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Leaders need to adopt an evidence-based approach to ensure new teachers make the best possible start to their careers in the classroom, argues Michael Green
Leaders need to adopt an evidence-based approach to ensure new teachers make the best possible start to their careers in the classroom, argues Michael Green
Leaders need to adopt an evidence-based approach to ensure new teachers make the best possible start to their careers in the classroom, argues Michael Green
Almost every school will have at least one NQT starting this September, so as a leader how much thought have you given to your role in not just making this year the best it can be for them, but also in ensuring that these teachers stay in the profession?
Because leaders do have a crucial role to play. More than a quarter of teachers now leave teaching within three years of qualifying, according to statistics from the Department for Education. Excessive workload is constantly cited as one of the key factors in this decision, and that is something school leaders should be able to control.
Research in Australia has highlighted a number of areas where new teachers require further support, including getting to grips with the school context and procedures, developing networks within and beyond the school, overseeing other professionals such as teaching assistants, developing strategies to manage priorities and competing demands and managing their own (and others') expectations. Again, these are things a school leader should have a role in sorting.
Another thing on their radar should be high-quality training for mentors. Mentors need to have the capacity and time to model practices, provide effective feedback and devise development frameworks that build on their prior experiences, knowledge and skills. This was echoed in the responses to the DfE's recent consultation on strengthening QTS, which highlighted the need for mentors to have access to high-quality training to support them in this critical role.
And finally, a 2016 study from the Education Policy Institute found that teachers who felt better prepared to teach were less likely to feel that their workloads were unmanageable. It is vital, therefore, that NQTs have access to high-quality CPD - another job that should come under the influence of the headteacher.
In short, you can't just...