Professional Learning and Development in Schools and Higher Education 16 Anna Sullivan Bruce Johnson Michele Simons Editors Attracting and Keeping the Best Teachers Issues and Opportunities Professional Learning and Development in Schools and Higher Education Volume 16 Series editors Christopher Day University of Nottingham, Nottingham, United Kingdom Judyth Sachs Macquaire University, North Ryde, Australia Professional Learning and Development in Schools and Higher Education disseminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities The series explicitly encompasses both the fields of schools and higher education The subject areas covered by the series are: professional learning in schools; contexts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the ‘well-being’ agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middle- level leadership in schools and higher education More information about this series at http://www.springer.com/series/7908 Anna Sullivan • Bruce Johnson Michele Simons Editors Attracting and Keeping the Best Teachers Issues and Opportunities Editors Anna Sullivan School of Education University of South Australia Adelaide, SA, Australia Bruce Johnson School of Education University of South Australia Adelaide, SA, Australia Michele Simons School of Education Western Sydney University Sydney, NSW, Australia Professional Learning and Development in Schools and Higher Education ISBN 978-981-13-8620-6 ISBN 978-981-13-8621-3 (eBook) https://doi.org/10.1007/978-981-13-8621-3 © Springer Nature Singapore Pte Ltd 2019 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Acknowledgments This edited book is an outcome of the Retaining Quality Teachers Study We would like to acknowledge the financial support of the Australian Research Council Linkage Scheme (LP130100830) and Principals Australia Institute, which contributed funds and in-kind support to this project The views expressed in this book not necessarily reflect Principals Australia Institute’s policies To the authors who contributed to this book, we thank you for your generosity and willingness to contribute to this book Collectively, we hope that these chapters contribute to a greater understanding of the issues related to attracting and keeping the best teachers We would like to thank Kate Leeson for her assistance in managing the production and editing of the final draft Her attention to detail and her patience is appreciated v Contents 1 Introduction���������������������������������������������������������������������������������������������� 1 Anna Sullivan, Bruce Johnson, and Michele Simons Part I Examining Issues Related to Retaining Early Career Teachers 2 Unpacking Teacher Quality: Key Issues for Early Career Teachers 15 Maria Assunỗóo Flores 3 Classroom-Ready Teachers 39 Barry Down and Anna Sullivan 4 Shifting the Frame: Representations of Early Career Teachers in the Australian Print Media ������������������������������������������������ 63 Nicole Mockler 5 Early Career Teachers and Their Need for Support: Thinking Again���������������������������������������������������������������������������������������� 83 Geert Kelchtermans Part II Reconsidering Policies and Practices: A Way Forward 6 How School Leaders Attract, Recruit, Develop and Retain the Early Career Teachers They Want �������������������������������������������������� 101 Bruce Johnson, Anna Sullivan, Michele Simons, and Judy Peters 7 Connecting Theory and Practice������������������������������������������������������������ 123 Jamie Sisson 8 Recruiting, Retaining and Supporting Early Career Teachers for Rural Schools �������������������������������������������������������������������� 143 Simone White 9 Reforming Replacement Teaching: A Game Changer for the Development of Early Career Teaching?���������������������������������� 161 Barbara Preston vii viii Contents 10 Quality Retention and Resilience in the Middle and Later Years of Teaching�������������������������������������������������������������������� 193 Christopher Day 11 Teacher Retention: Some Concluding Thoughts���������������������������������� 211 Bruce Johnson, Anna Sullivan, and Michele Simons ������������������������������������������������������������������������������������������������������������������ 221 Chapter Introduction Anna Sullivan, Bruce Johnson, and Michele Simons Abstract This chapter establishes the importance of attracting and retaining quality teachers to the profession The chapter outlines emerging international concerns about changes in the teacher labour market and the importance of promoting early career teacher retention as demand for teachers intensifies The chapter outlines the structure of the book and briefly describes each chapter and the contributions they make to the overall aims of the book 1.1 Introduction Effective planning and management of the teacher workforce is an ongoing concern of governments and education systems due to the difficulties of predicting the impact of economic, demographic and social factors on teacher supply and demand Even sophisticated attempts at modelling teacher supply and demand are confounded by unpredictable changes in: • The age, gender and location of qualified teachers seeking employment • The numbers enrolling in teacher education courses and attrition levels from those courses • Teachers’ retirement intentions and behaviour across different locations, schooling levels and subject fields • ‘Non-retirement separations’ or teacher attrition rates • Teacher mobility across, and migration into, different countries A Sullivan (*) · B Johnson School of Education, University of South Australia, Adelaide, SA, Australia e-mail: anna.sullivan@unisa.edu.au; bruce.johnson@unisa.edu.au M Simons School of Education, Western Sydney University, Sydney, NSW, Australia e-mail: michele.simons@westernsydney.edu.au © Springer Nature Singapore