The Great Teacher Supply Crisis: Can the Early Career Framework Appease Early Career Teacher Recruitment and Retention Challenges in England?

Ovenden-Hope, Tanya (2023) The Great Teacher Supply Crisis: Can the Early Career Framework Appease Early Career Teacher Recruitment and Retention Challenges in England? Impact - Journal of the Chartered College of Teaching, 17. ISSN 2514-6955 (print) / 2514-6963 (online)

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Abstract

In July 2022 the Initial Teacher Training (ITT) monthly statistics (Department for Education, 2022) demonstrated that the recruitment of trainee teachers did not reach the government target, with the total application numbers lower than 2019 and the actual number of applicants achieving course places for September was down by 15%. The National Foundation for Education Research (NFER) have very recently (November 2022) reported on the challenge for schools in England to recruit and retain enough teachers: National data on the teacher labour market suggests that the supply of new trainees is insufficient to meet future demand, which implies that schools are likely to face challenges recruiting teachers, perhaps leading to staff shortages. (Worth & Faulkner-Ellis, 2022a, p. 2) This challenge to attract graduates to teacher training affects the number of early career teachers (ECTs) entering the profession. As we entered a new phase of recruitment to teacher training in September 2022, the situation has become even worse, suggesting we are in the midst of a teacher supply crisis. Primary trainee teacher applications are currently 8% lower, and Secondary 23% lower, than in 2019. The size of the problem is clearly articulated by Jack Worth: It's very hard to overstate how dreadfully bad these ITT application numbers are. (Worth, 2022) The Teacher Recruitment and Retention Strategy (Department for Education, 2019a) was launched by the DfE in January 2019 and included an Early Career Framework (ECF) (Department for Education, 2019b), which became mandatory in primary and secondary maintained schools in England in September 2021. The government recognised the challenge in attracting and retaining teachers, particularly ECTs, and the issues being caused in school by poor teacher supply. The hope was that structured, statutory ECT professional development, with a clear framework and mentor support (the ECF), would improve both teacher recruitment and retention. Educationalists welcomed the ECF reform, as it offered sustained, funded, professional development at the beginning of a teacher’s career in England (Ovenden-Hope, 2022a). However, ECT attrition currently stands at 12.5% after one year of teaching and 23% by year three of teaching (Department for Education, 2022). The ECF therefore has a formidable, and potentially impossible, task in appeasing the great supply crisis schools in England are experiencing.

Item Type:	Article
Depositing User:	Ms Raisa Burton
Date Deposited:	08 Dec 2022 10:23
Last Modified:	23 Feb 2023 16:48
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17725
Related URLs:	https://my.char ... ges-in-england/ (Publisher URL)

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