Supply teaching in Scotland: some insights from research

1
Supply teaching in Scotland some insights from
research

• Ian Menter
• RITeS Management and Advisory Group
• 27 January 2008

2
Outline

• Introduction What are the issues?
• Findings from research in Scotland 2003
• Findings from research in England 2005
• What has changed in Scotland since 2003?
• Conclusions

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What are the issues?

• Lack of permanent posts
• Supply teaching as a means of getting in
• But it is temporary and may be uncertain
• May not count towards induction
• Conditions of work may vary
• Some teachers prefer it for lifestyle reasons
  and/or because they can choose where and when to
  work
• Some enjoy the variety and challenge

4
Findings from research in Scotland

• Scottish Executive Education Department
  commissioned a team led from the University of
  Paisley to undertake a study in 2002 (Menter,
  Holligan, Hutchings, Seagraves, Dalgety)
• Reported in January 2004
• Publication available at www.scotland.gov.uk/insig
  ht/
• Insight 12 The Management of Supply Cover in the
  Teaching Profession

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Methodology

• Education authorities questionnaires (n32)
  interviews (17, n22)
• Schools questionnaires (n431) interviews with
  school managers (20)
• Supply teachers questionnaires (n699) 3 panels
  met twice each telephone interviews (n20)

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Findings

• Problems of definition daily-paid permanent
  short-term long-term
• Differing employment practices in different
  authorities who hires supply teachers? Supply
  lists and their maintenance employment rights
• Who are supply teachers?
• beginning teachers
• returners
• ending teachers.
• 40 per cent pre-booked 60 per cent short notice

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Findings the experiences of supply teachers

• Positive
• Workload is less. Supply teaching is more
  rewarding as I work regularly in the same school.
  I know pupils well and they know me. I have
  gained a great deal of experience in a variety of
  subjects.
• Well paid. Undemanding compared to a permanent
  post. Choice go to a school you like, or
  choice not to return if you dont. Freedom
  time to yourself if you dont want to work on a
  particular day. Exposure opportunity to see a
  variety of teaching methods, discipline etc.
• It fits in with child care. I dont have to feel
  guilty if I take time off when my children are
  unwell. You can vary the amount of work you do.
  
• I attend the same schools regularly which enables
  me to feel a part of the staff and to be accepted
  by the same pupils as a regular visiting teacher
  familiar with the daily routine.

8
Findings the experience of supply teachers

• Negative
• Do not really get to know the children unless you
  are often in the same class. Cannot bond with
  children. Very often children play up with
  supply teachers to see how far they can go.
• Uncertainty. Insecurity. I need a secure
  income. Some colleagues still think I get paid
  more in supply (I dont). No sick-pay
• Can be quite stressful going to so many different
  schools and teaching many children with behaviour
  problems.
• Some schools do not treat you fairly and you are
  looked on as an outsider.
• Being expected to teach a class without any
  information or planning available.

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Recommendations

• A national framework
• A code of practice
• A national database
• Permanent supply teachers
• Reduce demand for STs
• Monitoring and evaluation of impact of supply
  cover

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Findings from research in England 2005

• Department for Education and Skills commissioned
  a team led from London Metropolitan University in
  2004 to undertake a study on The Recruitment,
  Deployment and Management of Supply Teachers
• (Hutchings, James, Maylor, Menter and Smart)
• Report published by DfES in 2006 (Research Report
  738)

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Findings from the English study

• Many of the experiences of English supply
  teachers are very similar to those of the
  Scottish in spite of the existence of clear
  guidance and a Quality Mark to govern the
  arrangements.
• Most of the supply teachers are employed and
  deployed through agencies rather than schools or
  local authorities.
• But there are more consistent systems for
  providing professional development for supply
  teachers.

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What has changed in Scotland since 2003?

• The induction year has guaranteed newly qualified
  teachers one year of continuous employment.
• At the end of that year, many of those NQTs are
  entering supply work.
• Opportunities therefore continue to be limited.
• Has there been any improvement in organisation
  and support?

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Conclusions

• Supply teaching is still an important avenue for
  new teachers.
• It has some benefits and will suit some teachers.
• There are many challenges associated with supply
  teaching.
• Schools, authorities, unions, GTCS should
  continue to be encouraged to ensure good
  organisation, conditions and support for supply
  teachers.
• Contact i.menter_at_educ.gla.ac.uk