Have you tried TeachVac yet?

Recently, a head teacher told me he wasn’t using TeachVac www.teachvac.co.uk because there must be a catch. I don’t see how you can offer a free service without there being a catch, the head told me. Clearly, this head wasn’t a user of twitter, Facebook, LinkedIn or one of the other disruptive new technologies that are free to use. I wonder if this head grumbles about the cost of recruiting staff, but doesn’t do anything about it.

Now let me be absolutely clear, and please do pass this on to others, TeachVac www.teachvac.co.uk was established to do two things. Firstly, to offer a free recruitment service to schools, teachers, trainees and returners and, secondly, to use the information to collect better data on the working of the labour market for teachers about which in recent years, since the decline of the local government employers surveys, we have known relatively little.

I suppose it is the cynicism of the current age that many in education don’t believe a group of individuals would have set up TeachVac in the way it was just for altruistic reasons. But they did.

Does TeachVac pass on details of those that register to anyone: no it don’t. Does TeachVac bombard users with adverts every time they log on or receive a match; no it doesn’t. Is TeachVac a front for a larger organisation trying to corner the recruitment market that will then charge monopoly prices once it has removed the competition: no it isn’t.

My motivation in gathering a group of like-minded individuals around me to establish TeachVac was based upon putting back something into the education world in the only area where I had some expertise. A decade ago, the government tried to help the recruitment of teachers through the School Recruitment Service: it failed. Why it failed makes for an interesting story and tells us much about the nature of schooling in this country. Happily, most of those that lead our schools are more interested in teaching and learning and the pupils in their charge than worrying about the systems that support them. Unhappily, without a supportive middle tier this can lead to heads relying on those that don’t seem to have an understanding about driving down costs.

Now, it may well have been legitimate to say when we started nearly three years ago; we will wait and see if TeachVac succeeds. After all, nobody wants to sign up for a one-day wonder. But, Teachvac has now into its third recruitment round and hasn’t missed a day of providing matches when there have been new vacancies to match. You cannot do better than that for service.

With the demise of the National Teaching Service, before it even ventured beyond the pilot stage, and the Select Committee today endorsing the need for a national vacancy web site as a way forward, as I mentioned in my previous post, TeachVac is there for the sector to take-over. In another post, I will explain what is stopping that happening.

 

TeachVac can offer a solution for free

The House of Commons Select Committee has now produced their report into teacher recruitment and retention. https://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/19902.htm

After reports by both the National Audit Office and the Migration Advisory Committee in the past twelve months, the Education Select Committee has wisely opted for a tightly focused report. After all, the evidence is well known to everyone interested in the subject.

However, it is interesting that the Committee has opted for the use of the word ‘challenge’ rather than the more emotive term, ‘crisis’. In their choice of language, the Committee might have offered an analysis of when a challenge might become a crisis? Why does missing the supply target five years in a row not constitute a crisis? Is the problem across the county nowhere a regional crisis: not even in Suffolk and parts of Essex? After all, the Committee took evidence for the head of a Southend Grammar School.

Nevertheless, one must not be too critical, the Committee has put the issue back on the agenda and tasked the government to come up with a plan to tackle the shortages. I am sure that the government will rightly point to their proposals to increase skill levels of those teaching the subjects. I think that is an excellent proposal, but it doesn’t do anything to address the suppressed shortages where subjects have been taken off the timetable or had reduce the amount of teaching time because of a lack of qualified teachers. I was also glad to see a reference to primary specialist teachers: a sector where little is really known about the skills base.

As you might expect, I am happy to discuss with officials both the working of the Teacher Supply Model and the operation of a free national vacancy service. I would hand over TeachVac to the government tomorrow if they agreed to pay its operating costs.

Over the past two years, TeachVac has shown how we can both provide high quality data not currently available to government and cut recruitment costs to schools across the whole of England. The evidence is in the TeachVac submissions to the Select Committee for anyone to judge. https://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/19913.htm#_idTextAnchor027 (links 46 and 47) Perhaps the DfE could broker TeachVac as a part of the College of Teaching offering to the profession?

