I contributed to blogsync edition 1, was too busy for number 2 but wish to add my contribution to the latest collection of teacher musings.
The BBC recently reported that there are a growing number of teachers leaving the profession. http://www.bbc.co.uk/news/education-20585457 Likewise The Guardian added that half of newly qualified teachers leave teaching within the first five years.
Clearly this is a matter of great concern: to schools; to the teaching profession as a whole; indeed to the nation too, because if we can't staff our schools with good, qualified teachers, what hope do we offer our children.
First of all a couple of disclaimers:
1. Unless I specify otherwise, nothing below relates to my own experience or my own school. I have been very happy in my teaching career, and have benefited from good support and close friendship, which I have passed on in return. I have seen a few colleagues leave the profession, but they have left for reasons both personal and private.
2. I do however converse with a great many teachers in my LEA and across the country through the 'Twitterverse' and through events and courses I have attended.
Why do so many teachers leave the profession so quickly? There is no single obvious answer to this question, but there are a range of aspects to consider.
Let's take the obvious one first. The current Secretary of State for Education is likely to be judged historically as the most destructive force ever in the state educational sector, particularly if the Government is unseated in 2015 and if we have an extended period of non-Conservative administrations following that. Even simply undoing what has happened so far will reach far into the life of any new Government. His PR standing among the teaching profession is not terribly high, but anyone who witnessed his recent appearance on Question Time would be put off entering the profession. Here he said that he did listen carefully to teachers, but if you analyse his words closely, he actually meant that he listened only to those who agreed with him. It is true that selective soundbites from Michael Gove and the head of OFSTED, Sir Michael Wilshaw, could be used to their detriment, but the overall message emanating from both is highly negative towards teachers as a whole.
It is too simplistic to simply lay the blame at the doors of Gove; he has after all been in office for less than three years, and the exit of teachers predates the 2010 election, albeit a recently accelerated process. Constantly shifting 'goalposts', diktats about what is 'good teaching', changes to curriculum and the National Strategies, and a small rainforest of files, papers, guidance and suggestions poured forth from the Department under Labour, producing a range of mixed messages particularly for new teachers: was it compulsory or a good idea, or something that brought derision from others when it was brought back to school. I have seen many a young teacher confused by this volume of material. It is the younger minds in teaching that often bring the more progressive and creative thinking to the profession. For them to be turned off, and turned out, is going to leave a gap in the balance of professionals in schools.
Many complain of a culture of bullying in schools. This can take a variety of forms but it seems to be a current issue,certainly looking at the Twitter traffic, in making judgements on teaching for Performance Management . These judgements are not easy to make, and many teachers find they are down a grade from previously. How, I do not know, because surely with feedback from an observation a reasonable teacher would at least consolidate if not improve. I do know that a number of 'tweachers' feel they have been very harshly judged, and with futures and salaries potentially in the balance, some people will surely wonder why they should put up with such pressures. This does of course depend on the culture within a school. Isolated incidents can be referred elsewhere in schools with good support networks. If the culture emanates from aggressive management however, there would be genuine fear.
I have heard an apocryphal tale of a male NQT who lived close to his school being pressurised to take on caretaking duties when the site manager took long term sick. The time pressures of this soon spelled the end of a promising career.
Bullying can take different forms, even in matters that some might consider petty. I have heard of schools with a highly specific dress code, with disciplinary action if staff broke this. Most schools have a dress code, but this was an example of sartorial fascism! Petty it may seem, but if Senior Leaders are on the backs of staff for matters not related to teaching, it builds on the pressure of a job where levels of anxiety are heightened as a matter of course.
Bullying exists in all workplaces, and often appears on the social media too. Tweachers enjoy a healthy debate on professional matters on Twitter, but there are a number of voices on the network who would appear to disagree with almost anything thrown at them; not in a one-off comment but in a constant stream. Any new or inexperienced teacher, perhaps a little sensitive, facing this will feel bullied under this barrage. We can't agree on everything, but Twitter is an effective communal voice for the teaching profession. Don't let us down!
Some of this bullying may result from a lack of professionalism, and here the teacher training establishments need to be including this within their training. I recall during my own PGCE a number of fellow students falling foul of the authorities for an overwhelmingly arrogant attitude, reported back from their placement schools. And we had training on being professional!
Good induction in schools, and a support network for NQTs, can aid the process of professional development, but some young graduates come to the employment market and to teacher training believing the world owes them a living. Without reverting to a cry of 'Thatcher's Children!' or 'Blair's Britain' it can be said that the change in the political climate since the 1980s towards an emphasis on the individual prioritising working for her/himself as opposed to the greater good of society has impacted on the expectations of the younger generation, in an almost mirror image of JFK's inauguration speech. A good student teacher is worth their weight in gold, a poor one is a burden on the school they are in. I have sadly seen students drop out during a placement because they didn't really appreciate the pressures of their task.
Finally, teachers drop out because they don't always feel appreciated. 'Thank you' costs nothing and whether it comes in assembly, in a staff meeting or in passing in the corridor, it means a lot. A lack of recognition, or seizing on the negative despite a wealth of positives, can be a real downer for teachers. For hardened old hacks this might be water off a ducks back, but for less experienced teachers this could tip the balance to them taking another direction in their working life. A plate of cakes at the end of term or after an inspection may not seem much, but every little counts!
I am sure there are many more reasons for the teacher drop out rate, and fellow bloggers no doubt go into more coherently argued cases, but given that it takes three or four years of training and tens of thousands of pounds of public investment for each individual, serious attention needs to be paid to this issue to stem the tide.