Pte Ltd 2019 A Sullivan et al (eds.), Attracting and Keeping the Best Teachers, Professional Learning and Development in Schools and Higher Education 16, https://doi.org/10.1007/978-981-13-8621-3_1 A Sullivan et al • Student enrolments at different locations and schooling levels and within different education systems • Student subject choices In this introductory chapter, we highlight the extent of the problem of teacher attrition by drawing on research from developed countries and OECD projections for developing countries We this to establish the underlying rationale for this book – that downward trends in the supply of teachers, coupled with dramatic rises in the demand for teachers, necessitate an urgent reappraisal of how schooling systems and individual schools can retain quality teachers We examine why the problems associated with attracting and retaining teachers to the profession continue to exist despite efforts to address the problems To this, we focus on retention because it is one of the factors that is most responsive to positive intervention in the complex field of teacher workforce management The retention of teachers in the profession continues to be an important issue in many countries (Craig 2017) Concerns about teacher shortages, the costs associated with teacher attrition and the impact of high teacher turnover on student achievement dominate the literature (e.g Sutcher et al 2016) In particular, teacher attrition is a major social, economic and educational problem because: • Educating teachers who leave the profession early is a wasteful and inefficient use of public funds • Educational funding is diverted from school resources and facilities to recruitment and replacement • Schools are destabilised and disrupted by high staff turnover • Schools lose the expertise of new, high-achieving graduates • Student learning is compromised • The individual’s costs are high when graduates’ personal and career aspirations and plans are thwarted due to a negative transition to the teaching profession A recent collation of international research on teacher attrition ‘International teacher attrition: multiperspective views’ (Craig 2017) reported research on why teachers leave the profession Some of these studies reported that teachers leaving the profession might be a positive move on a personal level (Smith and Ulvik 2017; Yinon and Orland-Barak 2017) This builds on earlier research that examines the tensions between attrition as a form of personal resilience and the situated and systemic failures to better support teachers to meet their professional and personal requirements (Sullivan and Johnson 2012) However, as Kelchtermans (2017) argues, teacher attrition and retention are interconnected as an ‘educational issue’, and there is a ‘need to prevent good teachers from leaving the job for the wrong reasons’ (p. 961) This need to retain good teachers is more pressing because of a diminishing supply of teachers The problem of teacher supply is a worldwide issue There are extensive media reports of a current and impending teacher supply crisis in Germany (Isenson 2018), Sweden (Local 2017), Australia (Smith 2018), the United States (Picchi 2018), New Zealand (Newshub Staff 2018) and England (Syal 2018) The issue is so serious that the OECD has published the following projections of anticipated teacher shortages: 216 B Johnson et al unexpectedly, many early career teachers ‘struggle to achieve this level of performance’ (Johnson et al 2016, p. 49) Several authors in this book implicate unreasonable and repressive work expectations and arrangements in the complex mix of factors that contribute to early career teacher attrition Their responses challenge orthodox practices and propose alternatives that reconfigure the ways early career teachers work In Chap 6, Johnson et al describe the ‘re-engineering’ of early career teachers’ work undertaken by school leaders in their study They reveal that this involved ‘carefully allocating new teachers to teams to promote collaboration; structuring the timetable and workspaces to support other collaborations; and reducing their workloads’ The ‘intended outcomes of these efforts to re-engineer teachers’ work were the promotion of teacher collegiality, sense of belonging and shared responsibility – leading to higher levels of commitment and improved early career teacher retention’ In Chap 9, Preston offers the most dramatic and critical analysis of the ‘stressful and damaging introduction to teaching and the teaching profession experienced by most early career teachers as they begin their careers in insecure replacement work’ She identifies that the pathway to teaching for many early career teachers is through ‘insecure casual or limited term contracts in different schools They receive relatively low pay with little or no increments for experience and have few opportunities for career development’ She exposes the exploitative nature of replacement work and warns of the long-term dangers of relying on a teaching force made up of 40 per cent casuals She points to the scandalous way casual early career teachers are treated with ‘a lack of respect from colleagues and students, [which contributes to their] isolation, feelings of powerlessness, and professional dislocation’ The litany of evidence she presents from numerous studies in Australia and overseas leads her to propose a set of alternative strategies that: • ‘Reduce the amount of replacement work undertaken by teachers in insecure casual or fixed term employment’ • ‘Professionalise replacement work’ by appointing permanent teachers as relief teachers • ‘Regulate the forms of employment that can be undertaken by early career teachers’ • ‘Better manage the entry into the teaching workforce’ by adjusting initial teacher education intakes in response to teacher supply and demand forecasts These suggestions may seem radical