The section on continuing professional development is also to be welcomed. With a relatively young profession there is a need for much more investment than has been the case in recent years. However, the Committee didn’t really discuss the issue between CPD for the needs of the profession and CPD for the needs of an individual’s career. The development of teachers for pupils with special needs can highlight both aspects of this issue. Why would a school invest in developing the skills of a teacher that will then move elsewhere and how does the profession suffer if they don’t?

The government will now, hopefully, provide a formal response to the Committee and Ministers will certainly be asked about their views when they next meet the Committee. Will the DfE produce a long-term plan by the summer? We must wait and see.

 

Counting Jobs

The recent report from the Migration Advisory Committee was full of lots of useful data.  https://www.gov.uk/government/publications/migration-advisory-committee-mac-report-teacher-shortages-in-the-uk One area of especial interest to me was the analysis the Committee undertook into how the labour market for teachers was functioning. As the Committee has a remit that covers the whole of the United Kingdom and also has to pay especial attention to Scotland, as a result of devolution, it was not a surprise that they commissioned a company that looks at the labour market across all four home nations.

As a result, they used a Boston based company called Burning Glass that studies labour markets across the world. One approach that Burning Glass use is to study the output of job boards as a means of counting vacancies. The results of this for the teacher job market in the United Kingdom can be seen in Figure 4.4 of the Migration Advisory Committee’s report (pages 66 & 67). As the figure notes in the heading, these are figures for teacher job postings.

Now job postings may not be the same as real jobs. There is certainly a possibility that at least some job postings are  actually more of a recruitment tool to attract teachers to sign up to a recruitment agency than the listing of an real vacancy in an actual school, especially when no school is mentioned in the listing. This might be one reason for the apparent uncovering by Burning Glass of what looks like some 4-6,000 job listings in the secondary sector during the August months in both 2015 and 2016, with possibly even higher numbers in the primary sector. I seriously doubt, even across the four nations, whether there were that level of real jobs available in either August 2015 or August 2016.

TeachVac www.teachvac.co.uk the recruitment matching service I helped found only counts vacancies that can be attached to an actual school. Our numbers for both July and August 2015 and 2016, albeit only for England, but covering both state-funded and private schools, are very much lower than the Burning Glass totals.

As I have said before on this blog, creating a unique job number for every vacancy that was then attached to the vacancy wherever it appeared until the job was filled and allowed identification of whether the vacancy was removed before being filled or filled by a new entrant, a returner, a teacher changing school (part of the churn), a supply teacher or an unqualified person would provide much needed on-going data to improve the discussion about teacher supply. In this day and age it wouldn’t take very long for any school to keep the records up to date. Indeed, TeachVac could already produce lists of vacancies by school that are able to be annotated with the background of the person that filled the vacancy very quickly and easily.

In the Migration Advisory Committee report it is interesting to note that appendix B provides a detailed conversion factor to change the Burning Glass job listing outcomes into to Office of National Statistics equivalent vacancy rates through a two stage process. At TeachVac we measure the flow of real vacancies posted by schools and our only conversion factor is for re-advertisement rates.

Finally, looking through the Migration Advisory Committee report, I note that in Annex D the number of returners in each subject has been estimated. The total for the three subjects used in Annex D comes to 4,800 returners whereas the total for the whole profession, primary, secondary and special is only shown as 14,000 in the preceding Annex C. So, either these three subjects take up nearly a third of the returner totals or one of the sets of numbers may be less than 100% accurate.

At TeachVac we will continue to develop reporting that aims to provide the highest quality data to help understand the workings of the labour market for teachers in England. With sufficient resources we could, like Burning Glass do the same for the whole of the United Kingdom.

