Research - Focus Group Report Teacher Recruitment and Retention - 19 November 2019

Scrutiny Panel

Teacher Recruitment and Retention

Prepared for The Education and Home Affairs Scrutiny Panel, Andrew Harris  19.11.19

Presentation outline

Research Aim and Objectives Project Scope and Sample Methodology

Demographics Detailed Results

Conclusions & Recommendations

Appendix

Research Aim and Objectives

The working or researz ch not, aprojecs well t aimas was to ideto entifystablish some the cof theurre main issues nt recruitment that teaandche reters beliention ve policy affecfor t rectearuitmechers and nt and identifretention. y whetheThisr this will is supplement the quantitative data the Panel collects.

During a recent public hearing with the Minister for Education, the Panel was informed that 154 teachers had handed in their notices as of 31st May 2019. Whilst there are probably a myriad of reasons, such as long hours, pressure to achieve results, and actual moves (rather than leaving teaching per see), this in itself required further investigation.

Specific objectives were to explore and identify:

• The main successes in relation to teacher recruitment and retention

• The motivations that keep teachers working within the profession

• The main challenges for teachers that affect recruitment and retention

• What support is in place to deal with these challenges

• What is required to better deal with these challenges

• What support/training/structures could be implemented to deal with the challenges

• What is the perceived impact of poor recruitment and retention of staff on students

Outcome: provide insights and key information to support Scrutiny's review in Jersey

Project scope and sample

Scope:

Jersey

Sample:

The target sample was teachers on the Island; current teachers, those who have handed in their notice and teachers who have recently left the profession for various reasons or moved.

Non-fee paying schools as well as fee paying schools were addressed, as their satisfaction scores are different across these 2 types of school. Non- fee paying schools report higher teacher numbers being unsatisfied with their role, (21% v 14%). Both primary school and secondary school teachers were included.

Invitations to participate in this independent research were developed together, sending potential respondents to 4insight and sent by various methods, also being GDPR compliant;

• by 4insight to their panel of over 2,800 islanders

• promotion in collaboration with Education

• promotion by the Scrutiny Panel on social and traditional media

When respondents contacted 4insight they were screened to an agreed screener questionnaire, which aimed to include a mix of the teacher demographics, such as primary v secondary, fee paying v non-fee paying, school, time in service, gender, current v planning to leave v recent (within last 5 years) etc. The screening criteria was discussed at the kick off briefing meeting, along with the actual target structure for each group. The screener questionnaire was designed by 4insight as well as reviewed and agreed with yourselves, prior to use.

Methodology – focus groups

To meet the aim and objectives of this research, independent qualitative research in the form of focus groups was undertaken. This enabled us to ensure that we truly achieved the level of depth and understanding needed from BOTH the rational and emotional perspectives of why there may be issues with teacher recruitment and retention.

6 focus groups were conducted to explore views and reasonings across the varied teacher demographics (fee and non-fee paying schools, subjects taught, primary and secondary schools), plus plans to stay or leave or recently left.

Each focus group was conducted with 6-9 qualifying teachers with a good mix of demographics to stimulate challenge and discussion, whilst still being able to explore why they think as they do. We discussed at the kick off meeting how you wanted these 6 groups composed and it was decided that there was value in having some homologous groups and some mixed;

1 group each for only primary, only secondary, only recent leavers

3 groups with a mix of all types.

The qualitative focus groups were professionally facilitated/moderated by 4insight's Director and held at our professional observation facilities to allow key team members to view live, however not bias responses by being present in the sessions. The groups were conducted to an agreed topic/discussion guide prepared by 4insight then reviewed and agreed prior to use by yourselves. Projective and enabling techniques were utilised to explore their perceptions at an emotional and unconscious level on an individual, (self completion basis) plus open discussion level, whether reaching consensus or not.

Each group lasted 100-120 minutes although planned at 9- minutes. All groups were digitally recorded and professionally analysed.

