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Explore the evolving landscape of teacher demographics, training routes, curriculum demands, and regional dynamics to meet student needs effectively. Delve into the key questions surrounding teacher supply management, training incentives, and achieving educational equity. Discover the recommendations for enhancing teacher quality and professional development to ensure a well-equipped teaching force for the future.
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Who needs “teachers”? Chris Waterman Sunday 6th July 2014
SATTAG • Why • Who • What • Where • When
The shape of the workforce • Age profile • Gender profile • Qualifications • Type of training • Length/type(s) of service • Retention What are the trends over time?
Pupil profile • Early years demographic • KS 1 and KS 2 • KS3 and KS4 • KS5 • Early years provision • Community schools • Academies • Colleges • Independent schools
First degree courses • Degree subjects • Curriculum subjects • % needed to meet demands of school population
Routes into teaching • B Ed • PGCE • Unqualified • School Direct • Teach First • SCITTS • Troops to Teachers • Ph D experts • SKE routes
Why teach? • Vocation • Labour market • Status of teachers • Pay levels • Loans • Bursaries
Curriculum demands • New content • Ebac • Best 8 • Participation in maths and physics • Participation post-16 • NEETS • Early entry? • Post-16 maths and English • MFL in primary • More teaching hours in maths • Specialists in primary
Geography of teaching force • Location of HEI’s offering teacher training • Distribution of School Direct • Distribution of Teach First • Mobility of workforce • What about the regions?
How precise can the TSM be? • Demographic data • Curriculum data (NC or actual curriculum) • School data (by size, key stage, type of school) • Current workforce data • New entrants needed
What does every student need? • Trainees that are properly selected • Teachers that are well-qualified and well-trained • Teachers with appropriate subject knowledge • Teachers that will be retained
A totally-managed market • Government calculates need by phases and subject • Uses bursaries to manage supply • Government employs teachers • Government decides who teaches where • Regional/sub-regional commissioners manage the local market • Schools interview teachers
A “hybrid market” • Government calculates demand • Government allocates places (by phase and subject) • Government offers incentives in shortage subjects • B Ed • PGCE • School Direct • Teach First • SCITTS
A “perfect market” • School calculates need • Recruits graduates • Commissions training • Pay at “market rates” • Funding delivery?
Key questions • Do we need to manage teacher supply? • Who should do it? • Should all teachers be trained? • Should there be incentives to ensure that the most challenging schools get their share of the best teachers? • How do we achieve it?
The Howson recomendations • Only candidates with the highest qualifications and personal attributes should be allowed to train, but with the risk of unfilled places • We need robust real-time data, in secondary and primary, to identify potential problems • QTS should be subject specific in secondary (with opportunities for re-training) • Schools could only employ QTS outside of their subject while they retrained
Different routes have different costs, which must be taken into account • Subject area quotas could be useful to allow for the development of subject and KS leaders • CPD finance should be ring-fenced and allocated by an independent body • An independent College of Teachers should be established, with initial funding provided https://johnohowson.wordpress.com/2014/06/23/a-submission-to-the-carter-review/
