Recruitment & Retention

Retention: Keeping your teachers

27 June 2018

Retaining talented teachers is a major concern for schools. Liam Donnison finds out about one school’s approach – the creation of an ‘academy improvement group’


NQT Special Edition: Applying for that dream post

27 June 2018

Two crucial elements when applying for a teaching post are the quality of your CV/personal statement, as well as how you perform in the interview lesson. Robyn Johnstone offers some advice...


Stepping up to the SLT: Part 3

27 June 2018

ln the final article of his three-part series on making the step up to a senior leadership post, school leader Phil Denton discusses how to succeed when interviewing for an SLT post


Nurturing tomorrow’s school leaders

16 May 2018

Good leadership development practice is crucial – both for the education system as a whole and for the retention of teachers. Jason Wing explains his approach


Planning a lesson for a job interview

18 April 2018

The lesson is a key part of any teaching job interview and often causes the most stress for applicants. Helen Webb looks at how to plan your job interview lessons


Recruitment: Chemistry, character and trust

7 March 2018

Educating Greater Manchester’s Drew Povey explains to Liam Donnison how chemistry, character and trust plays a part in the recruitment and retention of teachers


Planning ahead for recruitment

28 February 2018

How can you make your recruitment processes more efficient? Rebecca Oram shares some long-term, low-cost strategies for success



Leadership & staff retention: A no-blame culture (part 4)

24 January 2018

Our five-part series on the links between leadership approaches and staff retention and recruitment continues. In part four, Matt Bromley considers how a no-blame culture is essential to success and what this looks like in practice



Leadership and staff retention: Organisational structures (part 2)

10 January 2018

Our five-part series on the links between leadership approaches and staff retention and recruitment continues. In part two, Matt Bromley considers the most common organisational structures and how they link to staff satisfaction, motivation and retention


Supply teaching: Going back full-time

10 January 2018

As part of SecEd’s series on supply teaching, school leader Ben Solly offers practical advice for supply teachers thinking about returning to the chalkface as a full-time teacher


Leadership and staff retention: Surgeons vs architects (part 1)

3 January 2018

In a new five-part series, Matt Bromley looks at the links between school leadership and the retention and recruitment of school staff. In part one, he considers research into the different types of leadership approach – and the implications of these for school staff


Case study: Recruitment, retention and CPD

29 November 2017

One of the secrets to the successful recruitment and retention of teaching staff at Neale-Wade Academy is the importance placed on CPD. Jason Wing explains




A solution to the teacher shortage in mathematics

9 November 2016

With the shortage in maths teachers starting to bite, one academy trust has come up with its own innovative solution to ensuring a steady supply of maths specialists. Tarun Kapur explains


Retention: How to keep hold of your teachers

2 November 2016

New research into retention has uncovered some of the reasons why teachers quit the profession as well as those vital ‘protective factors’ that can help a school to retain, engage and motivate their teachers. Researcher Sarah Lynch takes a look


Recruitment and retention advice

25 May 2016

As new survey findings highlight the challenge of teacher mobility between schools, Alex Collinson offers three steps that school leaders can take to retain their teachers and recruit effectively





Improving diversity among leaders

7 May 2015

A government scheme is helping BME teachers into school leadership roles – where they are currently sorely under-represented. David Hermitt explains


The links between CPD and ITT

5 February 2015

The recommendations of the government-commissioned review of initial teacher training could also apply to schools’ CPD strategies. Bridget Clay explains.


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