TDA sponsored NQT Quality improvement study Escalate May 2008 Tricia Young

Aims of project Literature survey Methods Findings Discussion of findings

Aims of the project To identify: – the factors that impact on recruitment and retention of NQTs –SLTs' needs –how far NQTs meet these needs –how schools measure the performance and progress of NQTs.

Literature findings What are the issues? –recruitment to ITT –the adequacy of preparation –recruitment of NQTs –induction and further support – retention –leavers and returners

The project at a glance Group 1 Group 2 Group 3 Group case study schools, involving face- to-face interviews Group schools, involving telephone interviews Group 3 - 1,000 schools, involving questionnaires Questionnaires (Part 1) inform interviews, which in turn inform telephone interviews and questionnaires in Part 2.

Part 1 survey Sampling - sent to sample of 4089 schools, including 9% independent schools responded –(70%) primary; –(27%) secondary; –(3%) both primary and secondary 95% state, 5% independent

Survey findings 272 NQT responses were received: 62.3% primary 37.7% secondary 93% state 7% independent

Factors that attract NQTs to apply for teaching posts Geographical location Reputation of school Your perception of the Headteacher/Senior Leadership Team Latest Ofsted report Potential for promotion School type Salary offered Size of department School exam results League table position If the school is situated in an area of deprivation If the school has a highly diverse ethnic mix of pupils If the school has a high number of pupils entitled to free school meals

Evaluation by SLTs of quality of NQTs Commitment to children Team-working skills with teaching colleagues Meets the QTS/core professional standards for teachers Lesson planning Awareness of what the job entails Ability to deal with children Subject/specialism knowledge Working with a full class/in charge of a whole class Contribution to the whole school Stamina/resilience Team-working skills with support staff colleagues Awareness of future professional standards for teachers Commitment to parents Administrative work Pupil assessment/assessment for learning Team-working skills with non school colleagues Ability to deal with parents

What helps/ hinders in the recruitment processes (SLTs)? Excellent links with training providers and willingness to provide placements for trainee/associate teachers. We provide teaching practice placements for at least one trainee each semester and have recruited several excellent NQTs through this route. Timing of the school calendar. So many applications for one post, difficult to give time to shortlisting, so many applications are the same. We are a school in a deprived area with challenging children. The friendly atmosphere and supportive ethos of the school attracts some individuals.

Written applications and performance at interviews (SLTs) Complaints by SLT respondents about poor quality written applications included: poor writing style (e.g. too informal); incorrect name of school or head-teacher; clearly in a standard format used for multiple applications; no individuality demonstrated; no reference to the person specification/job description and skills required for the post; applicants who do not have the requirements specified.

other comments.... the standard of applications was disappointing because they lack flair to get to interview they need to stand out above the other applicants. They must tailor their letter to the school and job advertised, and show an awareness of the school they are applying to work at. Also, what else have they done/do they do that is different - in teaching and also in home life. In one primary and one secondary school, lack of suitable references was an issue. For example, the majority of applicants' references come from college tutors, and some head-teachers thought they did not know the student well enough and that references from the applicants' placement school would be more reliable.

Retention issues 'We do not have any problems retaining NQTs in this school. I think that it is because we make it challenging for them in a positive way, and we also allow them time for training and visits to other schools.' (Primary Head) 'Training has an impact on the retention of teachers. Schools have increasing responsibility in the process of teacher training, and have little knowledge of how to train teachers and in many cases little understanding of the skills that they use in a classroom and how to develop these.' (Secondary Head)

Issues for ITE Quality –working with non-teaching colleagues –dealing with parents –admin –assessment for learning –opportunities to take responsibilities for whole class teaching Recruitment –appropriate vacancy sources –expression of individuality –use of language –what NQTs need to look out for others?

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