One of the questions I am regularly asked as chair of the company behind TeachVac (www.teachvac.co.uk), the free to schools and teachers job matching service for teachers, is ‘why does TeachVac use a defined system of matching teachers to vacancies?’ It is a good question. Unlike most system that have either evolved from print backgrounds or been based upon the same browsing concept of allowing everything to be seen by everyone, TeachVac evolved with a very different philosophy in mind.
TeachVac believed that those seeking a teaching post, whether new entrants finishing their training; existing teachers wanting to change jobs or seek promotion and returners looking to re-enter the world of teaching in a school somewhere in England all had similar needs in terms of looking for a teaching post. These can be summed up as; what phase; secondary or primary; where in a defined geographical area and at what grade or salary? Provide answers to these three questions and applicants can be presented with a range of vacancies that meet their needs from which to choose the ones they want to follow up through the application process.
As I was writing the above piece, the DfE published an update on their thoughts on vacancy information. Unlike TeachVac, the DfE doesn’t seem to place as high value on alerting teachers exclusively to vacancies that meet their needs. Undefined systems allow for very wide searches. Such an approach can swamp applicants for say, English vacancies in London during April. However, the alerts that are the foundation of a defined system help focus teachers on what type of vacancy, and where, they are seeking.
The defined request approach has two other benefits. Firstly, it makes it difficult for anyone wanting to offer candidates to schools with vacancies to easily track down the bulk of vacancies. Secondly, defined searches can provide better data about where candidates are looking for vacancies that can more open searching. Such data can help identify ‘cold’ spots where candidates are less interested in the vacancies as well as the more obvious hot spots.
Although TeachVac doesn’t do so, defined tracking can also help identify the schools within an area that receive the most interested through hits on the vacancy from the search. There is also a lot more that can be learned about candidate behaviour in terms of timings of both initial market research and actual applications. Should TeachVac provide annual profiles of vacancies by month for different parts of the country and different types of school?
TeachVac has just completed its fourth and most successful recruitment round. Staff are currently spending the summer sorting out queries about the DfE’s list of schools, a service we shouldn’t have to undertake at TeachVac, but one that is vital to ensure that candidates find the correct vacancies. How much quality control does the DfE exert over it supplier when a School clearly identified in its name as a Church of England Primary School can be mis-coded as a post-16 establishment?
TeachVac Global, (www.teachvacglobal.com) the companion site to TeachVac for vacancies in international schools, has also had a successful first year of operation, establishing its name across the globe.