 

More on BREXIT

Tomorrow, the Home Office’s Migration Advisory Committee reports on its review of teaching. This follows a consultation that closed in September. At present, mathematics and some science teachers are covered by the current Tier2 visa scheme. It will be interesting to see what the report says tomorrow. Although physics is a shortage subject and the ITT targets have been missed ever since science was dis-aggregated into the three subject areas, the issue is less clear cut in mathematics, especially if vacancies are related to the number of trainees. TeachVac www.teachvac.co.uk submitted evidence to the consultation.

As I have noted before, there is the matter of design and technology and possibly business studies. Both are subjects where training targets have been missed in recent years and the supply of teachers doesn’t seem able to keep up with the demand. This was even in the years when the subjects were unfashionable with Ministers. Presumably, that isn’t the case now the government has an Industrial Strategy. It will be interesting to see if these subjects are mentioned in the MAC’s Report.

On a similar topic of recruiting teachers from overseas, in December the DfE issued tender RFX159 – Supply of teachers qualified outside of England. This specified within the terms:

‘The Contractor must work in consultation with the Client Organisation to prepare a Business Brief, which may include, but not be exclusive to, the following: a. scoping of the work required by the business area in respect of; i) single or multiple recruitment campaigns targeting qualified maths and physics teachers primarily from Czech Republic, Germany, Poland and USA. Further high performing countries subject to agreement. Ii) Any other recruitment and supply of teachers to English schools.’

Now I thought we were about to trigger Article 50 to leave the EU, so it is rather surprising to see the government offering to fund a recruitment campaign in these EU countries. One wonders what France, The Netherlands, Spain and probably several other EU countries may think about not being specifically mentioned. I am sure it isn’t because of any view of the quality of their teachers. Perhaps the DfE just thought there might be a pool of unemployed teachers of these subjects in say the Czech Republic, but not in neighbouring Slovakia or Austria or even Hungary.

The inclusion of the USA is interesting as, unless they have a right to work here, they will need Tier 2 visas.  Presumably, the DfE either knew what the MAC was going to say or assumed the MAC would still be including these two subjects in the Tier 2 scheme. We will know tomorrow. The USA was a country where the qualified teachers were granted the right to QTS by Mr Gove during his period as Secretary of State. In recent years, several hundred teachers from the USA have been granted QTS on the basis of their qualifications according to NCTL data.

Finally, it is worth noting the contractor can be paid ‘for any other recruitment and supply of teachers to English schools.’ This is a very wide brief and can be open to lots of different interpretations.

My talk to a Merchant Taylors’ Company Education Seminar

Yesterday, I  was privileged to be able to deliver a talk at a seminar arranged by the Merchant Taylor’s Company. This is one f the Livery Companies and education has always been a key part of their role ever since their foundation many centuries ago.  Below is the text of my talk.

Finding and keeping teachers: Is there an issue?

In the autumn of 2015, the House of Commons Education Select Committee launched an inquiry into the issue of teacher supply. Some 15 months later we still await their report and a lot has happened in the intervening period. For instance, we have had a report on the provision of new teachers from the National Audit Office and an interesting session of the Public Accounts Committee.

I am not sure whether the audience here today are prepared to await the view of the Select Committee or will rather share the NAO’s view that there is indeed an issue in teacher supply and retention?

That is the question I will attempt to deal with today.

Just over 30 years ago I started my study of the leadership labour market in schools. In the early 1990s, I added, firstly, a study of the trends in entry into teaching, and then a full analysis of the labour market for teachers. I regret that during the recession after 2008, I somewhat took my eye of the ball. However, since 2013 I have once again been studying in detail the teacher labour market in some detail.

The remarks in the remainder of my talk are based upon data collected by TeachVac, (the free job board I co-founded in 2013). I suspect some of you use it as a first port of call for mainscale secondary teacher vacancies and for those of you who don’t, we almost certainly collect the vacancies from your web site on a daily basis, assuming you post them there.

So what is the data from TeachVac telling us?

