Inequity in the recruitment and retention of overseas teachers

On Sunday 29th September the Observer reported on a situation where a large UK Multi Academy Trust, (MAT), which is also a teacher training provider, recruited teachers from Jamaica but significantly delayed granting them Qualified Teacher Status (QTS). This caused the teachers to work for an extended period at a lower pay rate than their UK-trained counterparts.? One Jamaican Teacher (who wanted to remain anonymous) stated that they started working for the MAT in 2020 and they had only just achieved QTS. This is also being widely reported in the Jamaican Press.

For context, teachers recruited from the EU and the US can go through a fast-track system to gain QTS in England. Very soon after their arrival in the UK, they can expect to be paid at similar rates to their UK counterparts.? Teachers from Jamaica, India, Ghana and Nigeria with qualifications to teach maths or science are also put through a fast-track route.? Teachers of other subjects are dependent upon the employer to pursue their QTS.

For HR leaders this raises some significant equity and fairness issues. It is unclear from the article as to what steps were taken by the particular MAT to avoid these issues. The MAT in question should or could have taken the following steps:

1. Faster Pathway to QTS

• Streamlined QTS Process: They could have worked to accelerate the QTS process for the Jamaican teachers. This might involve:
• Partnering with training providers or universities to fast-track the completion of any necessary courses.
• Providing additional support, such as mentoring or funding for courses, to help teachers meet QTS requirements sooner.

2. Fair Pay for Overseas Teachers

Equal Pay During Transition: Even if, for argument's sake, the Jamaican teachers did not have QTS initially, the MAT could have ensured they were paid on par with their UK counterparts based on their experience and qualifications. The following options could have been considered:

• Creating a pay parity policy that compensates overseas-trained teachers at a qualified teacher's rate if they have comparable teaching experience.
• Offering stipends or allowances to supplement their income while they work toward QTS to avoid wage disparities.

3. Transparent Contracts and Communication

• Clear Terms and Conditions: From the outset, the MAT should have provided transparent contracts that outlined the QTS process, the expected timeline for obtaining it, and the pay scales at each stage. Teachers should have been fully aware of the pay structure and any potential delays in attaining QTS.
• Guaranteed Timeline: The MAT could have provided assurances about how long it would take to complete QTS, giving teachers a clear sense of their trajectory and avoiding uncertainty.

4. Initial Recruitment Assessments

• Assess Qualifications Before Recruitment: Prior to recruitment, the MAT should have assessed the Jamaican teachers’ qualifications to see how close they were to meeting the QTS requirements. By doing this, they could have targeted teachers who were either: already very close to qualifying for QTS or recruited them with a clear understanding of any gaps, with targeted support provided to bridge them.

5. Support for Professional Development

• Structured CPD (Continuing Professional Development): The MAT could have created a structured professional development programme for the Jamaican teachers. This could include ongoing in-school training, funded or subsidised courses to support them in gaining QTS sooner.
• Mentorship Programme: Establish a mentorship programme pairing these teachers with more experienced UK teachers to help them navigate the teaching system, curriculum differences, and QTS process.

?6. Utilising Alternative Teaching Status

• Route via ‘Assessment Only’ QTS: Overseas-trained teachers with a lot of experience may be eligible for QTS through the Assessment Only (AO) route, which is faster and less resource-intensive than other pathways. If the Jamaican teachers were experienced enough, the MAT could have supported them through this quicker route.

7. Cultural and Social Support

• Support Networks: Often, international teachers face additional barriers due to cultural differences or navigating the UK educational system. The MAT could have provided support such as:
• Networking opportunities with other overseas teachers to build a sense of community, Cultural orientation sessions to familiarise them with the UK curriculum, school systems, and classroom expectations,
• Assistance in finding suitable accommodation,
• Legal or administrative support for dealing with immigration requirements.

8. Regular Reviews and Feedback

• Performance Reviews: Conduct regular reviews of the teachers’ progress toward QTS and offer constructive feedback. This would allow the MAT to identify any areas where additional support is needed and help teachers achieve QTS more efficiently.
• Monitor Pay Equity: Regularly review pay structures to ensure that pay disparities between overseas-trained teachers and UK-trained teachers are minimised or justified by transparent criteria.

9. Ethical Recruitment Practices

• Fair and Ethical Recruitment: The MAT should ensure that recruitment is done ethically and with a commitment to equity. This includes offering competitive and fair wages to overseas teachers, ensuring that recruitment is not exploitative by providing clear and fair employment terms from the outset.

Conclusion

By addressing these areas, MATs can avoid the inequity and unfairness caused by the delayed QTS process for Jamaican teachers. Providing faster pathways to QTS, ensuring pay parity during the qualification process, offering strong support structures, and improving transparency and communication would have led to a more equitable working environment for these international recruits.

It is very important that when we put teachers in front of our children and young people, the teacher must feel valued, respected and empowered so that they deliver the best possible outcomes.

It is equally important that in a teacher shortage crisis when schools are desperate to recruit and retain staff, they do not cut corners on achieving equity in the workplace.

Please do contact me for further information on how schools can ethically attract and retain overseas teachers.