Demographics: Age, Gender, Employment Status, Place of Birth

Gender

10

Employment

23

27

10 Male Female

27 Age 1 2 1

Full time Part-time Self employed Retired Unemployed employement employment

6

3

n=37 1

19-30 31-50 51-65 65+

Demographics: Schools Where Teacher at, Type of Teacher, Current Teachers/ Former Teachers

Schools Type of Teacher

7

4 4

3 3

2 2

1 1 1 1 1 1 1 1 1 1 1 1

Higher Education 3

Tertiary 7

Secondary 21

Primary 10

Current teachers/ former teachers

9

28

• Currently in the teaching profession
  • A former teacher now in a new profession

n=37

Subjects Taught, How Long in the Teaching Profession

Subjects Taught

8

5 5

4

3 3

2 2 2 2 2 1 2 2 1

How long in the Teaching Profession

3-5 Years 6-8 Years 9+ Years

8%

14%

78%

Detailed Results

Perceptions of

First word associations, "Recruitment of teachers in Jersey"

9 x Poor

5 x Difficult 4 x Crisis

First word associations, "Retention of teachers in Jersey"

5 x Workload

4 x Poor

3 x Cost of living 2 x Lack of flexibility 2 x Work/life balance

Key factors for recruitment

Overall, respondents felt the recruitment of teachers in Jersey is poor, this came down to:

• Lack of incentive – living and housing cost very high, poor salary compared to UK, large finance industry proving to be more attractive than teaching profession

• Difficult and confusing process – especially using TalentLink, long process, inconsistency (sometimes flood of teachers sometimes none at all), confusion with licences

• Lack of contracts

• Lack of opportunities, including part time/job shares

• Non transferable qualifications

• Mixed opinion of the relocation package – some felt it was very comprehensive and some felt no information was given

• Many felt that schools were preferring to recruit off-island, even if local talent is available

• However, most perceive Jersey a nice, safe and friendly place to live, which was a big incentive for coming here

Successes for recruitment

• For 2 respondents cost of living was not a major factor, after living in big cities with high cost of living and long commute times, the pay seemed fair to them

• 2 respondents had been sat down and told all about the cost of living, rent prices etc, this was put in place after another member of staff went through the same process of moving to Jersey, but with no information in place to help him

• One respondents was very positive about being trained up, she received a grant from UK and Jersey & earned £12,000 to train to be a teacher. This helped her as she didn't start off with any debt

• One positive was that the NQTs programme has been improved, making it more generic, so all NQTs get a basic grounding in certain things over the year. Such as on a Wednesday afternoon, they'll go and visit other schools, or be supported in some way

Motivations/successes for retention of teachers

• Many said there was a great amount of talented staff, however keeping them is the biggest issue

• Most had lost motivation for their job, but helping the children was the only thing keeping them going

• Some felt there wasn't another job they could go in, so they felt stuck

• The small classroom sizes were a massive benefit in higher education coming from the UK, however those in secondary schools felt they were now too big

• Less commute time was a big positive for many coming from the UK

Retention challenges – undervalued as a professional

• In all groups there was a main theme of lack of value and respect towards anyone within the teaching profession, in terms of behaviour, attitude, expectation, support and pay

• Lack of value for those who have committed extended service

• Lack of value from children through abusive behaviour filters down from parents' attitude towards teachers, overall lack of respect

• The way that the media portray teachers is "diabolical", which they felt is fuelled by what some States Members say

• Underpaid for the level of complexity that their role requires

• The differentials between the remuneration in secondary and primary being poor. One respondent was Headteacher of a primary school yet all the deputy heads in secondary were earning far more than her

"I feel like I'm underpaid for the level of complexity  "Experience isn't valued, the process of that my role requires, the diversity of my role, children complaining about you, general lack

certainly within the last 4 to 5 years has become  of understanding the way teachers are extremely skilled, I'm a social worker, I'm a support  perceived doesn't help retention, they think worker, I'm a teacher, I'm a line manager, I'm an  we're lazy."

expert at child development. I feel like that

expertise is not valued in terms of pay."

"There's a lack of respect for teaching professionals, and there's no longevity and

it's unfair given that they're talking about offering housing support for new teachers

coming into the island but for teachers currently here you still can't get onto the

"It's got nothing to do with cost of living for me  property ladder, there's an unfairness and that breaks my heart. Undervalued,  there."

undermining, lack of support from above,

workload. Just this, we're working in a setting,

and I'm only talking about my setting as I can  "Half of the jobs that are advertised

only speak for myself, we're working in a setting  internationally when we have people here

that nobody has any confidence in how it's  who are better skilled than the person who

being run. It demotivates people." gets the job and are brought in, given a licence

to do the job, but no one's ever checked, they

don't advertise here with incentives which

would work with the local market before they

go off island."

