TDA sponsoredNQT Quality improvement study

Escalate May 2008Tricia 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 1 - 50 case study schools, involving face-to-face interviews

Group 2 - 250 schools, involving telephone interviews

Group 3 - 1,000 schools, involving questionnaires

Questionnaires (P

art 1) inform

interviews, w

hich in turn inform

telephone interview

s and questionnaires in P

art 2.

Part 1 survey

• Sampling

• - sent to sample of 4089 schools, including 9% independent schools

• - 706 responded– (70%) primary; – (27%) secondary; – (3%) both primary and secondary

• 95% state, 5% independent

Survey findings

Regions grouped and SLT responses within them Total n % North (NE, NW ,Y&H) 252 35.7 Midlands (EM, WM, E) 211 29.9 South (SE,SW) 153 21.7 London 89 12.6 Total 705 100.0

272 NQT responses were received: 62.3% primary37.7% secondary 93% state7% 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 50-100 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 forothers?

• For further information

http://www.nqtstudy.info/