As far as secondary mainscale posts are concerned, subjects fall into three groups;

Group 1 subjects are easy to recruit throughout the year, such as PE and history;

Group 2 subjects become increasingly challenging later in the recruitment round, especially in London and the Home Counties; these include subjects such as English, IT and music.

Group 3 are the difficult to recruit subjects for most schools from quite early in the recruitment round. Subjects include physics, business studies, design and technology and in 2016, geography. However, we don’t expect geography to be a problem in 2017, largely because of improved recruitment into training in September 2016.

You will notice I haven’t mentioned mathematics. Here the overall numbers in training are at a level where most schools should have little problem filling September vacancies, but may struggle when it comes to an unexpected post to fill for January. However, this says nothing about the quality of trainees – a matter of concern that I often hear expressed.

So what can schools do about this recruitment issue? In one sense the government has taken a hand; well perhaps even two hands in “solving” any problem in the state sector.

  • One the one hand, many state funded schools are seeing budgets coming under pressure, despite the additional funds per pupil created by steadily rising rolls for the next few years, the pressures are as a result of government policies, not all of an educational nature, and may damp down demand for teachers.
  • On the other hand, schools have been encouraged to become teacher trainers and grow their own new teachers: Teach First, for schools in challenging circumstances, and School Direct for other schools, and not to overlook the opportunity to create a SCITT (School Based Teacher Training) group that has provided scope for schools to develop their own teachers for nearly a quarter of a century.

This approach to entry into the profession has created a headache for some schools. The DfE controls the total number of training places it is prepared to fund each year. The greater the number taken by schools likely to employ their trainees, the smaller the number remaining for other schools, including the independent sector and Sixth Form Colleges looking to fill a vacancy.

The issue that arises as a consequence is best exemplified in English. This is a subject where many schools find they have vacancies on a regular basis. As a result, it pays to be involved in the training of new teachers. By doing so, the school can obviate the need for an expensive recruitment round with all the inherent risks associated with such a process.

But, if the DfE accepts its responsibility for training for the sector as a whole, then it needs to ensure that its training approach provides for all, not just the schools directly involved in the training process.

In the autumn of 2016 just over 2,200 English graduates were recorded in the DfE’s ITT census as entering training as a teacher across all routes. Of these, a smaller number were left after removing those on Teach First, the School Direct Salaried route and adding an estimate for non-completers.

Even assuming a drop in recorded vacancies in 2017, due to budget pressures not offset by rising rolls, this number may not be enough across the whole of the recruitment cycle.

I don’t think there will be an issue for most schools in finding teachers of English for a September appointment, at least up to the end of the main recruiting season that lasts through into May each year. However, you may not want an unexpected vacancy for a teacher of English for January 2018. Such vacancies may be much harder to fill.

I have used English as a case study, because it is a subject where schools have taken to training the next generation of teachers in significant numbers. As I suggested earlier, there are other subjects, especially in some parts of the country, where schools may struggle to fill vacancies in 2017 and especially for January 2018, even at the present level of school-based training, due to a combination of other reasons.

So, what is to be done? I don’t want to trespass on Alison’s brief, but in an increasingly devolved system of schooling, someone has to take a lead.

  • If you want to treat schools as separate businesses, then each business will have to develop a staffing policy that includes training for new appointments. Such a market will be served by the private sector, but at a cost. That cost takes cash away from teaching and learning, as we have seen with spending on recruitment.
  • The other extreme is a completely managed system. Until the 1970s training, where it was thought necessary, was the responsibility of the employers, whether local authorities or the churches. Robbins, in his famous Report, moved the bulk of teacher training into higher education and pre-entry training became mandatory by the end of the 1970s for teachers in all state-funded schools and not just primary and secondary modern schools.