Retention challenges – Extortionate scrutiny

• Many mentioned they feel as though they get treated like the children, not like professionals, due to an overall lack of trust. E.g. checking up on them all the time, watching in their lessons, all things on a daily basis knocking them down

• Senior leadership are under pressure because of the review, and they pass it on down to middle leaders, who then pass it onto teachers

"We're constantly pressured for resources and meetings and tasks, so not only do you have the

"We have half-termly impact meetings where once I had  workload, but you're also under a huge amount to sit in-front of the executive head, the head, two of  of pressure. We have impact meetings so you

the governors and people from education and sit and  are constantly under scrutiny in terms of what explain why my results were like they were. I'll be  are you doing, I've been a teacher for 12 years, honest, I'm not being arrogant, I wasn't too bothered, I  they know I work hard, recently, I'd say the last sat there, I am who I am, but I know some heads of  4 or 5 years it's data and scrutiny and what are department felt under a huge amount of pressure and  you doing."

stress with that amount of people sitting there who are

asking you questions."

"Expectation for good grades rather than educating students to be good beings."

"It's like being on trial isn't it."

"I've got no problem with being accountable, that's

our role, but there's being accountable and there's

also being trusted to be doing our job well. When  "I do feel that we get treated like the children "You're teaching for managers  they have the Jersey review framework come in,  sometimes, we don't get treated like professionals and inspectors not teaching for  which is now with 4 days' notice, they want us all to  we get treated like the children. Checking us all the students." be ready which is completely understandable but  time, watching us in our lessons, learning walksall

the pressure just piles down." these things on a daily basis just knock you down."

Retention challenges – Extreme expectations

• Schools triply selected against, students unable to afford private education, and unable to get grades for Hautlieu.

• Students expected to get good grades, if they don't, then teachers are expected to tell them how much of a "disappointment they are" repeatedly

• Many children are lower than age expectant standards, however expected to get same grades as rest of the class

• Many EAL students joining each week, none of them speak English as their first language, lack of EAL assistants to help due to lack of funding

"Accountability is increasingly an  

issue around retention, used to be  

working for the greater good,  

whereas now it's increasingly being  

you moved these children from point  

X to point Y, why?"

"The jobs changed, what's been expected to be completed and the hours aren't being given to complete that. It's either the teachers crack or the students don't get the education that they absolutely deserve. Less emphasis on metrics and measuring and more on moral, engagement and celebrating success."'

"I'm doing stuff not for the children, I'm doing it for people, again, it's back to the accountability thing, I'm  doing it for people to come in and inspect us, many of who are people who have been brought in from the UK on contracts etc etc, and who are going to sort of going on some sort of carousel and go around and review us, so that's the first thing. Secondly, the obsession with the amount of assessment."

Retention challenges – work load

• Overall, far too much work load, resulting in a lack of work-life balance

• Unable to fit curriculum into the hours, many working weekends as well as evenings

• Lack of no contact time

• Having to report incidents, unnecessary

• No time to plan lessons, I don't need to produce medium term plans, short term plans, long term plans because someone from the review team or professional partner is going to want to come into school and want to look at it

• The amount of assessments required for primary school perceived ridiculous

• For schools where they don't have a full time cover teacher, staff who have to cover between 3 to 5 free periods have cover other people's lessons in these hours

• For higher education level students they should be becoming independent learners, should be less contact time in the classroom, however lecturer is teaching for 28 hours a week in the classroom

"Work-life balance, it's disastrous. I'm signed off with  "came back and then went to work in banking or stress right now, There is not enough time to get enough  finance because they came to schools here and got the

sleep, there is not enough time to spend time with loved  reality check that they would be working more hours for ones, you don't socialise during term time, you just let  less money than the job they got before they qualified.

yourself run down, you don't go to the dentist because  They wouldn't get the private healthcare that they got at you don't have time."  the bank."

"It's not the kids that's the problem, it's the workload, "In of 1the U8 hours K the unionscontact time have pa weut ek a maximumfor higher  endless endless workload, in two days after I got signed

education whereas here you might get 30  off there were 60 emails in my inbox, half of them were for less money and no pension." admin tasks which I would have to decipher what that

email wanted me to do, have to read through a list of

info to decide what part applied to me so I could do a

follow up task."

Retention challenges – lack of support

• Overall lack of support and welfare for staff. Especially lack of understanding from HR or PeopleHub, due to the staff not being specialised in support for Education staff

• Lack of support in difficult situations such as violence, abuse, emotion

• Mental health agencies being full, so have to be the pastoral care in meantime

• Overall lack of supply teachers

• No mechanisms in place to allow you to have a break from the system, losing talented professionals

• Problems can get passed from one school to another, e.g. an NQT starting at one school, failed first term, were going to fail second term, stopped the process because at that point they would have failed second term, so they resigned, they went somewhere else, were going to fail the process, they got passed on to another school

• Children's mental health is a huge thing at the moment, but what support is there for teachers who is dealing with this?