in that they challenge longstanding practices based on assumed-to-be-sound evidence However, the plight of early career teachers who are locked into insecure replacement work requires a fundamental re-think of these arrangements Preston offers new solutions to previously intractable problems that impair the transition of graduate teachers into the profession 11 Teacher Retention: Some Concluding Thoughts 217 11.4 Paradoxes and Contradictions in the Field Paradoxes and contradictions are revealed in policy and practice when mostly well- intentioned actions have unintended negative consequences These occur when a situation is difficult to understand because it contains two opposite characteristics (Cambridge English Dictionary 2018) The contributing authors expose many perplexing conundrums that beset the field and unsettle taken-for-granted ‘solutions’ to the problem of early career teacher attrition For example: • Keltchermans (Chap 5) exposes mentoring as a well-meaning but flawed way to help early career teachers as it frequently manifests as a paternalistic, unequal and contrived process that ‘remediates’ beginning teachers’ ‘deficiencies’ • Preston (Chap 9) reveals that ‘giving early career teachers a start’ in the profession via short-term contracts and replacement appointments affords them an uncertain and unrewarding introduction to teaching that challenges their commitment and durability, and ultimately influences their decision to stay in or leave the profession • Sisson (Chap 7) shows that an emphasis on theory and rigour in initial teacher education programs contributes to an unhelpful and divisive theory–practice binary between school-based and university-based teacher educators • Down and Sullivan (Chap 3) reveal the consequences of explicitly codifying teachers’ work: greater accountability, work intensification, loss of teacher autonomy and the framing of teachers as technicians • White (Chap 8) maintains that investing in monetary incentives for rural and remote teachers will not address the fundamental issues affecting their retention in rural schools: flaws in the preparation and education of pre-service teachers • Flores (Chap 2) argues that the individualised and narrow focus of debates about ‘teacher quality’ largely ignores the ‘contextual, professional, political and personal dimensions’ of the notion; context is everything • Johnson et al (Chap 6) question the taken-for-granted assumptions of conventional human resource development, fit-for-purpose approaches to teacher recruitment by exposing the operation of systemic biases that exclude minority groups from teaching due to their ‘differentness’ These paradoxes were identified by the contributing authors because they were prepared to ‘challenge the status quo by unsettling common-sense beliefs, routines, habits and practices’ about the recruitment and retention of early career teachers (Johnson et al 2016, p. 143) In Arendt’s (1968) terms, they were prepared to engage in deep ‘thinking’ – ‘the habit of erecting obstacles to oversimplification, compromises, and conventions’ (cited in Berkowitz 2010, p. 8) While their efforts broaden ‘the debate about teacher retention to include considerations of fairness, equity and 218 B Johnson et al civility’ (Johnson et al., Chap 6), gaps still exist in our understanding of the ‘dynamic and complex interplay between individual, relational and contextual conditions that either enable or constrain’ early career teachers’ agency (Johnson et al 2016, p. 7) These gaps provide fertile ground for further research into early career teacher attrition and retention 11.5 Gaps While some of the chapters in this book directly draw on accounts of early career teachers’ experiences, there is a notable gap in our knowledge of what contributes to teacher attrition from the perspective of those who leave Johnson et al (Chap 6) report on the views of 16 recent graduates who were in the first few months of their initial appointments as teachers Their insights into their transition to the profession were important in identifying a range of school leadership practices that encouraged them to enter into an implicit psychological contract to remain in their jobs However, they offer little insight into the thinking and decision making of early career teachers who become disenchanted with teaching and subsequently leave the profession What is needed are more studies of ‘the leavers’ (Buchanan 2010) or ‘the switchers’ (Watt and Richardson 2008) that probe the difficult separation process that precedes the eventual decision to discontinue teaching (see also Smith and Ulvik 2017) In 2012, legislation was introduced in Australia’s federal parliament that uncapped university places in a new demand-driven system This effectively allowed universities to increase enrolments – and revenue from student fees – according to the demand for undergraduate university places In initial teacher education, this policy encouraged universities to offer more places without a thorough examination of the impact on teacher supply and demand According to Weldon (2015), the supply of graduating teachers ‘increased considerably’ in the years following the introduction of the 2012 policy, leading to a situation in which ‘supply generally has outstripped demand, particularly for generalist primary teachers and in some secondary subjects’ (p. 15) However, population projections – even the most conservative – show ‘high levels of growth in the population of primary school-aged children in the next five to ten years’ (2015–2025) with increases in secondary enrolments flowing through from 2018: ‘Demand for teachers is on the rise’ (Weldon 2015, p. 1) Given these vicissitudes in demand, there is a clear need for more sophisticated Australian research into teacher supply and demand at the state and national levels This is echoed in the Dutch context by