Teach First – a Failed Programme?

By Minsky Moment

Over the last few years, even as the US has become increasingly disillusioned with Teach for America, Britain has fallen in love with its Teach First programme. I’m not so sure this has been a good thing.

The idea behind Teach First is to narrow the socio-inequality gap in the British education system by raising the aspirations, and in turn attainment, of students from lower socio-economic backgrounds. It tries to achieve this by placing the best graduates in to the most challenging schools – the aim, here, is that smarter teachers will better motivate their students.

No one really disputes that an education gap divides rich and poor. And the most careful research finds a pervasive knock-on effect on social mobility. A 2006 OECD report found that Britain was the worst of its member states when it came to social mobility. But even though inequality is a clear and present problem, it hardly follows that Teach First is an effective solution. In fact the rationale behind Teach First is based on premises that are at worst disproven, and at best inconclusive. They come down to the following:

  1. The top graduates make the best teachers
  2. It is a bad thing that too few new graduates from other teaching programmes enter the toughest schools
  3. Six weeks is enough time to train teachers for tough environments

That notwithstanding, the vision and aim of the programme is commendable. But little has been asked about how much closer it is to achieving its aims, 12 years since its inception. So this post is devoted to debunking the premises behind Teach First, and then looking at some ways of reform.

The top graduates make the best teachers

Not only are over 80% of Teach First teachers from Russell Group institutions, but it has also become the largest graduate recruiter from Oxbridge in recent years. Many other employers with similar recruitment patterns are labeled as elitist – these statistics are morbidly ironic considering the cohort that Teach First claims to be serving are those most likely to be excluded from the top universities.

In a blog post Laura McInerney, a Teach First alumnus who is currently studying for her PhD, claims this elitism is a myth:

‘Academically you do need to be decent: a 2:1 or above (from any university). But on its own, that’s not enough. There are also 8 competencies that are tested over the full-day assessment centre all participants go through.’[1]

But then why are the students from a small minority of the best universities in the UK overwhelmingly more likely to have these competencies? Is it therefore unfair to argue that Teach First is singling out the best graduates? Hardly. We can put the statistics in the context of Teach First’s (somewhat boastful) evidence to parliament in 2012. It’s pretty clear that Teach First has an obsession with the top graduates, ignoring other competencies when describing the background of their teachers. Their submission reads:

‘Teach First has succeeded in making teaching a profession of choice for top graduates, recruiting from 149 universities including top selective institutions. For example, in 2010, 282 applications were received from Oxford graduates—almost 10% of the graduating class.’[2]

Of course if the best graduates necessarily made the best teachers, this would be fine. But the reality is blurred in the statistical vacuum of the word, “inconclusive.” Papers analysing this topic have found little to no correlation between academic attainment and teacher quality, apart from (possibly) in mathematics.

So the top achieving graduates from Russell Group Institutions are apparently coincidentally more likely to meet Teach First’s required attributes, even though they don’t necessarily make the best teachers. So who, then, do make the best teachers?

Too few new graduates from other teaching programmes enter the toughest schools

Before Teach First, purportedly only 1 in 10 graduates of teaching programmes chose to work in the toughest schools. This statistic was first published in a paper, by the now defunct Training and Development Agency for Schools (TDA) in 2010. Since then, it has been used as a battle cry for Teach First and its supporters. Teach First, by sending graduates in to the poorest schools, aims to rectify this problem.

Imagine a recent graduate from a medical school who wished one day to be a surgeon, being told to perform open heart surgery on their first day. Regardless of what interesting experiences the graduate gains, regardless of their ability to see things differently to someone who has been performing surgeries for twenty years, it is the patient that is the biggest loser in this procedure.

Or perhaps someone begins work at Sea World, and their immediate responsibilities are looking after the killer whales and great white sharks. Of course, there would be regular supervisions, a six-week crash course and a buddy to lean on when you’re not strong, in order to be your friend and help you carry on.

