Collaboration and Innovation in Recruiting and Retaining Teachers

The Government have launched a new strategy for the recruitment and retention of teachers, recognising that there are ongoing and significant challenges to ensuring that teachers are attracted to and able to stay in the profession.

Taking a refreshingly inclusive approach to policy design, the Secretary of State has brought together teaching unions, teacher training providers, schools and civil servants to produce a long-term strategy for the teaching workforce.

Key priorities for the plan include early career support, reduction in teacher workload and opportunities for flexible working, simplifying the process of applying to become a teacher, and creating a diverse range of options for teachers as their careers and lives develop.

To build a career offer that attracts potential teachers, as well as remaining attractive as careers and lives develop, we must work together to transform the way we promote and advocate teaching as a vibrant and rewarding profession.  

EKLA are therefore delighted to be involved in a  new initiative, led by Canterbury Christ Church University. The project involves working collaboratively with Canterbury Christ Church University, the University of Sussex, Kent and Medway Training, The Kemnal Academies trust, Teach Kent and Sussex, East Sussex Teacher Training Partnership. This partnership has formed The Confederation for the Education of South East Teachers, or CESET. The aims are to promote teaching as an attractive and rewarding career and boost regional recruitment into the profession. As a collaboration between universities, schools, local authorities and other bodies involved in education, it will be strongly placed to provide support for teacher recruitment and training across the south east and gives a unique opportunity to take a long-term approach to tackling this ongoing challenge. Key current activities include:

• the completion of research with trainee teachers from all six partners, to establish key barriers to successful completion of application
• providing ongoing applicant and trainee support with school experience and pre-application support which smooths the path to successful completion and good quality preparation for success in teaching
• the completion of analysis of Initial Teacher Training cold spots across the region, driving our collective activity to where it is most needed and thus improve recruitment of teachers to these schools
• improve consistency in mentor development, including via the piloting of specific support to improve mentors’ capacity and understanding of special educational needs and thus improve the quality of teaching of their trainees.