den Brok, et al (2017) who suggest a more systematic approach to collecting and analysing data on teacher attrition and related supply and demand issues Further research would satisfy Preston’s call (Chap 9) to better balance ‘supply and demand by adjusting initial teacher education intakes according to forecasts … to facilitate the smooth absorption into the profession of recent graduates’ Universities have a social responsibility to engage in this research and to resist the temptation to profit from an unregulated ‘market’ that produces more teachers than needed 11 Teacher Retention: Some Concluding Thoughts 219 In Chap 5, Keltchermans is critical of ‘remedial’ approaches to induction and mentoring However, research conducted by the Australian Institute for Teaching and School Leadership suggests that ‘there is broad agreement in the education sector around the value of induction as a support for beginning teachers, but less clarity about how best to implement it in practice’ (AITSL 2016, p. 3) The striking disparity between the views of school leaders and early career teachers about the nature and range of induction strategies used in schools suggests that more research needs to be undertaken in this area Finally, there is a need to continue research into the professional lives of early career teachers that exposes the exploitative and unjust ways they are ‘used’ to satisfy the needs of schools and schooling systems that persistently violate the psychological contract between newly appointed teachers and their employers Such research is needed to address the wasteful loss of 25 to 40 per cent of early career teachers who leave the profession within five years of their first appointment (Ewing and Manuel 2005) Further critical research will focus on this major social, economic and educational problem by providing further evidence that: • Educating teachers who leave the profession early is a wasteful and inefficient use of public funds • Schools are destabilised and disrupted by high staff turnover • Schools lose the expertise of new, high-achieving graduates • Student learning is compromised • The individual’s costs are high when graduates’ personal and career aspirations and plans are thwarted due to a negative transition to the teaching profession 11.6 Conclusion By way of summary, this book has drawn on a number of theoretical and research insights into a persistent issue confounding education systems, schools and teachers: how to keep ‘the best’ teachers in the profession We invited key thinkers and researchers in the field to analyse why early career teachers have been targeted in a damaging assault on their integrity that compromises their ongoing commitment to the teaching profession We brought their ideas together within several themes relating to the negative portrayal of early career teachers, how these pervasively damaging representations can be countered, and what paradoxical challenges arise when unintended consequences flow from poorly conceived ‘solutions’ to the problem We concluded with a short discussion of four ‘gaps’ in our knowledge related to: • The thinking and decision making of those early career teachers who chose to leave the profession • How the teacher supply and demand ‘market’ works or, more importantly, should work • The effectiveness of the induction process and other school support processes • How issues of fairness and civility can unsettle orthodox approaches to the attraction and recruitment of early career teachers 220 B Johnson et al Ultimately, we hope that this book will stimulate debate about how to promote the interests of early career teachers to ensure that future generations of teachers are able to successfully fulfil their ambitions to be quality professionals who can nurture our young people in uncertain times Acknowledgments This chapter is an outcome of the Retaining Quality Teachers Study funded by the Australian Research Council (LP130100830) The Principals Australia Institute contributed funds and in-kind support to this project Note: the views expressed in this publication not necessarily reflect Principals Australia Institute’s policies References AITSL (2016) Spotlight: Induction of beginning teachers in Australia – What early career teachers say? Melbourne: AITSL https://www.aitsl.edu.au/docs/default-source/researchevidence/spotlight/spotlight%2D%2D-induction.pdf?sfvrsn=a44aec3c_6 Accessed 26 September 2018 Arendt, B (1968) Men in dark times New York: Harcourt Brace Berkowitz, R (2010) Introduction: Thinking in dark times In R. Berkowitz, J. Katz, & T. Keenan (Eds.), Thinking in dark times: Hannah Arendt on ethics and politics (pp. 3–14) New York: Fordham University Press Berliner, D., & Biddle, B (1995) The manufactured crisis: Myths, fraud, and the attack on America’s public schools New York: Basic Books den Brok, P., Wubbels, T., & van Tartwijk, J. (2017) Exploring beginning teachers’ attrition in the Netherlands Teachers and Teaching: Theory and Practice, 23(8), 881–895 Buchanan, J. (2010) May I be excused? Why teachers leave the profession Asia-Pacific Journal of Education, 30(2), 199–211 https://doi.org/10.1080/02188791003721952 Cambridge English Dictionary (2018) The meaning of ‘paradox’ https://dictionary.cambridge org/dictionary/english/paradox Accessed 26 September 2018 Ewing, R & Manuel, J. (2005) Retaining quality ECTs in the profession: New teacher narratives Change: Transformations in Education, 8(1), 1–16 Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2016) Promoting early career teacher resilience: A socio-cultural and critical guide to action London: Routledge Lingard, B (2010) Policy borrowing, policy learning: Testing times in Australian schooling Critical Studies in Education, 51(2), 129–147 Smith, K., & Ulvik, M (2017) Leaving teaching: Lack of resilience or sign of agency Teachers and Teaching: Theory and Practice, 23(8), 