A J King, School Development Officer, Derby City CYPD
Three Year Plan to Increase the Number of Teachers from
Minority Ethnic Groups in City Schools
Preamble
Research and reports show that there are many barriers to recruitment and retention,
as perceived by members of ethnic minority groups and other interested parties.
The purpose of this Three Year Plan is to fund a postholder to develop a range of
strategies and actions to overcome these barriers and so increase the number of
teachers from minority ethnic groups in Derby City schools. The target would be to
ensure that the workforce is representative of the pupil population.
The Plan could be solely for Derby City schools, involving Derby University and local
community groups. The Plan could be widened to include partner LAs within the East
Midlands and other ITT Providers, with a wider representation of community groups.
The project may be financially more viable with more contributory partners.
The barriers have been identified by the research of others. This saves the time
and cost of commissioning further research.
Criticisms of similar projects from around the country have been centred on the
limited funding and time constraints. It is therefore important that this project has a
longer life span than others, is properly funded and receives full support from
relevant parties – CYPD, Council, Derby University, community groups and others.
Barriers to Teaching Being a Suitable Profession for People from
Minority Ethnic Groups.





Negative publicity during the last fifteen years or so has lowered the status of
teaching as a profession in the eyes of many people, regardless of gender or
ethnicity. However, this has particularly impacted on those from within the ethnic
minority community. The low status of teaching is partly a result of perceptions
over low pay, in comparison to salaries graduates can earn in other professions,
but a significant factor is the negative publicity and teaching as being seen as a
‘political football’.
The perception that teaching is not a financially rewarding career – linked to the
view that teaching is a low status profession. (These perceptions seem to have
most effect on Asian males and those who come from more ‘professional’
backgrounds)
Greater awareness of the difficulties faced in classrooms and schools through
media interest – workload, bureaucracy, Ofsted inspections, pupil behaviour etc.
Many students from ethnic minority backgrounds tend to study science and
maths, which gives them greater flexibility in career choices.
Reluctance to work in what is seen as a predominately white environment. This is
exacerbated because teaching is seen by some as a vulnerable career, open to
the dangers of racial harassment and discrimination.
1
A J King, School Development Officer, Derby City CYPD









People from communities that already feel undervalued do not wish to join a
profession that they perceive to be undervalued by society.
The negative school experiences of many people from minority ethnic
communities, especially African Caribbean, means that they do not want to return
to what they see as a white dominated institution.
The lack of a relevant curriculum helps to emphasise that their cultures are not
valued.
The lack of role models (teachers) means that for many teaching is not seen as
important
The low number of ethnic minority teachers in senior management positions
means that they will not enter a profession where a ‘glass ceiling’ seems
prevalent. This sends out a powerful negative message to ethnic minority
communities. Predominately white LAs reinforce this view.
Ethnic minority teachers may send out negative messages to their communities.
The perception that black teachers are marginalized within the education system
and are not seen as good teachers.
The qualifications of overseas trained teachers are often not recognised here,
especially those from commonwealth countries. This has led to the perception
that they are not wanted in our education system.
Generally teaching is not seen as a suitable profession for a man, especially
primary school teaching. This is particularly true of the Asian community.
Barriers to Initial Recruitment and Retention on ITT Courses














A high proportion of ethnic minority undergraduates take degrees in non-national
curriculum subjects. This makes entry to PGCE courses and other routes into
teaching such as the Graduate Teacher Programme difficult.
Negative experiences at school have led to a high proportion of ethnic minority
students not gaining essential GCSEs – maths, English or science.
A higher proportion of people from ethnic minority communities return to
education later in life, having family and financial considerations which need to be
acknowledged and taken into account.
Some candidates received negative responses to initial enquiries concerning
teacher training courses.
There is a danger of isolation if the environment is predominantly white.
Some partner schools used for placement are un-supportive.
Some experienced discrimination/racism whilst on placement in school, which
caused them to reconsider their choice of career.
Some students felt uncomfortable in certain situations because they felt unable to
raise issues around equal opportunities within the school hierarchy.
Some students felt unable to raise concerns with tutors on issues relating to
discrimination, because of how they felt this might be perceived.
Students are not consulted on the types of schools they wish to attend on
placement.
Some students felt that their tutors were unsympathetic or ignorant towards both
their culture/religious backgrounds and their personal difficulties.
Students were concerned about both the delivery and equal opportunity issues
on courses.
There is a low number of black staff within institutions.
Students felt powerless to raise confidential issues involving racism.
2
A J King, School Development Officer, Derby City CYPD
Barriers to Initial Posts as an NQT, Retention and Promotion















