Recruiting Outstanding Teachers

1. Recruiting Outstanding Teachers A collaborative project between tutors and students on Birmingham City University’s PGCE Primary programme

2. The national context • The Importance of Teaching (2010) : ‘we know that highly effective models of teacher training systematically use assessments of aptitude, personality and resilience as part of the candidate selection process’p21. • The Case for Change (2010) : ‘improving the recruitment and selection of teachers is a key step towards improving teacher effectiveness’ p7 • Training our next generation of outstanding teachers (2011) ‘more emphasis on selection processes and trainee quality in making judgements about an ITT provider’s quality’p4

3. The Select Committee Report: Great teachers: attracting, training andretaining the best (2012) ‘We have been surprised by the lack of research into the qualities found to make for effective teaching, including any potential link between degree class and performance. Overall, the research base in both directions is fairly scant and could usefully be replenished with new methodologically-sound research looking at UK teachers and schools, both primary and secondary, which we recommend that the Government commission with some urgency.’ p 24

4. Making Teaching a 21st Century Profession New Labour approached this by: • Asking HEIs to increase the quality of new entrants. • Putting emphasis on managing the workforce and improving professionalism. • This was linked to targets and raising standards.

5. Training the Next Generation of Outstanding Teachers The Coalition are emphasising characteristics: • High levels of literacy and numeracy, • Strong interpersonal and communication skills, • A willingness to learn and • The motivation to teach

6. Great Teachers: attracting, trainingand retaining the best This House of Commons Education Committee report considered the question of what qualities/attributes an ‘outstanding’ teacher has. They found compiling a definitive list challenging!

7. Research This view has clear links to Grossman, Wilson and Shulman (1989) who explored the importance of ‘subject matter knowledge’ for teaching and consider that an effective teacher will have detailed subject knowledge, an ability to promote learning and also a deep understanding of the children being taught.

8. Research Research by Malm (2009) suggested there is too little attention given to the importance of personal development for professional practice. A balance is needed between the cognitive and emotional dimensions.

9. Research This view needs to be considered with reference to Shulman (cited in Leach and Moon 1999) who believes that it is difficult for teachers to articulate what they know as a great deal of teachers’ knowledge about their own profession is implicit in their actions.

10. Does it all matter? Malm (2009) also suggests that trainee teachers actually alter their views about teaching very little during their training period. She cites Pajares who explains that familiarity with schools and teaching allows the trainee to emerge from the course with the same beliefs they had on entry intact.

11. BCU Course Facts • PGCE Primary/Early Years – 270 • BA (QTS) – 200 per year Retention • PGCE Primary/Early Years – 98% • BA (QTS) – 96% Non-completion during natural course lifetime 9.6% BA (QTS) – males and BME

12. Students Academic Partners • Launched in 2010 and ‘aims to integrate students into the teaching and pedagogic research communities of the University to enhance the learning experience.’ • Students negotiate their own roles with staff and are paid for up to 125 hours of work. • Students are employed as partners not assistants, co-creators not passive recipients of the learning experience. • Project outcomes are disseminated at showcase events.

13. Our Project • An exploration of candidates’ expectations – and the reality • An evaluation of how well we judge ‘aptitude for teaching’ in our selection and recruitment processes – from a student perspective

14. Our Project Course teams focus • Questions based on robustness • Scenario questions Four elements to interview: • maths task • English task • prepared contemporary issue • Interview Alex, Danni and Liz invited to consider the fitness for purpose of our existing practice.

15. Questionnaires • Current students • Anonymous • Comparison between Primary and Secondary interview processes

16. Findings • Good opportunity to express their ability • Little change in their attitudes to teaching as they were well briefed at the start • Didn’t see the presentation as part of the interview • A practical opportunity to demonstrate their aptitude for teaching would be a step forward.

17. However…… This was just the starting point. The questionnaire didn’t assess aptitude for teaching or question what these traits were in enough detail and so we discussed ways forward.

18. Interviews • The next logical step • Our role • Presentation • Range of candidates and interviewers

19. Interview Questions • Initial question - Why do you want to be a teacher? • Attributes of a good teacher • Identification of good teaching • Discussion of a contemporary issue in education

20. Observations • The best candidates do not necessarily have the most experience • Judging the middle ground • Is the interview process effective in showing teaching attributes?

21. References Grossman, P.L., Wilson, S. M., Shulman L ‘Teachers of Substance: Subject Matter Knowledge for Teaching’ in Reynolds, M.C. (ed) (1989) ‘Knowledge Base for the Beginning Teacher’. Oxford. Pergamon Press. Malm, B (2009) ‘Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education’Journal of Education for Teaching, 35:1, 77-91. Shulman, L.S., (1999) ‘Knowledge and Teaching: Foundations of the New Reform’ in Leach, J., Moon, B. (eds) Learners and Pedagogy London, Paul Chapman Publishing Ltd.