• Some bullying from other staff

• Lack of respect and support for Higher education teachers e.g. no pension, no union rep

"When we lose a valuable support  

teacher they don't replace them, that  

puts more pressure on teachers, we  

have some fantastic supply teachers." "I think that there are a lack of services on the Island and that contributes to what teachers

have to do. CAMHS, social services, any children's services are very very poor on the Island so we end up picking up a lot of that

pastoral side that ordinarily would never come into a teacher's role."

"Possible support for housing. I don't know

whether young teachers can afford the

mortgage. It's a bit like the nurses too, with

coming over from the UK, and they need

help." "We support each other but there's

no support system."

"No support for higher education staff, not  "Supply teachers, we are the least valued of even a union rep. In the UK the unions have  teachers, I've been told that I'm unbookable,

not worth the training, not getting paid training, put week a maximumfor higher oeducf 18 ation hourswhereascontact here time a  I feel undervalued as a teacher but even more

as a supply teacher."

you might get 30 for less money and no

pension."

Retention challenges – lack of opportunities

• Overall lack of part time/job share opportunities

• Do senior management part time jobs, regardless of your skill set

• Discriminatory practice as part time arrangements are "totally and utterly reliant on your head's discretion"

• Many said that having a lack of sixth form in secondary schools had an impact on teachers – they could only progress so much in the system before the ceiling at GCSE. They also thought this impacted the students hugely in terms of higher education opportunity

• If you've got a supportive head teacher, you may be able to get an opportunity, however not all head teachers support it

• Lack of part time for some just wasn't an option due to not being able to afford to go part time

• Lack of training/retraining opportunities

"We've lost good teachers over the fact that our "I'm else lestiavlteesd , now SLT, becwhich ause nobody unlessdoessom ebodyleave,   school doesn't have a sixth form, people then

then I can't go anywhere else, so I'm stuck." move back as all schools in the UK have a sixth

form and people don't understand that so they

move back very quickly or try and get into better

schools."

"For me I'm at the top of the scale now I can't "We end up flying someone in for a weekend to teach  go any further, my salary will not go up unless and when the planes don't land then we have no classes  we get a pay rise every year, you know, like a so we can't grow the higher education sector because  cost of living pay rise. There's no progression we can't hire the 5 or 6 people we need to fully staff a  from that point of view."

university department. Everything running on 2 full time

staff it just doesn't work."

"It's hard to get off Island and go on courses,

I've been here 12 years and I've only been on

two UK courses, there's the cost obviously and

opportunities, back in UK there's so much more "That needs to catch up with  "It's soon as you are a working mum and become part  chance, final one is chance for promotion, employment law, and disability  time you're sort of discounted until you come back full  you're waiting for people to retire or die." discrimination law, and some other laws." time. They don't want someone who's head of year who's

head of faculty that's part-time, regardless of your skill set

and the fact that you might be good at your role and you

have the skill set to do that job they don't want you to do

that job."

Retention challenges – behaviour

• Teachers constantly on alert for safeguarding, list of 20 students if they don't turn up at this time we have to ring someone

• Being worried about suicidal children, being careful about scissors, counting them

• Limited number of places in behaviour units, so children who previously weren't in mainstream school are now in mainstream schools, added pressure

• Students that have to be funded to be taught offsite

• Students assaulting teachers but asked to take them back

• Parents behaviour

• No expelling in Jersey, perceived a big problem

• Escalation of confrontation and violence -very violent student in our school, to the point that he assaulted several members of staff, and the members of staff prosecuted and he was found guilty of those crimes, and education want to place him back into our school

"We had a very violent student in our school, to the "In the UK they have pupil referral units for those types of  point that he assaulted several members of staff, and students whereas in Jersey they're closing those type of  the members of staff prosecuted and he was found referral units down. The detrimental effects they have on  guilty of those crimes, and education want to place other students learning and teacher wellbeing. I get verbal  him back into our school."

assaults every couple of weeks."

"We all have sanctions in place but students don't learn."

