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Supply teaching in Scotland: some insights from research Ian Menter RITeS Management and Advisory Group 27 January 2008 Outline Introduction: What are the issues? Findings from research in Scotland 2003 Findings from research in England 2005 What has changed in Scotland since 2003? Conclusions What are the issues? Lack of permanent posts Supply teaching as a means of ‘getting in’ But it is temporary and may be uncertain May not count towards induction Conditions of work may vary Some teachers prefer it for lifestyle reasons and/or because they can choose where and when to work Some enjoy the variety and challenge Findings from research in Scotland Scottish Executive Education Department commissioned a team led from the University of Paisley to undertake a study in 2002 (Menter, Holligan, Hutchings, Seagraves, Dalgety) Reported in January 2004 Publication available at .uk/insight/ Insight 12: The Management of Supply Cover in the Teaching Profession Methodology Education authorities: questionnaires (n=32); interviews (17, n=22) Schools: questionnaires (n=431); interviews with school managers (20) Supply teachers: questionnaires (n=699); 3 panels met twice each; telephone interviews (n=20) Findings Problems of definition: daily-paid; permanent; short-term; long-term Differing employment practices in different authorities: who hires supply teachers? Supply lists and their maintenance; employment rights Who are supply teachers?: beginning teachers; returners; ending teachers. 40 per cent pre-booked; 60 per cent short notice Findings: the experiences of supply teachers Positive: Workload is less. Supply teaching is more rewarding as I work regularly in the same school. I know pupils well and they know me. I have gained a great deal of experience in a variety of subjects. Well paid. Undemanding compared to a permanent post. Choice – go to a school you like, or choice not to return if you don’t. Freedom – time to yourself if you don’t wan