928–945 Teacher Education Ministerial Advisory Group (2014) Action now: Classroom ready teachers Canberra: Department of Education Valencia, R (2010) Dismantling contemporary deficit thinking New York: Routledge Watt, H., & Richardson, P (2008) Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers Learning and Instruction, 18, 408–428 Weldon, P (2015) The teacher workforce in Australia: Supply, demand and data issues Policy Insights no Melbourne: Australian Council for Educational Research Index A Abbott Liberal Government, 70 Absenteeism, 200 Accountability, 4, 8, 16–18, 24, 35, 40, 43, 45, 47, 48, 52, 57, 64, 65, 77, 78, 125, 195, 200, 212, 214, 217 Accreditation, 8, 44, 57, 70, 71, 76, 77, 103, 125, 157, 175 Achinstein, B., 85 Action now report, 40–43, 46, 48, 50, 52, 54 Alienation, 45, 165, 176 Allen, L., 126 Altheide, D.L., 64, 67, 68 Amaral, A., 18, 27 Aspfors, J., 85, 90 Asscher, J.J., 30 Assumptions common sense, 69 ‘naturalised’, 124 taken-for-granted, 124, 213 Attraction attraction-recruitment-development- retention model, 106 ‘the brightest and best’, 73 Framework of Strategies to Attract, Recruit & Retain ECTs, 106 ‘front-end’ selection approaches, 104 Attrition ‘churn’ through fixed-term contracts, 110 international differences, 195 rates, 1, 3, 5, 145, 194 well researched, Australian Bureau of Statistics (ABS), 145, 152, 167, 168 Australian Constitution, 69 Australian Council of Deans of Education (ACDE), 73, 75 Australian curriculum, 3, 16 Australian Education Union (AEU), 166, 174–176, 182 Australian government, 40, 57 Australian guidelines for teacher induction into the profession, 182 Australian Institute for Teaching and School Leadership (AITSL), 48, 49, 51, 75, 103, 145, 182, 183, 185, 219 Australian Institute of Family Studies, 151 Australian newspapers, 65 Australian Professional Standards for Teachers, 43, 49, 54, 56, 71 Australian Research Council (ARC), 6, 40, 105 Australian states and territories, 69 Australian Tertiary Admission Rank (ATAR) teacher education & low ATAR, 52, 75 Axiology, 54 Ayers, W., 54 B Baker-Doyle, K.J., 91, 92, 165, 175 Bakhtin, M., 132 Bakx, A., 30 Ball, S., 42, 50 Baroutsis, A., 65, 78 Barrett, A.M., 19 Bates, R., 73 Behaviour management, 49 Beishuizen, J.J., 30, 84 Ben-Peretz, M., 33 © Springer Nature Singapore Pte Ltd 2019 A Sullivan et al (eds.), Attracting and Keeping the Best Teachers, Professional Learning and Development in Schools and Higher Education 16, https://doi.org/10.1007/978-981-13-8621-3 221 222 Berliner, D., 42, 212 Biddle, B., 42, 212 Binaries expert-novice, 124 rejection, 128 theory-practice, 124, 217 Björk, L., 104 Blackmore, J., 65 Blase, J., 104 Bologna, 18 Bondas, T., 85, 90 Bourdieu, P., 151 Bouwmeester, S., 30 Boylan, C., 147 Braverman, H., 55 Buckingham, J., 75 Bureaucratisation, 23, 27 Burke, P.F., 85 C Callaghan, R.E., 79 Campbell, I., 70 Canada, 16, 167, 175, 178 Capeness, R., 145 Capital, see Professional capital; Social capital; Symbolic capital Casualisation, see Replacement teachers Centre for Independent Studies, 75 Change theories, 136 Cheng, A., 94 Child-centred learning, 70 Classroom ready, 5, 7, 40–57, 65, 70–71, 76, 144, 154, 212, 215 Class sizes, 4, 178, 184 Cochran-Smith, M., 45, 64, 85, 86 Codd, J., 41 Collaborative teaching, 114, 118, 176 Colleagues, relationships with, 28, 32, 35, 182, 203 Commitment, 8, 17, 26, 27, 29–31, 34–36, 41, 54, 85, 103, 110, 112, 115, 119, 148, 193, 195–204, 206, 214–216, 219 Common sense, see Assumptions Community ready, 154–156 Complexity, 102 Connell, R., 44, 46, 49–51, 55 Contract employment, see Replacement teachers Correa, J.M., 86, 91, 93 Country teaching positions, see Rural schools Craven, G., 40, 65, 71, 144 Index Creativity, 25, 137 Crisis rhetoric ‘manufactured crisis’ over teaching standards, Critical policy analysis interrogation of policy process, 41, 42 major theoretical tenets, 41 promotes agency, resistance and praxis, 42 provocations, 46 Crittenden, A., 176, 180, 182, 184 Cultural models of theory, 124, 132, 139 Culture, 4, 16, 17, 21, 31, 42, 51, 53, 55, 75, 85, 89, 91, 114, 116, 154, 163, 181, 186, 196–199, 201–203, 205, 206 Culture wars, 42 D Daniels, H., 46 Darling-Hammond, L., 2, 15–18, 124, 125, 127, 130, 150, 195, 204 Day, C., 5, 9, 31, 35, 85, 124, 128, 193–206, 215 DeAngelis, K.J., 102 Dedication, 25, 27, 29–31 Deficit thinking ‘fixing’ individuals problems, 5, 45 in induction programs (see Rural schools; Teacher induction) de Kruijf, K., 30 Democratic approaches to teaching, 54, 129 den Brok, P., 3, 30, 215, 218 De-privatising teachers work, 113–115 Development, see Professional learning and development Dewey, J., 129 Diem, S., 41 Disadvantaged students, 147, 151 Disciplining techniques, 45 Discourses ‘of derision’, 42 derogatory and demeaning, 52 dominant, 9, 46, 94, 123–125, 127–129, 131, 132, 139 emotionality, 132, 139 managerial, 125, 128, 129, 139 modernist, 125 rational, 125, 127–129, 139 Donnelly, K., 43 Down, B., 7, 40–57, 102, 195, 212, 213, 215, 217 Index E Early career teachers agency, 88–90 as assets to schools, 8, 84, 87, 92–94 attrition (see Attrition) beginning teachers, 83, 88, 93, 145, 217 casualisation of work short term and insecure employment (see Replacement teachers) ‘classroom ready’, 5, 212 ‘community readiness’, 144, 154, 156 deficit views (see Deficit thinking) feedback, 87, 93, 114, 116 ‘figured worlds’ (see Figured worlds) graduate teachers, 5, 74–76, 79, 172, 215, 216 identity professional, 92 induction (see Teacher induction) literacy and numeracy levels, 64, 74 mentoring, 5, 85–87, 89, 91–94, 145, 213, 217 networks, 8, 84, 87, 90–92, 94, 185 newly qualified teachers, 83 ‘personal interpretative framework’, 88, 90, 94 ‘practice shock’, 84 precarious employment (see Replacement teachers) professional development linked to retention, 116 strategic and tailored, 118 qualities change agents, 77 coachable, 108, 109 confidence, 129 