Last year the world of educational leadership research was rocked by a study, summarised in two Harvard Business Review articles (here and here), that introduced to the world the idea of ‘Surgeon’ and ‘Architect’ headteachers, among other types. The findings, if more generally true, would radically re-shape the advice we should give governing bodies about [...]
Today two new pieces of research on teacher training routes are published. The Institute for Fiscal Studies have published a Nuffield-funded report, authored jointly with Education Datalab and NFER, that summarises the relative costs and benefits of the different teacher training routes. Separately, we have published a report on careers of Teach First Ambassadors who [...]
In this report we explore the careers of former Teach First participants who choose to remain in state-funded schools as Ambassadors. We compare the career profiles of the 2008 to 2012 cohorts to a matched group of teachers who began a full-time Higher Education Institution led PGCE course at a same time and have similar [...]
This report gives some initial estimates of retention in the state-funded teaching workforce in England by teacher training route, as a proportion of all those first registering on an ITT course. We illustrate how this varies by region and teacher characteristics. We give lower and upper bound retention rate estimates, reflecting uncertainty inherent in the [...]
The November 2015 School Workforce Census, published today, shows that wastage out of the teaching profession has risen again to 10.6%. Teachers leave the profession when they unhappy with working conditions and when they can find other employment opportunities. These statistics suggest that it is teachers in secondary and special schools who are most currently [...]
We recently published a report with the Social Market Foundation showing that schools serving more disadvantaged communities appeared to have greater difficulties in recruiting suitably qualified teachers. Ofsted contacted us to ask whether these inequalities were more or less pronounced in areas with selective secondary schooling because this has been an area of inquiry for them. [...]
Today the Social Market Foundation’s Commission on Inequality in Education publishes a new piece of work that we have co-authored, arguing that inequalities in access to high quality teachers across schools may contribute to social inequalities in educational outcomes. Those who work in education often hear anecdotes suggesting that schools serving more disadvantaged communities have [...]
Last year we said we thought we needed about 2,500 extra language teachers to deliver the manifesto commitment to teach the EBacc to all students at KS4. In 2015, 50% of students in state mainstream schools were entered for a GCSE language, so achieving universal provision is an enormous undertaking. Some of these students can [...]
Today at Mulberry School for Girls in east London (one of my PGCE placement schools well over a decade ago), headteachers and policy makers are coming together to consider how we can address the gender imbalance in headship in our schools. Not everyone agrees there is a problem that needs to be solved. As Andrew [...]
