Retaining teachers isn’t rocket science Carly Waterman @621carly

@621carly www.watermanlearning.co.uk Teacher retention The current narrative @621carly www.watermanlearning.co.uk

Research study 2017-2018 (and on-going) Small-scale research: workload case-studies 10 schools (primary and secondary) 176 teachers (all positions) 70/30 female to male ratio The uniqueness fallacy “Recognising the uniqueness of each individual… does not entail uniqueness in every respect… there are certain aspects of being human which enable us to make tentative generalisations about how individuals will perform or react, while at the same time recognising that there will inevitably be exceptions to the rule.” Richard Pring, Philosophy of Educational Research, Bloomsbury, 2015. @621carly www.watermanlearning.co.uk

@621carly www.watermanlearning.co.uk Research method Semi-structured interviews 20-30 minutes Not recorded Note-making only Coaching style Ethical considerations Hypothesis: reduce my workload and pay me more. @621carly www.watermanlearning.co.uk

@621carly www.watermanlearning.co.uk The audience To make recommendations for workload reduction. Sensitivities: - May make for uncomfortable reading. Approach with openness and reflection. Share with staff; use as a catalyst for further discussions. Not offered as instructions or solutions. @621carly www.watermanlearning.co.uk

Privileging teachers’ voices Hearing teachers’ stories Nvivo – didn’t like it. @621carly www.watermanlearning.co.uk

Privileging teachers’ voices Teachers on… hard work. “I don’t mind the work.” “You do the work for the kids.” “I’m a perfectionist.” “I like doing my planning at home.” “It’s hard work, but you do it for the kids.” “It’s just the job. You know that when you come into it.” “I’m a hard-worker; I wouldn’t want to be any other way.” “I’m my own worst enemy.” “There are so many aspects of it that I love - even though it wears me out!” “I know I don’t have to do run the residential, but the students get so much from it.” @621carly www.watermanlearning.co.uk

Emergent theme 1… we want to work hard. Teachers come into the profession with their eyes open about workload. Teachers want to give wholeheartedly. Teachers are motivated by wanting to make a difference to young people and to society. Teachers want to do a great job. Teachers feel a sense of satisfaction from hard work and effort. Teachers often work beyond what is expected of them. @621carly www.watermanlearning.co.uk

Privileging teachers’ voices Teachers on…leaving the profession “I can’t continue doing this, it will kill me. It makes me feel like a failure because I love what I do.” “My students are amazing, they are the ones that keep me going.” “I love being a teacher but there’s no way this level of work is sustainable.” “Two, maybe three, more years – but that’s it. No idea what I’ll do. This is all I know.” “Can’t imagine doing this for my whole career which is really sad.” “It’s not that I don’t love it, I just can’t carry on this way.” “I’m a really good teacher. I know that sounds arrogant and I don’t mean it to. What I mean is that I really care and I do my best. But my best just isn’t good enough and that’s why I can’t stay.” “It’s like they want blood. They want you to bleed. If you don’t bleed, you’re not good enough. I didn’t come into teaching to be treated this way.” @621carly www.watermanlearning.co.uk

Emergent theme 2… the role is unsustainable. Feeling like a failure makes teachers want to leave. Teaching feels like an endurance test. Teachers who want to leave do not hate what they do. Teachers rarely have another career option in mind because they have devoted so much time to it. Teachers leave the profession reluctantly. Teachers who leave the profession feel they have no choice. @621carly www.watermanlearning.co.uk

Privileging teachers’ voices Teachers on… feeling valued. “ I run three clubs a week and no-one has ever said thank you.” “They have no idea what I did. Managing the situation in my department last year was hell and it nearly broke me. No-one even asked me about it. They just assumed I’d sort it. I did sort it.” “Once my Deputy Head had a chat with me as we walked out to our cars and she said she knew the work I’d done with this student and how I’d made such a difference. Honestly that was the only time anyone ever mentioned it even though I know they all knew. I was so glad she said that. For the first time ever I felt like they appreciated me.” “I’d taken a group of kids on a brilliant residential and was shattered. The Head stopped me in the corridor and said that my assessment data wasn’t inputted by the deadline. I didn’t say anything to him but I walked away and thought, that’s it.” @621carly www.watermanlearning.co.uk

@621carly www.watermanlearning.co.uk Privileging teachers’ voices Teachers on… feeling valued. “After we’d spent all weekend moving everything from the damaged mobile and sorting through what we could salvage and what needed to be thrown away, the Head came and had a coffee with us and told us she was really grateful. Up until then I was fuming that I had to spend my whole weekend at work, but when she said that I was glad I’d done it. The next weekend we painted the new classroom.” “On the day I left, the Chair of Governors came to say thank you to me for everything I’d done and I literally sobbed. I could not stop crying. I said to him, ‘Why, why has no one ever said that to me before?.’ He was shocked. He didn’t know why I’d never been thanked. I told him, ‘I’m walking away from a job I’ve devoted my life to and I’m bloody brilliant at. You shouldn’t have let it get to this.” @621carly www.watermanlearning.co.uk

Emergent theme 3… …teachers will stay if they feel VALUED. Teachers want to feel successful in their job. Teachers want what they do to be noticed. Teachers do not want to be taken for granted. Teachers do not mind working hard as long as they feel valued. Genuine recognition, acknowledgement and thanks. @621carly www.watermanlearning.co.uk

@621carly www.watermanlearning.co.uk Additional findings Types of praise: Male: public and positional Female: private and personal The power of camaraderie. Implications? @621carly www.watermanlearning.co.uk

@621carly www.watermanlearning.co.uk Recommendations were made… What did SLT say? We do this already. @621carly www.watermanlearning.co.uk

Retaining teachers isn’t rocket science Value, acknowledge and appreciate teachers by making genuine human connections. This is leadership. Carly Waterman @621carly