Retention challenges – funding

• A strong opinion from the groups was that there is a lack of funding within education

• One respondent said she had no funding for any textbooks, so she had to make her own resources

• One mentioned that she felt that there is no financial support for the higher education sector, all the efforts are being put into giving grants to Jersey students to go overseas and there's no incentive for them to stay at the higher education that's in Jersey, they get more money if they go. And no attempt to meet UK or international standards, for contracts, so it's more competitive.

• Facilities were deemed as lacking, tired and run down, however the new St Martins school came across as very positive

"80 of our children come in lower than age expected  

standards, with significant child protection issues, filling  

out all the child protection data daily, multi-agency  

meetings that I have to network, different curriculum for a  "If it's going to be mainstream then it's got to come child with autisms, the funding model comes into question  with some equitable funding to give that child a

here. The way that schools receive their funding is  chance. This is the child's need we're talking about absolutely archaic, we should have funding that enables us  here."

to support those children who are the most vulnerable to

get them where they need to be, there's no level playing

field for our pupils."

"I've got 3 students in a GCSE class, none of which speak English really, the ELA assistant wasn't available today because there is a lack of funding."

Leaving risk factors

• The responsibility of carrying on teaching was a high risk factor for many, they felt too bad to leave students, especially those taking exams

• Many felt they could not leave because they could not afford it, as they have always been a teacher so felt they could not get another job

• Qualification issues – losing qualification if decide to leave

"I have been working over here for 5 years and I say oh I have my housing license now,

but if I leave for 3 months, I'll lose it and "I say it's just a job, it  that will be another 5 years."

shouldn't be your life"

Impact on students

• Impact of frequency of turnover of teachers impacting  "Retention itself affects the students, the amount of students learning and feeling of security people going through the system, that's not good, quite

recently I was covering a class that had had 3 different teachers within the last 3 months, a GCSE class. If you're • Lack of behaviour management affecting others  coming up to your GCSE's and you've had 3 different learning teachers for English within the last 3 months you're not

going to feel secure, you're not going to feel safe, and then panic sets in." • Hautlieu's lack of inclusivity "creaming off" the higher

grade students, the students left over feeling

disheartened

"My boys had a new teacher every 3 terms, even at

• A few mentioned how there are many non-specialist  parent evening some staff don't know their students." teachers teaching GCSE subjects, impacting on the

children's learning

"Turnover of staff is very frequent, retention isn't very good it's awful, people tend to not be as content, a lot more negatively which leads to the students, negativity because of the bureaucracy and hierarchy."

Main improvements needed

Main improvements for recruitment:

• More transparency i.e. cost of living

• Better pay/incentive to work/recruitment package

• Making the process quicker and more efficient

• Creating more opportunities i.e. part time contracts

Main improvements for retention mentioned:

• More sixth form options

• Reduced workload, especially admin work

• Better pay/incentive to work

• Less scrutiny

• More overall support e.g. EAL, behaviour, admin, TA's, supply, mental health

• More resources and funding

• Flexibility for contracts, less contact time

• Better behaviour management i.e. exclusion system

Teacher recruitment and retention in Jersey would be so much better if

15 Workload reduced

Paid in line with other professionals/qualification/

12 cost of living

Support e.g. those facing  Teachers were trusted/ 10 abuse from students valued/respected

Also mentioned:

• Contact time reduced

• Remove so much assessment/accountability/admin

• Making the job role more attractive with reduced barriers for entry/incentives

• Flexibility

Funding/ more resources

TATs – person 1 – revealing major stress/depression/anxiety

• I'm thinking of leaving /  • I'm fed up/ so tired

I want to leave • Maybe I should look at

• I'm fed up! another job/ what else can

• I love the job & the students I do?

• Too stressed/ depressed

• Confused/ uncertain/ anxious

• Relieved to leave

TATs – person 2 revealing depression/concern/reluctance

• I thought you liked your job?  • I understand/ leave! (non What about the holidays? (Non  teacher) teacher) • I hope you stay! (teacher)

• I want to leave too (teacher)

• Are you happy? Think of yourself

• Depressed

• Concerned

• Don't want you to leave

Conclusions and Recommendations

Overall, respondents felt the recruitment of teachers in Jersey is poor due to:

Lack of incentive to live here, (especially have very high housing costs), or work in the profession

Difficult and slow TalentLink recruitment process

Lack of career opportunities

Non transferable qualifications

Focus on off island (UK), rather than on island

However, most felt that Jersey is a nice, safe and friendly place to live

The issues with teacher retention were massive with many feeling at crisis point. Perceptions included:

