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Tag: Professional development
A Review of the Experience of Becoming a Teacher in the English Further Education System

Summary:

This systematic review synthesises evidence on the experiences of individuals becoming FE teachers in England, examining routes into teaching, induction experiences, and factors affecting early-career development. Key findings highlight the importance of mentoring, collegial support, and manageable workload in shaping positive transitions, while identifying performativity pressures, limited professional autonomy, and...
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Exploring Education Policy and Reform in England (2010 – 2024) and the Early Career Framework: The unfolding of an education ‘market’ for teacher development

Summary:

This chapter provides an overview and critical analysis of the Early Career Framework (ECF) education policy in England. This policy formed a fundamental part of the Department for Educations Teacher Recruitment and Retention Strategy in 2019, establishing a mandatory framework of professional formation for early career teachers (ECTs) to become...
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Early Career Teacher Entitlement: Great Expectations

Summary:

This book explores the expectations set by the Department for Education (DfE) in the Teacher Recruitment and Retention Strategy (2019) and provides insights into the experiences of Early Career Teachers and mentors working with Year 2 of the Early Career Framework. It examines the successes and failures that led to...
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Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development

Summary:

The education landscape in England faces a critical challenge: the significant and sustained attrition of early career teachers (ECTs) and its subsequent impact on education stability. This chapter addresses how reflective practice, and targeted professional development can foster self-efficacy, autonomy, and job satisfaction among ECTs, ultimately improving retention rates and...
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The Government Response to Teacher Recruitment, Training and Retention

Summary:

The official government pledge to expand flexible working and confirmed the continuation of the Teacher Mentoring Programme (TMP) to support 1,800 FE early-career teachers by March 2025....
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Supporting or stifling? Experiences of beginning teachers working within the Early Career Framework

Summary:

This research article examines the experiences of new teachers working with the Early Career Framework (ECF). It offers a critique of the ECF based on the findings from survey and interview data, suggesting that a core problem is the ‘one size fits all’ design of the framework. Early Career Teachers...
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Teacher Recruitment and Retention Challenges in the Further Education and Skills Sector

Summary:

It analyses global strategies for addressing chronic teacher recruitment and retention shortages within the further education sector, focusing on improving workload management and professional status. Key solutions include shifting from short-term fixes to long-term systemic reforms, such as enhancing pay parity and fostering collaborative professional development....
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ITT core content framework and early career framework: call for evidence

Summary:

This call for evidence from the Department for Education (DfE) was intended to inform a review of the Early Career Framework (ECF) and initial teacher training (ITT) Core Content Framework (CCF), both published in 2019. The ECF set out the entitlements to professional learning and mentor support for the first...
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Ofsted’s 2023 Priorities for Schools and Further Education and Skills

Summary:

This blog post outlines Ofsted's key priorities for inspections, highlighting significant workforce pressures in schools struggling to recruit and retain teachers and noting the importance of high-quality teacher training and development. The statement emphasises that many schools and colleges face substantial challenges in securing a highly skilled workforce and that...
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The Knowledge: What works to improve recruitment and retention?

Summary:

This article sets out key findings from an Education Endowment Foundation review of international evidence on successful measures to recruit and retain teachers. It reports that financial incentives given directly to teachers, such as offering higher salaries or recruitment bonuses, could help to attract more teachers to take posts in...
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