emotionality, 132 energy, 107 enthusiasm, 93 innovative, 94, 108, 147 technological expertise, 107 re-engineer work de-privatise, 114, 115 negative, paradoxical consequences, 105 promote collaborative working arrangements, 113 re-design teaching and learning spaces, 84 reduce teaching time/increase planning time, 183 shared resources, 114, 119 retention (see Retention) 223 support, 5, 86, 92, 145 transition to the profession, 5, 8, 10, 218 Eisner, E.W., 128, 129 Engagement, 28, 48, 92, 134, 138, 179–181, 199, 201–205 Entman, R.M., 67, 78 Epistemology, 54 Ethics of care, 26, 132 ethical alternatives, 8, 9, 139 research (see Research) Europe European Central Bank, 24 European Commission, 17, 18, 24 teacher education reforms, 18 Evaluation of teaching, 180 Evidence-based policy and practice, 44 Ewing, R., 126, 219 F Federal division of responsibilities ‘corporate federalism’, 77 Feist, H., 144, 152 Feldman, D.C., 109 Ferrari, J., 74–76 Field placements, see Placements Figured worlds universities and field sites as parallel silos, 129 Finland, 16, 53, 56, 170, 203 Fit discrimination against minority groups, 112 flawed meritocratic assumptions, 113 position-person fit, 112 traditional strategies, 111, 119 ‘try-before-you-buy’ strategies to determine ‘fit-for-purpose’, 110, 215 unintended consequences, 119 Fleming, J., 84, 93 Flessa, J., 102 Flores, M.A., 7, 15–36, 195, 212, 213, 217 Fox, A.R.C., 90, 91 Freire, P., 27, 54 Fullan, M., 165, 166 Funds of knowledge, 144, 156, 157, 215 G Gamson, W., 64, 68, 75 Garman, N., 53 224 Giroux, H., 40, 50, 55 Global Educational Reform Movement (GERM), 47 Globalisation, 15, 64 Global panopticism, 48 Goetzelt, I., 163, 164 Goffman, E., 67 Goldstein, R.A., 65 Gore, J., 52, 84 Gornik, R., 130 Government inquiries into initial teacher education, 69 Graduate Careers Australia (GCA), 171, 174 Green, B., 145, 153, 154 Gruenewald, D.A., 156 Guarino, C.M., 163 Gu, Q., 31, 35, 194, 196–198, 200, 201, 203, 206 H Hard-to-staff schools, see Rural schools Hargreaves, A., 165, 166, 198 Hattie, J., 15, 53, 196 Hatton, E., 50 Henderson, J.G., 130, 132 Hilton, G., 17, 18, 33 Hof, E., 30 House of Commons Committee of Public Accounts, 180 Howard, J., 42 Howard Liberal Government, 69 Hoyle, E., 89, 104 Hugo, G., 144, 152 Human resource development casualisation of work short term & insecure employment (see Replacement teachers) exploiting ECT vulnerability, 110 insensitive treatment of ECTs, 109 market forces, 109, 110 ‘merit selection’ processes, 109 ‘psychological contract’ violations, 109 I Identity, 17, 31, 32, 35, 54, 85, 89, 92, 93, 124, 131, 132, 155, 165, 183, 194, 196, 199 Ideological struggles, 43 Induction, see Teacher induction Index Initial teacher education, 16, 17, 33, 40, 43–45, 52, 69–71, 73, 74, 77, 78, 92, 103, 144, 153, 156, 186, 212–218 International Monetary Fund, 24 International perspectives international economic competitiveness, 47 PISA, 77, 213 TIMSS, 77, 213 Ireland, 125, 180 Iyengar, S., 67 J Job satisfaction, 21, 24, 26, 28, 34, 110, 202, 203 Job security, 163, 182 Johns, G., 200 Johnson, B., 1–9, 89, 92, 106, 129, 145, 195, 196, 203, 204 Jules, V., 30 K Kalleberg, A.L., 165 Kelchtermans, G., 2, 8, 83–95, 196 Kincheloe, J., 48, 49, 54, 56 King, R., 147 Kline, J., 143, 145, 149, 153, 154, 156 Knowledge hierarchies, 126, 128, 129 multiple forms, 130 practical, 126, 127, 213 research based (see Epistemology; Ontology) Köhler, C., 163, 164 Koopman, M., 30 Korthagen, F.A.J., 124–127, 130 Kraft, M.A., 196, 202, 204, 205 Kutnick, P., 30 L Labour market theory, 163 Langørgen, K., 86, 93 Lasic, T., 65 Late-career teachers, 215 Leadership leadership development, 16 transformational, 206 See also School leaders Le Cornu, R., 89, 92, 102, 126, 196 Leithwood, K., 205, 206 Index Lingard, B., 3, 64, 65, 69, 77, 213 Literacy, 3, 30, 42–45, 47, 52, 64, 73, 74, 77, 117, 213 Literacy and Numeracy Test for Initial Teacher Education (LANTITE), 45 Lock, G., 176 Lortie, D., 50, 88 Lowe, J., 19 Low SES schools, Lunay, R.G., 168, 176, 183 Lunenberg, M., 126, 127 Lynch, K., 44 M MacDougall, B., 75 Maguire, M., 16 Managerialism casualisation of employment (see Replacement teachers) de-professionalisation, 45 disciplining techniques, 45 new, 45 Martin, M., 85, 89 Matthes, J., 68 McCormack, A., 177, 186 McInerney, P., 51 Media framing theory, 67 ‘logic’, 64, 67 ‘networks of association’, 78 print media texts, 64, 65 problem frame, framing theory, 67, 78 representation of teachers, Mentoring defined, 85, 86 forms of support and assistance, 85 process of dialogue and exchange, 89 teachers as mentors, 90, 127, 128, 136, 139 Methodologies/methods, see Research Micropolitics of schools conflict, 104 cooperation, 104 ‘micropolitical literacy’, 89 school leaders use, 102, 104, 119 Mid-career teachers, 198–201, 203 Ministerial Council for Education, Employment, Training and Youth Affairs, 70 Mockler, N., 7, 42, 63–79, 197, 212, 213 Modigliani, A., 64, 68 Moolenaar, N.M., 91 Morale, 24, 64, 72, 77, 78, 195, 203, 214 225 Morrison, C., 5, 118, 124, 167 Motivation, 20, 21, 24–29, 31, 32, 34–36, 74, 87, 88, 94, 103, 145, 146, 196, 199, 201, 206 My School website, N National Assessment Program–Literacy and Numeracy (NAPLAN), National Schools Statistics Collection (NSSC), 168 National Teaching Workforce Dataset (NTWD), 169, 172 Nation at Risk, 46 Neoclassical economics, 163 Neoconservative, 40, 42, 212 Neoliberalism, 46 New South Wales, 65, 147, 148, 152, 169–173, 175, 177 New Zealand, 2, Ng, P.T., 17, 19 Niches of excellence, see Quality teaching Nikel, J., 19 Niklasson, L., 17, 18, 33 Northern Territory, 66, 169 NSW Teacher Education Council, 73 Numeracy, 4, 42, 43, 45, 47, 52, 64, 73, 74, 77, 212 O Okun, A.M., 163 Ontario College of Teachers, 175, 178 Ontology, 54 Organisation for Economic Co-operation and Development (OECD), 2, 20, 104, 165, 168, 170, 184, 195, 196, 213 P Papatraianou, L.H., 92, 196 