I had the great pleasure of meeting Becky Allen back at the beginning of the year for a bit of a discussion about the work Education Datalab were doing on matching teacher training records to the School Workforce Census. I suspect a pretty monumental amount of effort has gone into nailing down the final details since then but two of the three linked reports are now published. I suggest you start here to either have a quick look at the key findings, or to access the full reports. So far I’ve just read the NCTL one.
It is immediately apparent that this is something the DfE ought to have done years ago. There is a lot of talk of evidence-based policy-making but any kind of genuine commitment to such a thing would have seen this sort of data-analysis set up prior to the seismic changes to ITT that have been implemented since 2010. Hey-ho; better late than never.
In theory this methodology could be used for a much longer-term project that might start generating some really useful data on the impact of various approaches to training teachers. It is easy to pick up this work and think it is limited to evaluating structural issues about ITT routes but if you consider the richness of a data set that can pretty much link every teacher in the maintained sector back to their ITT experiences, there is almost unlimited potential. Inevitably, for ITT providers, there is a pretty steady (and self-selecting) drift out of contact over the years after qualification. This work potentially solves that problem for research on any aspect of ‘what works’ in ITT. That’s something for the future; what of the findings here?
It would be tremendously easy for a lot of people in ITE to say “I told you so” in regard to the Teach First retention figures. Actually, I think the useful questions are more subtle than that but figures first. Using the lower-bound numbers, traditional HEI-led routes have about 60% of those initially recruited working as teachers in the maintained sector in their third year after qualifying. SCITTs are higher at 70% (but these would have been the early adopters). School Direct hasn’t been running long enough to have figures. Teach First is under 50%.
However, there are several things to remember about Teach First. Their qualifying year involves teaching potentially difficult classes, mostly in schools with more challenging behaviour, with variable levels of in-school/in-class support, whereas university-led trainee teachers are supernumerary, on lower timetables, and working in a wider range of schools, and rarely those in a category or Grade 3. Teach First are also possibly more likely to continue to work in more challenging schools although I think that is an assumption I would want to see data on because certainly some participants move from TF schools to schools at the opposite end of the socio-economic spectrum.
There are also a few things to remember about HEI-led courses. Financial survival, and the need to make up the numbers across all the shortage subjects, probably mean that in these subjects the HEI-led cohort has a longer tail than for any other route. SCITTs may have some of these pressures too but, particulary in the years for this report, are likely to have had the opportunity to be more selective. I suspect it’s the other way round for subjects like PE, English and history where the larger scale of HEIs generates a larger pool of applicants compared to SCITTs. Since shortage subjects make up the bulk of an HEI cohort, you would expect to have a lower qualification rate, and also some marginal grade 2s where support (or lack of it) in their employing school might determine success in their NQT year. As pointed out right at the beginning, the report can’t tell us anything about what would happen to the same trainee teachers if they were trained via a different route.
Teach First recruitment has been astonishingly successful. Having seen the marketing machine in action, and with access to funding that very few providers can match, that is perhaps not completely surprising but it has been terrific nonetheless. This means they probably have the strongest cohort of all at the start of training. For me, the critical question to ask is, if Teach First training was more like the HEI-led route, or a SCITT, would there be hundreds more high quality teachers still in the classroom. There is no way to tell from this report but, anecdotally, the Teach First participants I have worked with would all have had excellent outcomes on the HEI-led course or School Direct programmes I mainly work on. What I don’t know is whether they would have gone into teacher training at all.
If Teach First is mainly putting people who would never have tried teaching into struggling schools with teacher recruitment problems, to do a decent job for two or three years, then that is probably a justifiable use of public money; if they are putting potentially high quality, long-career teachers through training in a way that knocks an additional 10-20% off retention, that doesn’t look so good. I suppose there might be other benefits; I’m unconvinced by these but make up your own mind. Sam Freedman sets out the most positive case here.
What about the other findings?
- Three regions of England – North East, North West and South West – appear to have large numbers of new qualified teachers who do not join a state-sector school immediately after achieving QTS.
- This is pretty good evidence that the NCTL need to sort out the Teacher Supply Model, but that was already very apparent. We are waiting on tenterhooks for the announcement on allocation methodology (so presumably they are desperately trying to invent something at the moment; let’s hope they don’t make another almighty cock-up!
- Those studying on undergraduate with QTS courses have low initial retention rates in the profession, though we cannot know whether this results from subsequent choices made by the individual or recruitment decisions made by schools.
- They do, but the data also shows they catch up later. I suspect that if you have a B.Ed. sooner or later it becomes the best option for a professional career whereas PGCEs have their UG degree as an alternative option (depending on subject a bit)
- Teach First has very high two year retention rates, but thereafter their retention is poorer than other graduate routes.
- I’m hoping, perhaps in vain, that the move away from QTS might link teacher development across from ITT into the first year(s) of post-qualification employment for other routes and get a bit of the 2-year TF programme effect into other routes.
- Ethnic minority teacher trainees have very low retention rates.
- I suspect because they are much more likely to have limited experience of the UK education system if educated abroad, and are also more likely to be EAL, both of which, in my experience, can affect classroom relationships. It would be enormously useful to have data that separates UK and non-UK educated teachers and drill down a bit. In my part of the world, UK-educated BME applicants are thin on the ground but I don’t notice anything that would lower their retention rate.
- Individuals who train part-time or who are older have much poorer retention rates, which may simply reflect other family commitments that interfere with continuous employment records.
- UoS doesn’t do part-time. I have a hunch that retention might actually be better for older trainee teachers on our Science PGCE – they do mostly need a proper job to pay mortgages whereas younger trainees often don’t have that commitment. On the other hand, whilst they are nearly all tremendous people to work with, developing into a good teacher is partly about developing habits that are effective in the classroom and I think changing habits gets harder as you get older. It’s also a very fast-moving environment when you are a novice and again I think adapting to this gets harder with age. They are quite often particularly good at developing relationships with teenagers though, so it’s swings and roundabouts, maybe.
So those are my first thoughts. I think we have some way to go to get stable and effective initial teacher education that is structurally sound and therfore with the potential for continuous improvement. NCTL have tried quite hard to break what we had; now we need to take the best of the many pieces and put them back together again, hopefully to end up with something better than before. High quality evidence is a key part of this process, as are people in high places that are prepared to pay attention to it. This report is a very important step in the right direction.