You get the point.

The students that Teach First often unleashes its graduates upon often come from challenging backgrounds beyond only socio-economic concerns. To assume that a recent graduate, that is often only three years older, will be adequately able to take on the sometimes-necessary roles of mentor, disciplinarian or translator is not sound logic. It places unreasonable pressure in the short term on people who otherwise could make excellent teachers in the long term.

Wouldn’t it however be wiser to get more experienced teachers with a proven and successful record in to these schools? As it turns out it would, according to practically every major study out there. The best example of this is the Talent Transfer Initiative (TTI) in America, which pays top quintile teachers to move to schools in low income areas for a period of two years. Over 90% of teachers completed the two-year programme, whilst 60% stayed beyond the end of the programme.[3] The results saw an average of between 4-10% increases in attainment in all subject areas – which is staggeringly good compared with most US education pilot studies. And Slate’s Dana Milbank has perhaps the most interesting bit:

‘These transfer teachers were far from the Teach for America archetype of a young, transient Ivy League grad. Their average age was 42, and they had an average of 12 years of experience in the classroom. They were also more likely than control group teachers to be African-American, to be homeowners, and to hold a master’s degree. In short, they were stable adults with deep ties to the cities in which they worked.’

Sounds relevant at all? Sadly, whilst the results have been promising and the report caused a stir, less than 10% of possible applicants took up the opportunity to participate in TTP.

The challenge shouldn’t be getting the best graduates in to the toughest schools in a sort of finding-yourself-on-ones-gap-yah zeal, but rather getting the best teachers in to the toughest schools – and this often means recruiting experience.

So given that teachers get better with time, how is the Teach First faring at retaining its staff?

Does Teach First retain its staff?

It’s important to first be clear on why this is an important battleground. Teachers who stay in schools for prolonged periods often achieve better results for disadvantaged students; as they tailor their pedagogic techniques to suit the needs of the class and there is less disruption in the child’s learning.

People often underestimate Teach First here; a high number of TF-ers not only qualify, but also stay on. In certain areas, these numbers match and even surpass the PGCE programme.[4]

We now know Teach First trainees (like all trainees) aren’t the best teachers, they merely have the potential to be so one day. With this in mind, there are two knock on effects of people dropping out early on any teaching programme. Firstly, it weeds out the ineffective teachers who were never suited for the job in any way. The extent of this, however, is impossible to gauge. Secondly, some teachers who had the potential to be effective are lost. The problem that applies to all dropouts is that we will never know which one they were.

So even if Teach First did have higher drop out rates, it could potentially and perhaps reasonably argue that its monitoring systems are better at weeding out the teachers who will never make the grade with greater effect than government schemes. To understand this though you would need to have a look at the reasons for Teach First-ers leaving. The results aren’t pretty:

TeachFirst

The little table above shows that Teach First are five times as likely to leave teaching in the first five years due to reasons of “burn out” than their counterparts on other programmes.[5]

Teach First supporters argue that this is because of the nature of the schools that they have worked. Whilst this is probably fair, the significant differences in burnout could be decreased if TF weren’t focused at these schools. One former TF-er puts it more succinctly:

‘Teach First ‘ambassadors’ talk proudly about the difficulties they had to start with – the high workload, the lack of sleep, hostility from colleagues, daily mistakes – and how they fought through these and lived to teach another day.’

The issue of “burnout” is especially worrying when one takes in to account that rates of suicide and depression, amongst teachers, have been increasing at an alarming speed in recent years. The problem with such patterns is not only that people who could otherwise have made good teachers leave, but also, and most importantly, that the students lose out.

Furthermore, whilst Teach First (nigh on) matches its counterparts after the first two years, the long-term projections for teacher retention is far more worrying.

TeachFirst

I am not going to delve too far in to the above as it speaks for itself. What I will say, is that considering the cost of persistently replacing teachers, the damage this can cause to a child’s education, and the fact that teachers often reach their peak after five years this is a statistic that poses serious questions not only about the sustainability of Teach First but also the allocation of government funds.

