

Recruitment & Retention crisis?

Have a relatively stable staff group – movement is for promotion / career advancement

A reduction in the number of applicants from traditional routes.

Increased the number of overseas trained colleagues

Schools Direct a process of controlling supply of teachers

Where it started...

Sir Tim Brighouse at the ‘Raising the Quality of Teaching’ event (2013) co organised by the Teacher Development Trust.

You know you are in a good school when;

1. Teachers talk about teaching.

2. Teachers observe each other’s practice.

3. Teachers plan, organise and evaluate their work together.

4. Teachers teach each other.

Moral compass & intelligent accountability

Removal of Lesson Grading

Appraisal

• Recognising and valuing risk taking in the appraisal process

Staff have been encouraged to pursue autonomous developmental targets that are phrased:

• For mastery

• For innovation

• For performance

The core purpose of all of these self-derived targets is to develop practice to improve outcomes for students.

Collegiate Faculty Structure

DHT DHT

HOF HOFHOFHOFHOF

Subject Leader

Subject Leader

Subject Leader

Building Professional Capital:

For teachers to be able to function as members of a community of practitioners who share knowledge and commitments, who work together to create coherent

curriculum and systems that support students, and collaborate in ways that advance their combined

understanding and skill. (Darling-Hammond and Bransford, 2005)

Teacher learning and development is important not because ‘you need to’ but because ‘we could be

better.’

Building Professional Capital:

Core activities:Termly IRIS self reflection incl. peer feedback. Termly Observation of colleague

Safeguarding SystemsBehaviour

Professional Studies:Action planning. Lesson planning. Emotional Literacy. NQT survival. Pedagogical basics (effective teacher behaviours)

PTI:New teacher subject days

Champion

IRIS Groups

Teacher Behaviours

Learner Behaviours

Research Lesson Study Coaching

ResearcherContributor

Mentor

Participant

Coach

Improved Student Outcomes

Teacher Learning

Impact of CPL

• Surplus view of education - impact on culture

• Retention of staff

• Risk taking encouraged

• Dialogue developmental

• Results: VA / progress / threshold

• OFSTED

• Tdtrust validation: Bronze (2015) Silver (2016)

“I believe in the power of people to collaboratively achieve great things,

teachers in particular are amazingly creative and effective problem solvers - let's create

schools that give them a chance!"

So How do we improve recruitment and retention?

How do we make the route(s) into teaching attractive but robust?

How do we satisfy the need for teachers to advance without having to leave the classroom?

How do we provide teachers with meaningful recognition?

How do we provide teachers with more flexibility and time without sacrificing outcomes for kids?

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How do we make the route(s) into teaching attractive but robust?• Sort out the routes into teaching• Make them more robust by having real selection

processes – akin to teach first• Lessen the confusion by having one portal and way in –

good IAG at the first point• Fully fund salaried entry routes• Keep HEI involvement in the initial teacher training–

research based organisations• Have regional analysis completed on shortages – no point

closing a subject if all the places are in the north and all the vacancies are in the south• Pay off student loans incrementally with years of service

How do we satisfy the need for teachers to advance without having to leave the classroom?

• Make the profession more attractive• Invest in increasing non-contact time, but use the breaks for professional

development• Pay better• Penalise school set-ups that are punitive – opposite direction to current

thinking • Capture the routes in and therefore retention• Pay increases after the first three years connected to professional development• Have a adult discussion about accountability measures• Hold all changes to curriculum for five years and any changes are given a two

year lead in from the point the specifications are published

How do we provide teachers with meaningful recognition?

• Have a research based professional development• NQT lasts two years • Next three years of training gains an MA• Then following the College of Teaching model with designatory

titles

How do we provide teachers with more flexibility and time without sacrificing outcomes for students?

Creating more time? Let Teachers Teach• Fully fund the wrap around care for young people and families

• Parenting classes and support• Fund transportation outside of cities for young people• CAMHS support• In school counsellors• Increase and fund alternative provision to stop students failing off

the bottom• Fund SEN properly• Fund a careers advice service