Well, we don’t have a role for local authorities anymore and the churches have a very different place in society compared with 50 years ago, so do we let schools go it alone on training or find some other model? One solution is for schools to group together in Multi-Academy Trusts that take responsibility for the training for all schools in the Group as one of their functions. After all, a MAT is basically little different to a local authority, unless, of course, you value local democratic accountability.

A local approach does have the merit that it ensures that trainees are roughly in the correct places to meet the demand from schools. After all, what the point of training new teachers in areas where there are a limited number of vacancies, especially if, as with many career changers into teaching, the new teachers are not mobile.

A second solution, currently being tested by the government, is to improve the skills of the existing workforce, especially in terms of subject knowledge. Whether the current programme for improving the skills of those teaching mathematics and science will be dealt a possibly fatal blow by the recent DfE paper on subject expertise and outcomes, only time will tell. Despite the findings of that Report, I have long been an advocate of ending QTS (Qualified Teacher Status) as a passport to teach anything to anyone at any level. It is only one step better than not needing any preparation for teaching at all.

We have a relatively young teaching force at present and as such professional development should be a key to retaining staff. Perhaps the most worrying DfE statistic of 2016 was the increase in wastage rates, not at the end of the first year of teaching, but after 3-5 years. Where these teachers are going and why, is a key question that needs to be answered. Some may be going overseas, into the rapidly expanding international school market, others may be of an age where they are taking a career break and yet more may be affected by pay, workload and morale, the three defining areas any government needs to pay attention to if it wants to avoid a teacher supply crisis.

Before closing, I just want to say a few words about teaching pupils with special needs. I think much has been achieved for such pupils, but in terms of training teachers, especially to work with those pupils with the greater degree of challenge, much still remains to be done. Training for teachers to work and lead our SEN sector seems to me to be far too haphazard at present. I believe such training must come after the acquisition of the basic skills of being a teacher, but in our fragmented, school-based world how that can be funded remains a challenge.

We are on the cusp of an exciting period in education, as we approach the 150th anniversary of state schooling in 2020. For most of the history of education, teaching has meant one teacher to one class. Anyone who has followed the recent debates about driverless cars or watched programmes about the new gadgets at CES in Las Vegas earlier this month will know how pervasive changes in technology are becoming in our lives. It would be irrational to think that in education technology will stop with the inter-active whiteboard. With more processing power in our pockets than ever seemed feasible a decade ago, the very notion of a five-day school week for 40 weeks a year may come into question, along with our accepted notion of one class: one teacher.

Such changes can have profound effects upon the need for labour in our education system. What will the learning team of the future look like? If Rip Van Winkle had gone to sleep when Forster passed his Education Act and then woken up today would schools be one of the few places where he might still recognise his surroundings and even feel at home?

In the later 1980s, the City, where we are today, experienced its ‘big bang’: out went the bowler hats and share dealing by ‘open outcry’, and in came computer trading and the end of the trading floor. Might education witness a similar revolution driven by technology and a spirit of entrepreneurship that Britain is so good at?

I don’t know, but I do know that our aspiration must be to achieve the best education for all our young people that is possible in a world where the market porter of the 19th century trundling his barrow or carrying Billingsgate’s fish on his head was replaced by the fork-lift truck driver in the 20th century. In the 21st century it is the software engineer that writes the programmes for the automated warehouse that companies must now recruit.

I may, perhaps, have strayed slightly from my brief, but at heart, I believe we do need to ensure not only sufficient teachers for today, but also for tomorrow’s world.

Thank you for listening.

 

 

English: early warning

This is a message for schools not involved in either the School Direct Scheme or Teach First. The number of candidates likely to be available for appointment this September to teach English is already showing signs of being insufficient in number, if vacancies continue at their present rate.

Schools directly entering vacancies into TeachVac receive this information for free every time they enter their vacancy. They can also monitor the wider situation through the TeachVac monthly briefing, sent to all schools that have registered.

Registration and posting of all vacancies are free www.teachvac.co.uk for all schools all the time and it is a free job service to teachers and trainees as well.

