|
Working
to improve recruitment and retention of teachers from minority
ethnic groups in Nottingham.
A
discussion of a TTA funded project
Introduction
At
a joint TTA/CRE conference in 1998 Anthea Millett described the
situation in recruiting and retaining high quality teachers from
the minority ethnic communities as ‘critical’. Her main fear was
the lack of positive role models within schools which could lead
to feelings of disillusionment and exclusion in many of Britain’s
young people. The importance of this issue was highlighted in
the report ‘Teaching in Multi-Ethnic Britain’, a joint report
by the Teacher Training Agency and The Commission For Racial Equality.
This report particularly encouraged joint agency approaches by
ITT providers, schools and Local Education Authorities.
The
Education Authority in Nottingham City, The University of Nottingham,
Nottingham Trent University and Positive Action Training and Recruitment
Agency (PATRA) have been working together to support recruitment
initiatives in particular through the running of taster courses
for ethnic minority communities in Nottingham. The partnership
brings a range of areas of expertise together which can support
the recruitment and retention of teachers from minority ethnic
groups. The LEA offers an overview of current provision and a
critical vision of future possibilities. The two universities
offer skills and experience in initial teacher training. In addition
Nottingham Trent University brings the experience of its Progression
Partnerships scheme which with the support of three Training and
Enterprise Councils and local businesses such as Boots and Nottingham
Forest football Club works in over 50 local schools to raise aspirations
and achievement and to broaden career horizons. Finally
PATRA has experience of working with the local Nottingham communities,
the organisation has built up considerable expertise in supporting
minority ethnic people in the work place as well as in the training
of mentors to work with potential employees. PATRA also has a
large database of skilled applicants which could be drawn on to
encourage applications into teaching and runs a large careers
fair annually.
The
stratgey outlined below was designed to provide a key worker in
Nottingham who would support the TTA strategy for teacher supply
and recruitment.
Current
Barriers for Minority Ethnic Applicants to Teacher Training
Research
reported at the joint 1998 CRE/TTA conference supported by research
carried out by Community Liaison officers at the University of
Nottingham during 1997 and 1998 reported the following as factors
which mitigate against applicants to teaching from minority ethnic
groups;
- It
is more difficult for applicants from minority ethnic groups
to secure places on ITT courses than white students with equivalent
qualifications,
- Non-traditional
routes are necessary, as many applicants from minority ethnic
groups have not followed ‘traditional’ routes in further and
higher education,
- Some
students from minority ethnic groups have had negative experiences
of schooling and may not see education as an attractive or supportive
career,
- The
career progression for teachers from minority ethnic groups
is difficult. These groups are over represented in unemployment
statistics and under represented in management positions,
- There
is a danger of feelings of isolation in a predominantly white
work force,
- Family
and personal aspirations see teaching as a low status career,
- The
invisibility of minority ethnic culture within school curricula
can make teaching appear unattractive.
Action
to overcome the barriers
The
key worker in Nottingham works to overcome these barriers in three
ways. Through Raising Issues, securing a range of Pathways
to Teaching, and working to Embed Change. The range
of responsibilities the key worker include:
Raising
Issues
Liaison
and development work: working with the ITT providers, the
LEA and Government agencies the worker would ensure that all communities
in Nottingham where aware of the advantages of teaching as a career,
the different entry routes into teaching and would support applicants
in the application and interview process. This would include co-ordination
of taster events and careers events.
Outcomes
Creation
of pack outlining possible routes into teaching with clear reference
to the pathways on offer in the Nottingham area. This information
shared at a range of community events. Bids to relevant bodies
for a range of taster events during 2,000/2,001.
Pathways
to Teaching
Identifying
target groups: working with specific groups already identified
within the city to find the most appropriate ways of securing
qualified teacher status for these groups. Such groups would include
bilingual assistants, classroom support workers, teachers holding
qualifications from abroad.
Access
and Support: working with ITT providers to develop access
routes for applicants from non-traditional backgrounds and to
set up systems of support for these students within ITT institutions.
Innovative
projects: working to develop routes such as the Graduate teacher
programme or SCITT schemes to allow marginalised groups to secure
QTS.
Outcomes
Co-ordination
of meetings between target groups and ITT providers to move forward
on the development of appropriate ITT course
Embedding
Change
Co-ordinating
initiatives: setting up mentoring groups, teacher support
groups and student support groups to constantly evaluate the position
of teachers from minority ethnic backgrounds. To co-ordinate the
use of existing teachers from ethnic minorities to act as mentors,
promoters of teaching and for one to one counseling.
Evaluation
and monitoring: setting up systems to track successful applicants
through and beyond ITT to constantly evaluate the effect of the
project.
Outcomes
The
creation of a data base of teachers willing to take part in mentoring
initiatives and those successful trainees from previous years.
Management
of Project
The
project is located at The University of Nottingham and managed
by a steering group comprising the partners named on the bid with
two co-opted representatives from the minority ethnic communities
in Nottingham.
The
hope in placing this information on the web is that other LEAs
and ITE providers can use it as a model to inform their own initiatives.
It is envisaged that an annual report from the key worker can
be placed on the web to keep you updated on developments and progress
Tony
Cotton
tony.cotton@nottingham.ac.uk
Back
to 'Articles'
|