Where do we go from here?

It seems fairly clear, then, that for all its noble purpose Teach First has some severe structural flaws. In this light I wanted to outline a few specific areas for reform.

1.     Teach First should become a programme that trains teachers on the job by easing them in to the teaching profession, as opposed to putting them in the toughest situations.

2.     Teach First places too much emphasis on the impact of teachers within our education system. This has coincided with an increased emphasis from the DFE in the past two governments. Thus Teach First should be more careful of its language when talking about the impact of teaching. For instance, the 2010 Schools White Paper, while emphasising the importance of parents holding schools to account, does not once mention the input that parents can have in to a child’s attainment. Several studies have shown that increased parental engagement from an early age can drastically improve attainment. According to parents, the two biggest barriers to their participation are information and confidence, the latter being based around an inability to help a child as they get older and are set more challenging work. Wealthier parents circumnavigate this issue by hiring tutors. Clearly, then, there are other important factors that feed in to social-inequality besides teacher quality. Emphasising teaching to the exclusion of other areas, diminishes the responsibility but not the negative impact of other key actors.

3.     Teach First needs to either admit that it specifically targets the best graduates or address why Russell Group students are overwhelmingly more likely to meet their criteria. And what if it becomes clear that TF specifically targets the best graduates, even though there is a significant body of evidence showing little to no correlation between high performing graduates and outcomes for students? Then the government would have to justify giving over £70 million to a pointlessly elitist body.

4.     Personally, I am concerned by costs that go in to training each Teach First teacher that we know about and the lack of transparency on the hidden costs. It is disconcerting (and morally dubious) that we have some teachers who perform an equally vital role within our schools system who pay £9k fees for the pleasure of completing their government sanctioned courses, whilst on Teach First quite the opposite happens. According to government figures, if you’re a teacher on the PGCE programme teaching English, History, Biology, Geography, Music, and Design and Technology with a 2:i the amount they invest per teacher is around £12,000 pounds. If you’re on Teach First however, the cost to the government is £23,277 per trainee. There are many questions this raises:

  • Do the government actively value Teach First’s training programme more than they do their own?
  • Are these costs sustainable in the long term?
  • What does this say about how the government is currently managing its dialogue on an increase in teachers’ wages?
  • Considering the government’s own bursary system for PGCE is already linked to university grades in order to attract the top graduates, and we have ascertained that TF-ers aren’t necessarily the best people for these schools, what problem is Teach First actually solving?
  • Imagine a world where the government cuts funding to Teach First to zero and reinvests the money elsewhere…. If the PGCE were needs blind but rather gave out places on the basis of meeting Teach First’s competencies, would the “top graduates” still be interested?

5.     Lastly, (and most importantly of course) The Wilberforce Society should do a feasibility study of the TTI programme implemented in Britain, asking whether the government’s money would be better invested there.

The challenge for these schools (as with all) is: how can we give our students the best possible education? Considering all of the above, would it not be better for children from difficult backgrounds to find themselves taught by more experienced teachers, rather than recent graduates? If you agree with this basic premise, then Teach First isn’t the answer to the problem of social inequality in education.


[1] These special attributes that are four times as likely to be found in the Russell Group are; Interaction, Knowledge Resilience, Self Evaluation, Planning & Organising, Humility, Respect & Empathy, Leadership Problem Solving.

[2] In any case the claim of “recruiting from 149 universities,” is very misleading. There is no specific year. There is no country bias. But we do know that 80% of their entrants are Russell Group graduates.

[3] A retention rate that is far higher than Teach for America.

[4] Though let’s not get too happy clappy. Many people on the PGCE programme are funding themselves and these dropout rates are not too dissimilar to other Masters programmes where funding is often an issue. TF-ers, with the help of gov funding, do not have the same problem to contend with.

