ANTONINA TERESHCHENKO, SENIOR RESEARCH FELLOW, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK PROFESSOR MARTIN MILLS, DIRECTOR, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK Reviews of the composition of the teacher workforce in England have shown a persistent shortage of black, Asian and other minority ethnic (BAME) teachers […]
Judith Bruce-Golding, Researcher and SEND Teacher, University of Birmingham, UK Studies over the past 10 years have documented different school leadership approaches and how they influence students as well as individual staff members, including teachers’ career trajectories (Mboyo, 2017; Callender 2018, Bruce-Golding, 2019). Given the lack of black and global majority teachers and leaders in […]
CLAUDETTE BAILEY-MORRISSEY, CAREERS LEADER, CAREERS DEVELOPMENT INSTITUTE, UK This article examines black women secondary school leaders’ perceptions of school leadership, their responses to ‘playing the game’ in order to achieve career progression and the strategies that they adopt to overcome leadership challenges. The context The National College for School Leadership (NCSL, 2009) proposed that a […]
Lindsay Patience, Teacher, Putney High School The recommendation that middle and senior leaders should be able to work flexibly was a main finding from the National Foundation for Educational Research (NFER) report ‘Part-time teaching and flexible working in secondary schools’ (Sharp et al., 2019), and flexible working is a key strand of the Department for Education’s Teacher Recruitment and […]
KATHRYN SPICKSLEY, SCHOOL OF EDUCATION, UNIVERSITY OF WORCESTER, UK This paper reports on selected findings taken from a research study that explored the professional identities of early career teachers (ECTs; defined as having up to five years’ teaching experience for the purpose of this study) working in primary schools in England that were situated within […]
Tanya Ovenden-Hope, Institute of Education, Plymouth Marjon University, UK There is a discord internationally between the ‘agencies’ that control the supply and quality (teacher status) of the school ‘workforce’, such as the Department for Education on behalf of the government in England and the government and Swedish Association for Local Authorities and Regions (SALAR) in […]
Description of the setting In 2010, the Froebel Trust became linked to a community kindergarten for children aged one to six in an informal settlement in Soweto (South Africa). The kindergarten was established in 1991 by a member of the community who observed that during the day, when their parents went to work, children as […]
Paul W. Miller, PhD, Professor of Educational Leadership and Social Justice; Principal Consultant and Director, Educational Equity Services, UK I am pleased to have been asked by the Chartered College of Teaching to guest edit this issue on teacher recruitment, retention and progression. These issues (recruitment, retention, progression) are fraught, and examining them together provides […]
Graham Chisnell, CEO, Veritas Multi Academy Trust, UK In this reflective piece, I explore the benefits of creating a culture of talent management within schools, and how this builds career pathways for teachers and strengthens staff retention. Through the springboard of a research trip to Singapore, Veritas Multi Academy Trust have devised a system of […]
Lisa-Maria Muller, Chartered College of Teaching, UK Josephine Booth, Michael Coldwell, Emily Perry, Sheffield Hallam University, UK James Zuccollo, Education Policy Institute, UK Recent data suggests that, despite some signs of progress, teacher recruitment and retention are likely to remain issues over the next few years (Worth, 2020; DfE, 2020a). While teacher retention improved slightly […]
JONATHAN DOHERTY, LEEDS TRINITY UNIVERSITY, UK A changing picture of school leadership Over the last few decades, roles in schools have changed in response to an evolving educational landscape. School leadership includes not only includes headteachers now, but staff at all levels, supporting their career advancement (ET2020, 2019). Classroom teachers are assuming greater levelsof responsibility […]
Kate Sida-Nicholls, Secondary PGCE course leader, Suffolk and Norfolk SCITT, UK This scoping study involved 103 initial teacher training (ITT) primary and secondary trainees as they started their school-centred initial teacher training programme in September 2020. The purpose of the study was to capture views about novice teachers’ identity and consider whether their perception of […]
Stephanie Burke, Director of Studies, Gad’s Hill School, UK Several years ago, I was tasked with the responsibility for careers education at my school. This was an exciting prospect and one that I approached with a wealth of new ideas and initiatives, only to be met with the inevitable consequence of wanting to do more […]
Scott Buckler, Holy Trinity School and Sixth Form, UK ‘What is the point of education?’ How often do we ask this on both a personal and professional basis? With the continual focus on results, performance, attendance, budgets and numerous other tensions, has this question become lost within the quagmire of passivity and conformity? Furthermore, how […]
Bart Shaw, Head of Policy, Centre for Education and Youth, UK Abi Angus, Researcher, Centre for Education and Youth, UK In this article, researchers from the Centre for Education and Youth (CfEY) examine the extent to which schools and colleges can use Youth Social Action (YSA) to improve their careers education. We identify where the […]
Martha Aitken, Learning Partner, Act For Change Fund, UK Research shows that schools can be fertile ground for encouraging youth social action, with an estimated 60 per cent of those who participate getting involved through their school or college (Knibbs et al., 2019). Yet when it comes to supporting young people to become involved in […]
Christine Grové, Monash University, Australia Around the world young people are actively contributing to change. For example, in the United States, youth have championed for gun control across the country in extraordinary ways (Rennie, 2018) (and in sub-Saharan Africa, they are leaders in advocating and enacting the United Nations Sustainable Development Goals. In Asia, young […]
Farah Ahmed, Director of Education and Research, Islamic Shakhsiyah Foundation, UK There is a growing presence of British-born Muslims who identify both as British and as adherents of a major world religion, with beliefs that are sometimes perceived as ‘other’ than British. According to the last census, over eight per cent of British schoolchildren are […]
Henry Sauntson, Professional Tutor, City of Peterborough Academy, UK Schools have a duty to provide pastoral support and a strong programme of learning centred around student development and welfare. Many schools consider it their moral and ethical duty to provide quality social and emotional learning (SEL) programmes, but the pressure to ensure that these are […]
Sebastien Chapleau, Headteacher-in-Residence and Community Organiser, Citizens UK; Associate Director, Whole Education, UK Across the globe, democracy is in a state of deep malaise. In the West, growing political polarisation, economic frustration and the rise of populist parties have eroded the promise of democratic institutions to offer governance that is not only popularly supported, but […]
