TTR0101

Written evidence submitted by Academics at the University of Manchester

This response is from colleagues in Primary and Secondary PGCE programmes in the Initial Teacher Education group in Manchester Institute of Education, at the University of Manchester. We are responding specifically from our perspective as lecturing staff working within a longstanding provider of Initial Teacher Education, with the understanding that we gain from our established partnerships with schools and colleges.

 

1.       The current situation regarding teacher recruitment and retention 

1.1. What are the main factors leading to difficulties recruiting and retaining qualified teachers?

1.2. Which subjects are most affected?

1.3. How does the situation differ across the country and across different types of schools and colleges?

1.4. What impact does this have on pupils, particularly disadvantaged pupils and those with SEND?

1.5. What action should the Department take to address the challenges in teacher recruitment and retention? 

 

The range of bursary levels should be reduced: Provide bursaries for all subjects including Primary, and reduce the very high levels of bursaries in some subjects.

The ECT programme should be rationalised: We understand that the ECT programme has not achieved the intended effects, given the increased workload on both mentors and ECTs (see NAHT report). We suggest retaining some of the intense coaching aspects on a needs-basis, removing much of the repetition currently evident from the ITE year, and increasing subject-specific support.

 

2.       How could the current teacher training framework be improved? 

2.1. What has been the impact of the Early Career Framework implemented in September 2021?

3.       Are there ways in which teacher training could be improved to address the challenges in recruitment and retention?

4.       How does teacher training in England compare internationally, and what are the benefits and disadvantages of the English system?

 

 

5.       What particular challenges exist in teacher recruitment, training and retention for teachers from different demographic backgrounds? 

 

Anti-racism in education: there is an increasing demand from many ITE providers for explicitly anti-racist practice, in the context of continuing problematic, differential effects evident in trainee recruitment, progress through placements and the ITE year in general, employment and then retention in the teaching workforce (DfE, 2021). The need to acknowledge and address racism and its many adverse effects on teachers and young people, and conversely the value of a confident, collaborative and diverse teaching workforce, are currently not properly represented in the CCF or ECF, or in teacher recruitment campaigns.

 

5.1. How well does the demographic makeup of the teaching workforce reflect that of the pupils they teach?

Many thanks for reading and reflecting on this response to your enquiry. Best wishes with your deliberations.
 

April 2023