These are closely linked because if there is no career progression many will
leave the profession.
A high proportion (of those interviewed) had experienced difficulty in obtaining
their first teaching post, even if in a shortage subject.
Difficulties for teachers in schools which have specific problems compound the
difficulties for ethnic minority teachers.
There are low numbers of ethnic minority governors (which leads on to the
perception that ethnic minority candidates would be disadvantaged in gaining
initial appointments or promotion).
There is a diminished role in interview procedures for LAs. Research
(Wolverhampton Race Equality Council Consortium, 1999) suggests that prior to
LMS there was I higher proportion of ethnic minority teachers in the workforce
and in senior management positions.
Ethnic minority teachers may find it more difficult to enter informal networks,
which can play a valuable role in career progression
There is a lack of support networks for teachers to help them overcome their
difficulties.
Teachers from ethnic minorities are often channelled early in their carers into
EMAG or pastoral roles. They do not therefore develop the broad range of skills
or experience to progress to senior management positions
Equal opportunities or culture are perceived not to be important in some schools.
Teachers feel that they can have little impact in creating change. If they try they
can be labelled as ‘difficult’.
The lack of ethnic minority headteachers and deputy headteachers may deter
some from actually seeing themselves in these positions.
Teachers experience difficulties and rejections for promotion, which undermines
their confidence.
Teachers in predominantly white schools experience isolation, and perhaps other
specific difficulties.
There is a high proportion of black teachers on short-term contracts.
Some black teachers experience racism/discrimination from pupils, parents and
staff.
Teachers feel unable to raise issues where they feel they have been subjected to
racism/discrimination.
The Action Plan
We need to look at how we can overcome these barriers to encourage recruitment,
retention and promotion of teachers from minority ethnic groups.
Overall aims and objectives need to be clear and well publicised.
This needs to be set out as a Three Year plan, detailing action and
recommendations, with timed targets. We need to look at what can be changed in:
Schools
ITT Providers
LAs
FE/HE Institutions
TDA
3
A J King, School Development Officer, Derby City CYPD
DCFS
OFSTED
Phase 1 would be to appoint a postholder to develop an Action Plan that would lead
to a representative workforce in our schools and which would also be a sustainable
legacy for further development after the conclusion of the project
Below is a list of topics and areas that need to be addressed if we are to increase the
number of teachers from minority ethnic backgrounds in our schools. They are
grouped into four areas –
Target groups/People
Recruitment
Retention and
Processes/Procedures.
Target Groups/People
Recruitment
Overseas Trained Teachers
Community groups
Supplementary school teachers
University students on NC subject nonITT courses
School pupils
Asylum seekers/immigrants
Support for applicants to ITT Courses
Teaching Assistants
Bilingual Assistants
Other school support staff
Promoting teaching as a worthwhile
career
Recruitment Fairs
Taster courses
Routes into teaching
Advertising
Teacher advocates (from ethnic minority
groups)
Teacher associates
Retention
Processes/Procedures
Professional Development/training for
promoted posts
Professional association for teachers
from minority ethnic backgrounds
Role model teachers from minority ethnic
backgrounds
Visas/work permits
Overcoming barriers to enter ITT
Overcoming Key Issues in City schools
Links with other agencies
4
A J King, School Development Officer, Derby City CYPD
1.
Target Groups/People
Overseas Trained Teachers
Recruitment of OTTS (LA/Community Groups)
 Local
 London/Birmingham
 National
 International
Support Systems
 Networks (Community Groups, LA and Universities)
 ‘Buddy’ system (LA/Community Groups)
 Study Facilities (LA/Universities)
 Library
 Computer (email, web sites) (LA/Universities)
 Literacy/Numeracy skills
 Skills Tests
 Gaining QTS
 Development of individual training plans (LA/Universities)
 Accommodation
Guidance to Schools
 Paying teachers on the unqualified scale (LA)
 OTTs gaining QTS (LA/Universities/DRBs)
 Mentoring OTTs (Community Groups))
Training/Mentoring Schools
 Schools employ OTTs; support them in gaining QTS; ‘sell’ them on to
other schools to cover vacancies, ie recoup their outlay. Training schools
would require help and support from all partners.
 Schools offer short term Taster courses to OTTs as an introduction to our
education system and national curriculum.
Other Routes to QTS
 Teaching Assistant  Unqualified Teacher  QTS (All Partners)
Community Groups