Feeling undervalued and disrespected

Under constant scrutiny

Excessive workload, 60 + hours per week

Lack of support

Lack of career opportunities

Worsening student behaviour

Lack of funding for even basics

Respondents felt that all of these factors impacted students learning and development

Main improvements for recruitment included more transparency, better incentives, making the process more efficient

Main improvements for retention included reducing the work load (allowing teachers to focus on teaching), providing better support, less scrutiny, more funding, flexibility on contracts, more part time/job share opportunities, better student behaviour management (exclusion and sanctions), more sixth form options, (eg Co-ed at Les Quennevais), reviewing the 14 year old selective approach

Appendix

Teacher were valued as professionals,  Behaviour in state schools given the needed training and support  was addressed and

and paid in line with other professionals teachers were supported to

do their jobs

Investment in education allowing flexible modern working practices with less contact time.

Poor behaviour was effectively

tackled and staff facing  There was island wide continuity constant physical/ verbal abuse  and people in the job felt valued were supported in the workplace. Investment is

needed

There was flexibility and incentives  There was a genuine appreciation of the through making more non-contact  profession and the issues we face along time available and increase  with significant investment to help support, resources develop and nurture all staff within

education

Funding was improved and  

More funding and more  teacher's workload was reduced  

respect for such a noble  by employing civil service support  

profession staff to deal with pastoral/  Improved funding to support inclusion, safeguarding issues and admin more supply teachers to allow teachers

to have their weakly non-contact time, Less bureaucracy, be trusted we work hard and want the best for our

More time to do job, salaries/  students, improved packages to support incentives, promotion  high costs of living in Jersey

opportunities, funding to support

students (reduce teacher

workload)

Better models for SEN funding and Time. If there were simply more  funding model in general, More

Funding were increased to pay  teachers to complete the same  progressive view for part-time

better salaries and reduce contract  workload. Lower contract time to allow  parents, More attractive pay

time. Provide adequate support  the huge admin workload to fit in the  packages and incentives for long structures and staff to reduce  day. Better pay to motivate people to  standing members of staff, Reduced

workload allowing teachers to  join and stay. workload for unnecessary admin concentrate on teaching tasks

Reduce workload, pay increases on a regular basis, valued by politicians (we were crucified by politicians over strikes). Respect needed from parents and children

Paid according to qualifications and allow teachers to teach by removing excessive accountability

The workload (paperwork specifically) was reduced then life would be much easier and we can get on and teach!

Trust teachers, support teachers, pay for extra time clubs/trips/meetings

There was a concentrated effort to reduce work load

Teachers were valued and listened to more whilst making the job role more attractive with reduced barriers for entry

If they improved the workload and pay. More teachers would stay and perform better with improved mental health.

You accepted qualification equivalent to PGCE and you stopped KPIs, assessing, changing the curriculum and let teachers teach and care as they have trained to do

If department helped us say with mental health issues, finance, support in furthering our own qualifications

If were more straightforward for "keen" prospective teachers to break into the profession

Think about higher education too, the sector is underregulated, unfunded + does not remotely meet UK benchmarks for salary, pension, job security... You can grow your teachers if you support local higher education too. Do Jersey skills audit!

Staff were treated as professionals and given support in order to stay

Teachers were given more time (ie taught less/ smaller timetable). The job changed. China teaches 50% of JA TT

Teacher retention/ recruitment here in Jersey would be so much better if there was support, investment and care about teachers welfare, seeing is believing. We need to listen and work together. please.

If workload was understood +

managed. SLT understood their

If morthe procee honest ss of andre cruitransparent. tment woulIf the d be  staff + needs, like we are told to  You would offer more info leaders in the Education Department  know and cater for our student's  about costs/ expectations

would support the immigrants degrees/  needs. Staff are valued for what  about what it means to live in master degrees/ do the equivalent of  they do. Reduce admin + data  Jersey

immigrants degrees Education was resourced,  input.

workloads were more

equitable, terms and

conditions were conclusive to a

research culture + professional

development

If there were more teachers to  Look at big picture and there is

teach the classes so management  a clear line of progression for all  If... proportionate salary vs inflation could manage + lead. There was  (primary/ secondary/ tertiary)  was offered! QTLS status has been

more trust, people felt valued, and  Equal pay for equal work recognised in Jersey!

safe in lessons. The correct people

were leading, both education and

the schools.

1st Floor, 17 The Esplanade St Helier, Jersey

JE2 3QA

Tel: + (0) 153 859300 www.insight.info