Pellicano, L., 68 Performance management, 115, 117 Performativity competitive, 16 control, 16 defined, 17 links with managerialism, 16, 17, 36 regulation, 42 standards-driven, 18 testing, 52 Peters, J., 8, 102–120, 195 226 Phelan, A., 49 Pillen, M., 85, 87, 92 Placements, 110, 111, 125–127, 130, 133–136, 138, 146, 148, 149 Poekert, P.E., 28 Policy assumptions, 41, 47 ‘borrowing’, 64, 213 complexity, 41 contradictions, 7, 217 critical policy analysis, 7, 40–42, 57 dynamic, 7, 194 enactment, 20 gaps, silences, global convergence, 64 inherently political, 41 legislation, 22, 23 and media texts, 64, 65 messiness, 41 official discourses of the state, 41 policy plagiarism, reforms, 27, 47, 144, 195, 196 rhetoric, 40, 41, 45, 57 Portugal austerity measures, 20 economic crisis, 20 teachers’ working conditions, 20 Practicums, see Placements Presenteeism, 200 Pre-service teachers, see Placements; Teacher education; Initial teacher education Presley, J.B., 102 Preston, B., 9, 161–187, 216–218 Principals, see School leaders Principals Australia Institute, 105, 120 Professional capital, 165, 166, 175, 182, 185 Professional identity, 92, 165, 194, 196 Professionalism de-professionalisation, 45, 55, 57 Professional learning and development, 16, 85, 94, 203, 204, 214 Psychological contract, see Human resource development Pyne, C., 40, 70, 76 Q Quality definitions, 17, 20 simplistic and narrow views, 17 uncritical views, 17 Quality education principles, 17, 19 proposed framework, 19 Index Quality teachers/teacher quality assessment, 16 and care, 30 context (social, cultural, professional), 17, 25 definitions, 20 deteriorating, 40 focus on outcomes, 19, 180 impact on student achievement, 15, 19, 139 instrumentalist understandings, 40 and relationships, 196 social justice approach, 19 Quality teaching distinction between teacher quality and teaching quality, 18 models, 202 ‘niches of excellence’, 25, 30 traditional teaching methods, 42 Queensland, 66, 148, 174 R Recruitment attracting quality candidates, 73 attraction-recruitment-development- retention model, 7, 9, 102, 104, 106, 118 and discrimination, 113 Framework of Strategies to Attract, Recruit & Retain ECTs, 106 and gender, ‘try-before-you-buy’ strategies, 215 Reflection critical, 8, 17, 50, 107, 130, 133, 139 Regional University Network, 145 Reid, J.-A., 143–145, 147, 151, 153, 154, 157 Relationships collaborative, 114, 132, 133, 135, 138, 139, 182 dimension of teaching, 51 relational approaches, 90, 135 Rennie, J., 153–155, 157 Replacement/relief/substitute/supply/ emergency teachers age, 177, 179, 185 conditions, 163, 174, 177, 179, 181, 183, 195 costs (educational, personal, social), 162, 180–182 definitions, 166–168 early career teachers, 161, 162, 171, 172, 174, 177–186 experiences, 161, 162, 171, 174, 179 Index insecure, 162, 167, 168, 170–172, 174, 176–186, 216 pay, 162–164, 174, 177, 179, 180 positive strategies, recommendations, 182–186 statistics, 167, 168, 175 Replacement teachers, 9, 162, 163, 165, 167, 168, 174–184, 186 Research coding, 131 ethics, 56, 131 methods, 56, 74 themes, 22, 85, 162 triangulation, 131 Resilience build resilience capacities, 205 compared with coping, 9, 194, 199 key influences leadership, 34, 199, 201, 202, 204–206 organisational contexts & cultures, 202, 203 work engagement, 199, 201–204 socially constructed, 31 Retention attraction-recruitment-development- retention model, 9, 102, 104, 106, 163, 214 ‘cracking open the black box of retention’, 104 Framework of Strategies to Attract, Recruit & Retain ECTs, 106 rural schools, 215, 217 Rippon, J., 85, 89 Robert, S.A., 65 Roberts, P., 143, 145, 146, 153, 154 Rural schools attrition rates ‘churn’, 144–151 early career teachers, 5, 145 leaders, 194 deficit views, 154 defining ‘rurality’, 144 diversity culture, 149 demography, 154 economy, 154 geography, 154 history, 154 early career teachers ‘community readiness’, 155, 156 ‘hard-to-staff’ factors extreme weather conditions, 145 inadequate access to services, 145 227 isolation, 145 lack of pre-service preparation, 145 poor housing, 145 incentives fast-track models (see Teach for Australia (TFA)) financial, 69, 102, 143, 146, 148 graduate teachers, 146 pre-service teachers, 146, 148, 149 subsidised placements, 147–149 10 week trial, 147 leaders, 194 socio-spatial terms geographical blindness, 154 lack of awareness of, peri-metropolitan, 152 place & space, 152 S Sachs, J., 5, 65, 124, 128 Sahlberg, P., 47, 57, 64 Salary cuts, 22, 24, 26, 31, 35 Santelices, M.V., 33 Schaefer, L., 93, 195 Schelvis, R.M.C., 205 Scheopner, A.J., 203 School culture collaborative, 91 learning communities, 91 School leaders dilemmas and paradoxes faced in staffing process, 8, 107 as micropolitical actors, 85 School placements, see Placements Schröder, T., 163, 164 Schubert, W.H., 54, 55 Self-efficacy, 90, 93, 200, 203 Senate Employment Education and Training References Committee, 70, 180, 182 Shacklock, G., 47, 50 Sharplin, E., 144, 145, 149, 151, 155 Shor, I., 46 Simons, M., 1–9, 102–120, 211–220 Singapore, 16, 19, 53, 170, 184 Sisson, J., 9, 123–139, 213, 217 Skourdoumbis, A., 150 Smyth, J., 45, 47, 50, 51, 53, 54 Snoek, M., 20 Snook, I., 53 Snow, R.P., 64, 67 Social capital, 90, 91, 164–166, 177, 181, 182 228 Social networks, 91, 162, 163, 165 Somerville, M., 153–155, 157 South Australia, 105, 110, 112, 167, 170, 175, 183 Staff in Australia’s Schools (SiAS) survey, 145, 168–172 Standardised testing, 45, 47, 53, 66, 69, 77 Standards professional, 43, 49, 54, 56, 69, 71, 176, 212 Stress, 26, 29, 33, 88, 92, 130, 196, 205, 213 Student behaviour & discipline, 42 ‘funds of knowledge’ (see Funds of knowledge) outcomes, 52, 180, 196, 204 Sullivan, A., 1–9, 40–57, 102–120, 145, 211–220 Summit on ‘early career teacher retention, 6, 63, 126, 127, 139, 212, 216 invited experts, key provocations, question raising forum, Sydney, Australia, Supply of teachers, 2, Symbolic capital, 