Why we ALL need to improve recruitment and retention.
A new education secretary era begins – and the advent of a new education secretary alllows us to take stock of where we are and, more importantly, where we want to be.
Recruitment and retention is a huge issue right now.
One that impacts on education at all levels, and crucially, one that threatens to get worse as we won’t feel the full lack of trainees for a couple of years. Many open letters have been written, conversations had and suggestions put forward – pay raises, less holiday, workload ‘promises’.
We now need to take some of the responsibility for this crisis – Local Authorities and MATs and the culture that we have all created – whilst the argument that it is (or was) OFSTED driven still hangs around there is much that schools can do now to help turn the tide. We need to act braver, take responsibility for our own work choices and trust each other. As professionals.
Perpetuating Our Own Myths
Ofsted released their own ‘myths‘ documents and subsequent updates a couple of years ago now. They are attempting to ensure that they are not unduly adding to workload, or to the stress on teachers. This has seen some effectiveness – leadership teams in schools seem to be taking this on – rumbles throughout the system suggest that marking expectations, for example, are being reduced. ‘Wellbeing’ – possibly a fair bit of hype with this, but at least a conversation is taking place.
Trust is the key concept here.
For schools to effectively tackle workload leaders of all types need to stop double and triple checking everything done and intervene only when there is need. Schools where planning is handed in before teaching and in some places after once it is evaluated. Schools where marking is checked weekly, where book scrutiny demand a minimum amount of writing each week, where assessment data is decimalised and expected every half term.
Don’t get me wrong – we need standards and we need to strive for our pupils but we also need realism. We need to encourage open conversation so that teachers feel they can query school systems, can make suggestions and, most importantly, ask for help. This kind of culture comes from the top. Cutting staff meetings, reducing marking expectations, demanding data less frequently are all side effects of this culture, but they don’t necessarily create it. To create this culture you need to announce it – you need to actually tell teachers they are trusted. Book scrutiny, lesson observations, pupil interviews – whatever forms part of your strategic calendar all need to take place in an open manner – with teaching staff involved, not just closed door senior teams. Teachers need to be part of the system, not just be recipients of judgments.
What can change tomorrow:
– your next ‘judgement forming’ action needs to be open and shared with staff. Why are you doing it? What do you want to see? What are the criteria.. etc. Etc.
– senior staff: try just taking the class for a lesson or series of lessons, best way to learn about standards, expectations, behaviour routines etc.
– if there is an issue, and you are looking to rapidly improve standards give staff mentors that they can talk to. Don’t just give a list of things to improve and then a ‘we’ll be back in two weeks’. Give the reasons why changes will impact standards.
– regularly review policies such as your marking and teaching and learning with teaching staff. Try to get honest impact assessments – what does it mean for pupils? What does it mean for staff time? Etc. Etc. Does consistency mean consistency or does it mean a couple of staff members working all hours and some staf members only doing what they know will be looked at? Be honest!
– not use performance management to set data targets for class teachers. Data is, after all, a school wide product.
– don’t demand assessment data half termly. No need at all.
Again, all of these things rely on trust – and until we as a profession can honestly, and openly, talk about colleagues with a sense of professional trust rather than bickering and distrust.