Management Information System (MIS) for schools
Category : Blog
With the new Teacher Recruitment and Retention Strategy now published, we’ve boiled down its many new ideas and policies into 3 of the core goals the DfE want to accomplish. Improve early career support Attracting people to the profession in the first place is a big part of increasing teacher numbers, and to this end
With the new Teacher Recruitment and Retention Strategy now published, we’ve boiled down its many new ideas and policies into 3 of the core goals the DfE want to accomplish.
Attracting people to the profession in the first place is a big part of increasing teacher numbers, and to this end a ‘one stop system’ for teacher training is being piloted to make the process simpler. For increased recruitment to benefit student outcomes on a long term basis, these new teachers also need better career support to make sure they have time to develop, instead of becoming overwhelmed and dropping out of the sector.
The ‘Early Career Framework’, a two year training package for new teachers, will support this aim, as will additional bursaries and financial incentives for performance. The Early Career Framework has £130 million already earmarked for its funding, in addition to £42 million from the Teacher Development Premium. The biggest change schools should initially experience is that new teachers in this framework will have a reduced teaching timetable. The idea is that their extra time will be spent in their ECF teacher training, meaning their career has a more gradual buildup of workload in line with the buildup of their expertise.
This aim could fundamentally change how a lot of teachers progress in their career and how a lot of schools think about staffing. A ‘job-share’ service is set to be launched to both help schools share staff with specific skills between them, and to help people remain in their professions while working part-time. To make sure this new level of flexibility doesn’t just move workloads from teachers to school administrators, free timetabling tools will be released by the DfE to help schools manage the new process.
It’s likely that this will benefit a lot of smaller schools who no longer have the budget for a dedicated staff member in every area, as well as MATs who are already starting to centralise job roles so specialist staff can work across several schools. Specialist NQTs will encourage teachers to focus in on their areas of interest and provide new avenues of career progression beyond the traditional steps up into school management.
Flexible working should also benefit the teachers themselves. The concept includes not only part time schedules, but also ideas like working from home when not needed in the school, that a lot of employees now expect in other sectors. Using cloud-based software could become key to offering these options, as it allows your staff to work securely from anywhere.
This is an issue very near and dear to our hearts, as saving teachers time has been a core tenet of Arbor’s social mission since the beginning. As our culture has become more data-driven, the time teachers spend on non-teaching tasks has increased. We’ve known this since 2010 – the results of the DfE’s last teacher workload survey are below.
Source: Teacher Workload Diary Survey 2010 (DfE)
That’s why Arbor focuses a lot of our product development on simplifying and automating administrative tasks for teachers, so they have more time to spend interacting with students to improve their outcomes. A key concept in the reduction of teacher workload includes making sure they have only one point of data entry (i.e. if you have more than one application doing essentially the same job twice, or you don’t have any integration between your MIS and your other providers, you may need to rethink your systems).
The strategy will apparently involve “working with Ofsted to ensure staff workload is considered as part of a school’s inspection judgement”, so this aim will be key for schools to consider alongside the new Ofsted framework, to make sure their improvement plan doesn’t rely on unrealistic expectations for teachers.
There are plenty of other specific plans and policies, from simplifying school accountability to developing housing near schools, that you can read about in the full strategy here. Overall, the strategy aims to make the day to day lives of teachers, as well as their overarching career progression, more manageable and more fulfilling – so talented teachers stay in the profession longer and perform better while they’re there.
You can find out more about how Arbor MIS saves teachers time to help them improve student outcomes by getting in touch here.
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