It’s recruitment season, and so as we seek this year’s new hires, we have been thinking about the demographics of our teachers. While we always want a fit in terms of values, style and expertise, we also know that schools need a mixture of younger and older teachers. The mix of ideas generated is good for everyone, and keeps a steady flow of new ideas while relying on some wisdom to keep a degree of continuity.
But beyond the experience in the profession, there is another interesting statistic to look at, which is how long staff stay. Our average tenure as a College is somewhere around 10 years. Compared to my experience in state systems, that’s quite low – but compared to many schools it is quite high. And compared to the data in the diagram, it seems extremely high indeed.
So what would be a good length of service for teachers in schools?
Well, of course individual circumstance can and should vary for very valid reasons, and I would never criticise a teacher for leaving after two years; but I would be horrified if average turnover was anything like the tech sector. Schools tend to operate on a annual timeline; if you teach something in September, it’s likely you may not teach it again until next September. More importantly, it takes at least a year to develop close relationships with students; and perhaps several years to become a trusted confidante. So settling in is a slow process that actually goes well beyond knowing what’s where, or even the rhythm of a school cycle. An average two year turnover would preclude much of what schools should be about.
It has been said to me that schools need to change structure and emulate other sectors which are very fast moving. Perhaps that right, but there is a big difference between working in a factory, and working in a school. Only one should involve children! And we have understandable angst over popular teachers leaving as it is; a higher churn would create a very different culture I think. So when I think about what we are looking for in teachers, my thoughts revolve around notions of Jobs, Careers and Callings; and I’m hoping to stay well away from the two-year-tech-turnover.
5 Responses
Hello, Nick:
From a teacher's vantage point, it would be interesting to see how the school boards perceive the economic-pedagogical dimensions of teacher recruitment. It's a delicate balance, but how diverse the teacher body could be in terms of single vs teacher-couples vis-a-vis those with trailing spouses. Not all schools might have the financial muscle, but can the established schools make a call on this issue year in and year out?
– Vee
Hello Nick,
Today morning I got a reference about your blog from our Head Master, Mathew Raggett at The Doon School India and it was interesting t hear about you and your thoughts on story telling and other issues as well. I believe you have touched on very issues that are rarely spoken about and It's highly appreciable. I wish to continue reading you further…. Thanks Nick
Dr Ravi -Chemistry Teacher at Doon
Thank you Ravi; I am glad you are enjoying.
And best wishes to Mathew 🙂
Thanks Vee. There's no simple answer here, and different schools approach things differently. Yes, it is cheaper to hire couples than two singles; but the best teachers do not always come in pairs. Of course, it is not always as simple as either-or. It may well be that schools which appoint 'the best teachers' (and are less willing to appoint, say, less-well-qualified partners) do not therefore always attract or retain the best candidates.
A lot depends, from school to school, on school culture, on financial necessity and the strength of the applicant pools.
cheers
Nick