The situation in English is largely caused by the large number of the total trainees either on the School Direct Salaried program or on Teach First. A significant proportion of both these groups of trainees are likely to continue working in the schools where they train. This reduces what I call the ‘free pool’, training on the higher education, SCITT and School Direct fee routes that may be available to all schools seeking to fill a vacancy. As is acknowledged by the DfE, at least half of classroom teacher vacancies go to new entrants, these numbers matter.

After taking out Teach First, School Direct salaried and recorded vacancies gathered by TeachVac since 1st January, the number of trainees left in the free pool was just over 1,200 on the 6th January. That probably not enough to fill a vacancy in every secondary school, epsecially if you include the independent sector and Sixth Form Colleges, even applying the 50% rule.

Schools looking for particular types of teachers of English, say with degrees in specific characteristics of English Literature, may well find the numbers available even fewer in total. We also don’t know how evenly spread across England the trainees are, although we do know London and the Home counties are likely to account for more than a third of all nationally advertised vacancies, if 2017 is anything like the last two recruitment rounds.

So far, maths and science are less of an issue in 2017 than English because of better recruitment into training than in recent years, but business studies is already on our radar as likely to also cause problems for schools in 2017. Post BREXIT, we need students of business even more than in the past; Ministers please note.

There is a debate to be had about the balance of training places between different routes and different parts of the country, but the DfE seems reluctant to open that issue up. The Select Committee has an opportunity to do so when it finally writes its report on teacher supply and the Migration Advisory Committee will need to address some aspects when they consider whether maths and science teachers should still qualify for Tier 2 visas?

This year, more information will be channelled through TeachVac, so if you are in a school as a teacher, trainee, leader or are a returner to teaching, do sign up. It is free service and will remain so.

 

 

 

Bursaries Matter?

Yesterday, UCAS published the December 2016 data for applications to teacher training courses starting in the autumn of this year. The figures are for graduate courses. The data shows that compared with December 2015, applications for courses to train as a primary teachers were very similar this year to levels seen in December 2015. However, there has been a worrying dip in applications from those under the age of 22 for some secondary subjects. Applications from older graduates are much closer to the figures for December 2015; indeed, applicant numbers from those over the age of 40 were exactly the same as in December 2015.

The worry is around the fact that those under the age of 22 make up around a third of applicants, even at these reduced levels. Now it may be that this is a one month dip that will be rectified next month when the January data is published but, if it isn’t, then there is more concern going forward. This is because we we traditionally see final year undergraduates being more concerned in the February to June period in completing their studies and graduating than in filling in applications forms for life after university.

Another explanation might be that the referees of these students are more dilatory in completing their comments than those from older applicants; but why especially in this round, this year? That theory would have more credibility if all subjects were affected. However, applications are actually up in Physical Education and geography. Both were strong subjects in recruitment terms last year and easily met their national recruitment levels.

More worrying are the declines in applications to courses in business studies, design and technology and even English, some of these are subjects where recruitment has been insufficient for some years. It is interesting that the decline in applications for mathematics, where there are generous bursaries available, is very small, with just a few less applications in 2016 than last year. In physics, the numbers seem lower, but that is complicated by the manner in which UCAS report applications for science courses.

Apart from the observed decline in applications from younger candidates, there seems to be an issue in London where the number of offers made is down by around 30% on December 2015. Now, were are only talking of just over 1,000 compared with 1,400 at the same point last year, but with primary numbers probably holding up, this may mean greater issues with secondary numbers in London.

Could it be that the higher costs associated with studying in the capital, plus the requirement to pay another year of fees at around the £9,000 level with no bursary, is finally having an impact on undergraduate thinking and that the class of 2017 are thinking twice about entering training to be a secondary school teacher where there are obvious alternative careers in the private sector?

One shouldn’t make too much from two months data, but a quarter of a century of studying the numbers does make me uneasy. If the January data revels a three month downward trend, then I will be more concerned.