Involvement in promoting teaching as a career
Mentoring
Supplementary School Teachers


Identification and needs analysis
Support in gaining QTS
University Students on National Curriculum Non-ITT Courses



Awareness raising of teaching as a profession
Teacher Associate scheme for ME students
Teacher advocate programme
5
A J King, School Development Officer, Derby City CYPD
Encouraging Secondary School Pupils into FE/HE



Schools should identify and give initial support to pupils expressing an
interest in teaching.
Relevant work experience should be encouraged for pupils who are
considering teaching.
Pupils should be made aware, as early as possible, of the qualifications
required to enter the teaching profession
Asylum Seekers/Refugees




Initial contact with support groups
Identification of professional qualifications
Work permits and visas
Identification of schools able to employ and support
Support for Applicants to ITT Courses




2.
Interview techniques
Filling in application forms
Writing a letter of application
Group workshops and individual work
Recruitment
Promoting Teaching as a Worthwhile Career


To community groups
Link with TDA advertising
Recruitment Fairs



Attendance at all local graduate fairs
LA to target ITT recruitment fairs at providers with large ethnic minorities
(London)
Link with Careers service
Taster Courses


Bid to TDA for funding to run a taster course for people from minority
ethnic backgrounds
Informal local taster courses, using training schools
Promotion of Different Routes into Teaching




Local advertising campaign,
Target local communities through community newspapers and radio
Local/regional radio
Production of information pack to include details of the different routes
 PGCE
 B.Ed; B.A/BSc with QTS
 GRTP
6
A J King, School Development Officer, Derby City CYPD



Modular/Flexible Provision
SCITTs
Production of information pack on gaining the required qualifications
 GCSE
 Access Courses
 Degree – including information on subject/relevance to teaching
 Degree courses for target groups – foundation/TAs
 List of local institutions providing courses to achieve above
Advertising




Making target groups aware that the project exists and can offer help and
advice to them
Getting information to all target groups
Press Releases
Publicly celebrating successes
Teacher Advocates


Use to give presentations to target groups/people
Use TTA designated Teacher Advocates and recruit locally
Teacher Associates

3.
Scheme for under graduate students to have a taster experience in
schools, targeting EM students
Retention
Professional Development

Training for career development
ME Professional Group



Gauge interest in forming a group
Inaugurate a local professional association/group for ME workers in City
schools, to include teachers, governors, TAs and other support staff.
Could also include LA officers
Would need overt support from the LA/Education Committee
Retention of Ethnic Minority Teachers





ME Professional Group
Needs analysis
Continuous professional development, linked directly to their needs
Mentoring
Counselling
7
A J King, School Development Officer, Derby City CYPD
4.
Processes/Procedures
Visas and Work Permits

Support for schools in employing overseas qualified people in applying for
visas and work permits
Links with other Agencies





Careers Advisers
Windsor Fellowship
Ethnic Minority Support Groups
CILT
CRE
Overcoming Key Issues in City Schools




Racism
Isolation
Tokenism
Religious Awareness
Overcoming Barriers to Entering ITT




Ofsted
Entry Qualifications
TTA Performance Profiles
Raising the profile of teaching
8