Tag Archive | teacher retention

What makes a ‘toxic’ environment? Part 3

This is part 3 of exploring and dealing with a toxic learning environment where we look at teacher retention.  Part two is here

Belonging only

I have mentioned that I have found that there are four needs we all share when it comes to engaging in learning, well it is the same for any activity in which we wish to collectively share and this includes teaching. Part two introduced the need for a sense of belonging for learner engagement.

Teachers are learners so it should come as no surprise that a sense of belonging is as important to teacher engagement, and importantly retention, as it is to learner engagement. 

I believe one of our greatest behaviour drivers comes from a sense of belonging.

As a teacher I have seen a student’s behaviour driven so powerfully by this need that they were willing to be excluded for something they did not do rather than break a bond with a peer group. As adults it’s no different, and if we feel a sense of belonging there is a great deal we will do or tolerate to remain part of something.

Creating and building a sense of belonging may just be the key difference between leadership and management.

Autonomous responsibility is a more effective way of achieving outcomes than directed responsibility but requires a strong commitment to the aims and ethos of the organisation – a strong sense of belonging, of sharing the same vision and wanting the same things. Being told to do something ‘or else’ is nowhere near as effective as encouraging somebody to do something for the ‘good of the group’. The ‘stick’ will only work so long as there is a stick and somebody wielding it whereas the promise of a collective need for ‘carrots’ will get people to till and work the land, plant, nurture and protect even when there is nobody to check or inspect.

I am trying to make these analogies to underline where I think schools are going wrong in trying to retain teachers.  Yes, some who come into the profession are not suited and leave but there are some who leave before their skills are honed and their experiences give them the greatest rewards of being a teacher – of making a difference to people’s lives and life chances. They do this because they do not have a strong enough sense of belonging to overcome the early struggles.

How long do these struggles last?

I was told in secondary education it takes six years to ‘get your feet under the table’ as it were and I believe it to be true. Why six years? Well because you have to see your own ‘first-year’ group, the one that started the school at the same time as you, through school and then you need at least one year to recognise and build on the benefits of your experience. I would imagine there is a similar time frame and rational in primary education.

What sustains you in these early years is the building of comradeship, establishing relationships and forming that sense of belonging. It does not happen by chance, I believe it needs leadership that is broader in its aims and function than achieving targets.

What prompts mid-career teachers to leave the profession?

This brings me onto why teachers in mid-career or before a normal retiring point leave the profession. I know there is more than one reason for practised teachers to leave the profession but in my experience the process starts once a sense of belonging is lost. As I said earlier we will put up with a great deal if there is a strong sense of belonging but once this is diminished we begin to reconsider what it is we are doing and why we are doing it.

Creating that sense of belonging

Chalk Design With Lightbulb, Business Mission

I suggest that to create and sustain a strong sense of belonging in schools it needs leadership that understands the purpose of a ‘mission statement’* and uses it effectively to challenge everything they do in order to build a shared sense of belonging.  Imagine how you would feel having collectively contributed to, and ‘bought into’ a mission statement and then seeing it ignored during key decision-making processes. In other words, doing something that the organisation to which you belong does not see as it’s purpose or that will further that purpose in order to follow some other path or directive rather than challenge it. You would begin to question why you are part of that organisation and your sense of belonging would be challenged. My view is that leadership should be aware of this and actively work to do only that which promotes its mission and where necessary deflect those that do not. We will support and follow those that stand up for what we believe in and withdraw our support for those who do not and in the process shatter our sense of belonging.

* A note about ‘mission’ statements. In my experience ‘mission’ and ‘vision’ statements are wrongfully used as one term, interchangeable, and meaning the same.

 

 

Advertisements

Why I miss teaching

Teacher and Class 3
Why I miss teaching and the reasons many leave the profession is that their needs are not being met.

“It’s better than sliced bread” was my reply in September 1977 when my dad asked me about my first teaching job. I was at the ‘chalk face’ for almost 33 years, that was eight years ago, and a lot has changed about the ‘job’ of teaching but not the fundamental aspects of teaching.

I have considered making a list of the things that I miss and I may still do that but really it all comes down to relationships and needs. Two things most people will say they get from their job along with a sense of satisfaction, of doing something well or worthwhile.

There is something special about relationships in teaching that is different, let me try to explain.

I know that in many careers that are ‘front facing’, in contact with the customer or public, there is a relationship that needs to be built if you are to be successful and teaching is no different in that regard.  What is different is the nature of that relationship and it is unique. I call it a ‘learning relationship’, one where over time you built trust in you as the teacher, you build confidence and self-esteem within your students, you set them challenges and support their efforts, you offer encouragement and praise, you guide their learning and you celebrate success together.  Coaching or mentoring may offer the same relationship but not on the same scale or with the same degree of challenge.

Meeting a teacher’s needs

It is this teacher/learner relationship that is better than sliced bread and that I miss the most for it satisfied some of my needs too. So what of my needs and why does teaching satisfy these needs?

The job of a teacher is strange in that collectively we may plan, resource and review but as for the ‘doing’ bit we do this alone more often than not. It is a case of you, the professional teacher, and the pupils in your care in a room together, often with the door shut for single or multiple lessons or even whole school days at a time. Once with those pupils it is a ‘full-on’ job, hundreds of instinctive decisions to make, constant observations and assessments to make, strategies to weigh up and those learning relationships to build. When it goes well you bounce out of that session full of energy and when it does not you reflect in a more sombre mood wanting to know why. Either way you share what happened with your colleagues, telling them of your achievement or listening for advice that will guide you. It is within this ‘interpreted dance’ that I find my needs met.

My needs are best described as a set of characteristics and I am sure these are shared with many teachers.

  • I am a learner, hard to be a teacher and not be,
  • I am creative and love a challenge,
  • I like responsibility and autonomy, and
  • I thrive on the energy that comes of working with others.

Having your personal needs met is what draws you to a role, to a career, and so it is with me.

You may be wondering why I am no longer at the ‘chalk face’, why I did not continue with my career as a teacher since I loved it so much and continue to miss it. Well I am still a teacher, it’s hard not to be, but not in a school or employed as one.

There are many things that have changed about the role of a teacher since 1977 and for me those changes increasingly limited my opportunity to build learning relationships, limited my creativity and autonomy as well as drawing on my energy in a way that had a profound effect on my health.

You are not fulfilled if your needs are not being met.

What we need to ensure that we recruit and retain teachers is simple – we need to ensure that they are fulfilled. Anything that limits or hinders this should be removed from the ‘job’ of teaching.

Recruitment and retention is simple

In my opinion, if we are to recruit and retain teachers we need to address the environment that is ‘need’ limiting. Teachers leave the profession for a number of reasons but they are also willing to put up with a lot if they are able to build effective learning relationships and have their needs met. The debate is not about workload, pay or hours, it is about being able to build learning relationships and meeting needs on a deeply personal level.

%d bloggers like this: