Easter is early this year, so, although the teacher conference season will undoubtedly discuss the issue of teacher recruitment and retention, the full implications for September 2016 won’t be known. This is because the main recruitment period for September vacancies is during April, and that is the period immediately after Easter this year.
No doubt, when the government has its free recruitment site up and running, as foreshadowed in the White Paper, they will be able to tell schools what the current position is regarding the state of play in the recruitment cycle.
Until then, schools and journalists may have to rely upon the data from TeachVac. One of the drawbacks with the current version of TeachVac is that the government has continually refused to provide data on a sub-national basis for the ITT census. As a result, TeachVac has only been able to provide a national figure for the rate of decline in the trainee pool. This lack of regional data in all but a few subjects has continued in the recently DfE’s published methodology document that accompanied the White Paper.
However, there was some ITT data at a regional level for mathematics in the methodology document. However, the data was only in the form of overall regional totals, so it hasn’t been possible to remove either Teach First numbers or School Direct Salaried trainees as TeachVac does in its other modelling processes. As a result, the data is less than helpful in respect of some regions, especially London, where the bulk of Teach First trainees are still located. Nevertheless, the rankings are interesting
|Yorkshire & The Humber||82|
|East of England||22|
The 77% remaining in the pool figure in London is obviously an over-estimate, it might be closer to a percentage in the high 50% range once Teach First and School Direct Salaried trainees have been removed.
However the dramatic figure in the table is the fact that the trainee pool in the East of England might be down as low as 22%. This is even before a figure for School Direct Salaried and non-completers has been factored in to the dataset. The 22% might be an over-estimate because, in a few cases, a school uses the terms mathematics and maths in the same vacancy advert and where the school hasn’t directly entered the vacancy there is a small risk of double counting these vacancies. This just illustrates how complicated the government will find it to create their own version of TeachVac.
Since the publication of the White Paper, TeachVac has seen an increase in registrations from both schools, trainees and teachers. The more directly entered vacancies there are, the more accurate TeachVac becomes.
If you read this and know anyone that is either responsible for teacher recruitment or interested in the topic please do draw their attention to TeachVac. www.teachvac.co.uk There are helpful videos of how to register and, yes, it really is as simple as it sounds.