154 Szeto, E., 94 Szreter, S., 165, 166 T Tan, G., 144, 152 Tasmania, 148, 176 Taut, S., 33 Teacher Accreditation Authority, 175 Teacher education accreditation, 8, 43, 44, 70, 71 ‘application model’ hierarchical, 127 positions academics as experts, 16, 127 values theory over practical knowledge, 127 ‘boundary crossing’ teachers-in-residence in universities, 128 community readiness, 155, 156 disconnections between university & school programs, 124 efficiency, 128 ‘more practice model’ haphazard, 126 increases demand for placements, 126 simplistic, 126 Index politicisation, 64 ‘quality problem’, 63 scholarships, 105, 148 theory vs practice, 124 university based, 126, 134, 217 Teacher Education Ministerial Advisory Group (TEMAG), 40, 43, 44, 52, 53, 57, 65, 70, 71, 74, 76, 125, 215 Teacher induction deficit perspective, 84, 87 differentiated, 89 leads to a ‘paradox of support’, 84 needs to be reconceptualised, 87 problematise, 48, 213 process of ‘interpretive negotiation’, 90 reductionist, 87 remedial perspective, 87 self-evident legitimacy, 83 socialisation to the profession, 85, 86, 89 unfolds over time, 86 unintended side-effects, 86 Teachers alienation, 45, 165, 177 attrition (see Attrition) autonomy, 21, 34, 35, 53, 87, 115, 118 commitment, 198–200, 203 competencies, 18, 20, 46, 55, 84 creativity, 25, 137 dedication, 25, 27, 31 early career teachers (see Early career teachers) ethics, 9, 26, 27, 40, 54, 56, 85, 92, 94, 132 as intellectuals, 5, 9, 40, 49, 50, 54, 55, 194 job satisfaction, 21, 24, 28, 34, 110, 202, 203 late-career teachers, 215 as leaders, 7, 32, 34–36 as ‘Leaders of Learning’, 7, 34–36 ‘left-wing’, 42 literacy and numeracy, 4, 42, 43, 45, 47, 64, 73, 74 as mentors, 90, 127, 128, 136, 138, 139 mid-career teachers, 198–201, 203 morale, 64, 72, 77, 78, 195, 203, 214 moral purpose, 25, 32, 106, 199 motivation, 20, 21, 24, 26, 27, 29, 32, 34–36, 74, 87, 88, 145, 196 pay, 4, 9, 162, 164, 172, 174, 177, 179, 180, 183, 184 pedagogy, 70, 84, 107, 137, 155, 156 professional identity, 92, 165, 194, 196 professionalism, 17, 29, 36, 166, 195 professional life phases, 198, 199, 204 Index professional networks, 164, 165 as professionals, 29, 85, 109, 119, 129, 183 quality, 3, 7, 15–36, 42, 44, 45, 48, 63, 64, 69–71, 74, 78, 117, 123, 124, 130, 139, 196, 198, 202, 212, 217 recruitment, 4, 110, 111, 113, 165, 172, 195, 217 relationships, 5, 29–31, 84, 90, 109–111, 127, 132, 135, 139, 163, 181, 182, 185, 196–198, 203 replacement teaching, 9, 162, 166, 170, 178, 180, 182–186 as researchers, 53, 54, 57, 203, 219 resilience (see Resilience) retention (see Early career teachers; Retention) self-efficacy, 90, 93, 203 shortages, 2–5, 64, 71, 72, 78, 85, 120 social networks, 91, 162, 163, 165 social capital, 90, 164–166, 181, 182 social status, 24 stress, 4, 26, 29, 33, 88, 89, 92, 94, 205, 213 as technicians, 55, 125, 217 thinking, 8, 86, 92, 93, 135, 213, 217, 218 values, 20, 27, 31, 32, 35, 51, 54, 55, 57, 113, 129, 144, 203 vocation, 31, 32 women teachers, 4, 72, 179 working conditions, 20, 22, 32, 85, 89, 117, 195 work intensification and bureaucratisation, 23 work–life balance, 196 work tensions, contradictions & paradoxes, 33, 36, 217, 218 Teacher tests Literacy and Numeracy Test for Initial Teacher Education, 45 Teacher workforce planning complexity, 102 ‘front-end’ approaches to attraction & recruitment, 102 ‘hard-to-staff’ schools, 3, 153, 179 labour market approaches, 102 poor planning, 71, 72 population growth, 102 school-level practices, 102 staffing low SES schools, teacher over-supply, 75, 107 teacher shortages, 2–4, 64, 71, 72 teacher supply and demand, 1, 183, 216 Teach for America, 5, 149 Teach for Australia (TFA), 149, 150 229 Teaching and Learning International Survey (TALIS), 168, 170, 184 Teaching profession declining status, 64 inadequate salaries, 72 low morale, 64, 72, 77, 195 poor working conditions, 195 uncertain career prospects, 72 Theory, research and practice disconnections, 125, 126 Thomas, K., 177, 186 Thomas, T.P., 54, 55 Thompson, G., 65 Thomson, P., 65, 154 Thorpe, S., 65 Tikly, L., 19 Tregenza, K., 65 Tricarico, K.M., 84, 90 Turnley, W.H., 109 U Uitto, M., 89, 92 Ulmer, J., 65 Ulvik, M., 2, 86, 93, 218 United Kingdom (UK), 18, 64, 167, 180, 195, 203 United States (US), 2–4, 18, 40, 64, 65, 112, 125, 149, 167, 170, 175, 203 University teachers/lecturers figured worlds (see Figured worlds) V Valencia, E., 33, 213 Values, 7, 9, 17, 19, 20, 25, 27, 28, 31, 32, 35, 41, 54–57, 70, 107, 112, 113, 120, 124, 125, 127, 129, 132, 139, 144, 153, 177, 181, 202, 203, 206, 219 Van Putten, C.M., 30 Variations in teachers’ work, lives and effectiveness (VITAE) project, 198, 204 Victoria, 65, 71, 152, 155, 169, 174 Victorian Council of Deans of Education, 73 Vocation, 31, 32 W Walker-Gibbs, B., 145, 153, 154, 156 Waller, W., 50 Webb, P.C., 162, 167, 175, 176, 180–182, 184, 186 Weems, L., 162 230 Weil, D., 49 Welch, A., 43, 45 Weldon, P., 3, 4, 102, 145, 168, 169, 172, 179, 185, 218 Western Australia, 176 White, S., 9, 143–157, 213, 215, 217 Wilson, E.G., 74–76, 90, 91 Woodgate-Jones, A., 93 Woolcock, M., 165, 166 Index Working conditions, 20, 22, 24–26, 32, 35, 77, 85, 89, 117, 195, 213 Work–life balance, 196 Workloads, 20, 23–25, 113, 118, 169, 184, 195, 197, 199, 216 Z Zeichner, K., 84, 124–128, 130, 134 ... of them also spoke of the ways in which they overcome the difficulties in their daily work by focusing on their pupils and on their classroom practice, and they try to resist and to maintain their... retention as demand for teachers intensifies The chapter outlines the structure of the book and briefly describes each chapter and the contributions they make to the overall aims of the book 1.1 ... reconsider the policies and practices that create the ‘problem’ and offer other ways forward The chapters in the second part of the book draw on some of the bigger issues identified in the first