Turnover & Retention

Turnover & Retention

Introduction

Schools face huge teacher shortages recent figures (from Gov.uk census) show that the Government has been unable to meet its recruitment targets for trainee secondary teachers: having reached only 59% of the target for trainees recruited for Initial Teacher Training in the year 2022/23, down from 79% in 2021/22.  Recent analysis shows teacher vacancies at secondary level have increased 40% since 2020/21.

In addition to the operational challenges of running a schools with high levels of staff turnover and an inadequate supply of teaching staff to fill vacancies the recent DfE publication Commissioning high-quality trusts  (which summarises the rationale behind how the Department for Education Regions Group takes decisions about the creation, consolidation and growth of academy trusts) specifies a number of workforce metrics by which academies seeking to grow will be assessed on trust quality. A number of the quantative metrics detailed relate to Teacher retention.

These are:

• % of teachers leaving the state-funded school system
• %of leaders leaving the state-funded school system
• % percentage of leaders leaving the Academy trust
• % of teachers in post with less than three years’ experience 

By highlighting success in these metrics as essential to future trust growth the DfE have effectively focused the attention of any Trust wishing to expand on developing a strategy to manage teacher retention.  The roots of the  teacher supply and retention problem are complex and cannot be solved by schools and colleges alone. There are, however, steps that senior leaders can take to improve their chances of retaining talent by implementing a retention strategy as part of an overarching People Strategy.

Building a retention strategy

A retention strategy is not as complex as it might sound. It can be helpful to think of it as an evolving structure which is put together one piece at a time. It can be constructed incrementally at a pace to suit the school or college, adjusted as needs change and as the pieces start to fit together in a logical way. To help with developing your own strategy, here are some tips on teacher retention drawn from the experiences of school and college leaders.

Ensure that opportunities for development are available to all teachers

Normal appraisal processes have been badly disrupted by the coronavirus pandemic. As you start to get back on track, use appraisals and half-year reviews to understand the career goals and aspirations of your teachers and facilitate objectives which have these in mind. Whilst there is obviously a place for formal training, this is not the only—or always the best—option. Consider what could be achieved through job shadowing, mentoring or networking opportunities, perhaps with partner schools, or what skills could be developed through involvement with particular projects or secondment to another post. Good teachers who are keen to progress inevitably tend to move elsewhere if they feel that there is no room for growth.

Offer regular performance feedback to teachers and celebrate effort and results, however small

Lead by example by noticing and acknowledging the contribution of all staff and encourage your managers to do likewise: this is not an onerous or time-consuming commitment but is of great value. A simple ‘thank you’ can be very powerful.

Get to know your teachers and their individual talents.  

These can be harnessed and engaged, often in unforeseen ways, both for the benefit of the individual’s job satisfaction and the organisation as a whole. Stretch your most able teachers: competent performers need both autonomy and encouragement to use their skills and do their jobs in their own way. For some this is enough. Others are easily bored unless regularly challenged to use their skills in different ways, pick up new knowledge and have opportunities to add real value. Make use of temporary or permanent TLRs (or equivalent in other settings) to give teachers a chance to lead on initiatives or areas of the curriculum. If you can map out career paths which link to opportunities this will also feed into succession planning in the longer term.

Foster an environment based on mutual respect

None of us feel loyal towards organisations that do not appear to value our contribution, or where we are not listened to or encouraged to put forward ideas. Confront unhelpful attitudes where these manifest but also be prepared to welcome challenges to the status quo where such contributions are intended to be constructive. Consult teachers on changes in teaching and learning and allow them the chance to air their concerns.

Recognise and support teachers’ work-life balance

This can be particularly difficult in education settings when term time is in full swing, but offer flexibility where this is possible, empower teachers to take control of their own work-life balance and don’t encourage “presenteeism”. Teachers still frequently cite workload and stress as chief reasons for leaving the profession. Work with teachers to identify the main stressors for them in your school or college and look for solutions to mitigate the impact.

Create opportunities for people to succeed

Individuals feel satisfied and motivated by a role where they can carry out their job requirements without feeling so pressurised that they are unable to cope. Even a heavy workload immediately feels more manageable when there is a supportive line manager able to offer advice as needed as well as regular, manageable milestones with the chance to reflect back on achievements. Don’t suppress opportunities for pay progression on financial grounds: where budgets are tight this often seems like one of the only areas left to make savings. This is a false economy in the long run as teachers will eventually seek that acknowledgement of their contribution elsewhere, leaving you with recruitment and supply cover costs instead, as well as the loss of skills and knowledge built over time.

Make sure that everyone counts

Of course this doesn’t just apply to teachers. Every member of staff has a role which fits into the overall picture. When people understand how their effort contributes to the aims and objectives of the school or college it lends a sense of purpose and value to what they do. Communicate the overall vision and work with teams to support their understanding of how what they do every day contributes to it. Encourage and welcome ideas for improvements and see these through with action plans.

Supporting staff wellbeing doesn’t have to involve grand gestures

Small and inexpensive ventures really do make a difference. Some schools arrange activities such as after-school fitness or skills sessions or occasional social events, many of which have been on hold for the last year. Others focus more on aspects of the environment that can be appreciated every day, like providing good quality hand soap in the toilets, fruit or snacks during long meetings, or ensuring that the staff room is well maintained. Other initiatives could focus on work-life balance such as a regular staff wellbeing day when all teachers are encouraged to leave straight after school.

Start off on the right foot with new recruits

The first few weeks in a job form a lasting impression, whether negative or positive. There is an excellent—and easily overlooked—opportunity here to help new teachers settle in, understand the culture and ways of working, feel accepted and become effective and loyal members of staff. The effects of a bad or non-existent induction tend to linger for a long time. Teachers in their first few years in the profession can be particularly vulnerable and should have access to extra support to navigate the more difficult and unexpected trials they may face, such as managing parental communication effectively.

Make sure you have an honest picture of what your teachers think about where they work

It is very difficult to truly engage teachers if you aren’t clear what motivates them, how they feel about the school or college and how it is run. Get the most out of appraisals by collating feedback on what teachers think works well and less well. Hold exit interviews or distribute exit questionnaires to leavers to understand what it is that influences their decision to move on. Conduct staff surveys where teachers can provide anonymous ratings and comments. Be brave: it might not always be pleasant to hear but you can often learn a lot from this process, both good and bad, about your effectiveness as a leader. Create action points which can be taken forwards for the benefit of the rest of the staff. 

The government has also created guidance around Teacher retention strategy and you can access it here.