The Gatsby Foundation has continued its contribution to the debate about how to solve the shortage of science teachers with a new pamphlet entitled: ‘Increasing the Quantity and Quality of Science Teachers in Schools: Eight evidence-based principles’. The on-line version can be found at: http://www.gatsby.org.uk/uploads/education/increasingscienceteachers-web.pdf
Although the document is primarily about science teachers, it has some generally applicable points that can apply to some other subjects as well. However, it is a bit potentially limited in its application in places, in that it doesn’t seemingly put the points into any order and it doesn’t discuss what might be the best scenario if some of the suggestions are impossible to implement. Take the second suggestion of ‘Providing Stable Teaching Assignments’ where the document suggests that:
‘Heads of Science should consider increasing the stability with which teachers are assigned to specific year groups. This may be particularly valuable in science departments that do not have enough staff to specialise across the three sciences. Assignment to specific key-stages is particularly important for early-career teachers, who are still gaining fluency in planning (Ost & Schiman, 2015). Where staffing pressures make it necessary to add new year groups to a teacher’s timetable, departments should provide additional support such as materials and mentoring.’
Ost, B., & Schiman, J. C. (2015). Grade-specific experience, grade reassignments, and teacher turnover. Economics of Education Review, 46, 112-126
There is good sense here, but how do you protect the only qualified physics teacher if that is what the school has?
Teachers in other subjects where staffing levels do not permit this type of approach; religious education, music and often the humanities, for instance, might well ask how any school will compensate for the necessity of teaching across all year groups. Should non-contact time differ by subject and the amount of lesson preparation and marking required of a teacher?
In science, we seem to be returning, if indeed we ever left, to a situation where there are far more teachers in training with a background in biology than in the other sciences. The House of Commons Education Select Committee recently discussed the 4th Industrial Revolution, and the needs for the future of British Society. If there is a lack of balance in the abilities of teachers of science to cover the whole gamut of the science curriculum, how might the needs of the future influence how the skills of those teachers the system does possess are most effectively utilised?
The Gatsby pamphlet also suggests flattening the pay gradient in the early years of a teacher’s career. However, if every school did this it might nullify the effects. There is an argument for looking at pay differentials and calculating the cost of turnover of staff and recruitment challenges against paying part of the recruitment costs to the existing workforce. Recruitment and Retention allowances make this a possible strategy for schools with the available cash. However, many schools would say that at present they do not have the cash to take such an approach to solving their staffing issues.