[5] We also know that those in leadership roles with less than five years experience in schools are also significantly more likely to leave due to burnout than those who had had more experience. Clearly, though, this is only important if you hold the unproven belief that TF-ers are often fast-tracked in to management roles.

Advertisements

11 thoughts on “Teach First – a Failed Programme?

  1. It is great to see you engaging with the issues of TeachFirst and thanks for the link and mention of the blog. Unfortunately, you appear to have fallen prey to some of the myths laid out in that very blog (and a few others). To be clear….

    1. After quoting my blog you ask: “But then why are the students from a small minority of the best universities in the UK overwhelmingly more likely to have these competencies” < They're not. TeachFirst doesn't require you to be from any university. In my own cohort of under 200 people came from more than 30 universities. This year's cohort includes people from 102 different universities. (http://www.gradcracker.com/blog/01031/teach-first-2013-cohort-profile/). So the idea that a small minority are likely to have these competencies is not a belief that TeachFirst, nor I, hold.

    2. The blog then points out that the correlation between the brightest and teaching ability is quite low. I'll take that research, it seems sound. So why take people with a 2:1 or above only? I mentioned this in the blog. The programme is pretty demanding – not only do you have a full teaching timetable but there are also masters-level assignments, skills test, the creation of a portfolio, and the difficult task of grasping all the content in a syllabus and learning the pedagogy of transferring it. The cognitive load that this entails is huge. People who have got 2:1s have got a reasonable standpoint by which we can say, when they were faced with a cognitive load and multiple demands, were able to cut the mustard at a level that the organisation feels comfortable with. Does it mean that every person with a 2:2 would be incapable? Absolutely not. But the organisation needs to have a level of assurance of capacity to deal with this situation, and 2:1 is where they put the *minimum* marker. Does it mean that every person with a 2:1 *can* deal with this situation? No. That's why there are all the other elements of the assessment centre. As I say in the blog, it's not that TeachFirst *only* wants smart people, they want people who are smart *and* have the other skills related to becoming a good teacher.

    3. You make the point that the job is serious, and has consequences for the students being taught. You then make the statement: "will be adequately able to take on the sometimes-necessary roles of mentor, disciplinarian or translator is not sound logic" < Except, there's no assumption. There is a rigorous, annually-honed assessment process by which we look to see if people can take on these roles. And being honest, *no one* is born able to do these. Not even if you're 50 and you've worked with young people all your life are you going to pop into those roles without thought. But, there is no assumption. There is (a) careful selection, and (b) careful training.

    4. I agree the TTI is a great scheme. As you point out though, convincing people to do it is not easy. As I remember it there was an enormous amount of time and effort put into finding the TTI members and even then the numbers who agreed to do it were small. Would it be a good idea for England to try the same thing? Sure. Would it solve the issue of lack of teacher supply in challenging schools? Nope.

    5. The burnout table is incredibly dated. It includes figures only for the first cohort, recruited in 2003. They had a programme unrecognisable from the one offered today. Furthermore, there were 150 of them. There are ten times that many now in one cohort. So the 2003 crowd are both unrepresentative and a tiny, tiny sample. (And that's before we get into the problem of comparing TeachFirsts from the beginning of their training, but only counting other teachers from their first fully qualified day).

    6. As to the question of why the Russell Group are over-represented in TF's ranks, the question is answered in Brett Wigdortz, TeachFirst's CEO's book about starting the charity. It has limited funds. It didn't put much of it toward marketing. It had to focus on where the greatest gains were to be made. Twelve years ago few from Oxbridge, and a small number from Russell Groups went into teaching (though the variation across that group is quite wide). By focusing on those places TF wasn't stepping on the toes of natural providers and could access the greatest untapped potential – those who hadn't thought about being teachers, yet would eventually find they were great at it. As TF has expanded its recruitment has expanded and that's how we are at 102 universities represented in the 2013 cohort.

    No doubt this doesn't allay all concerns.It is true TF is somewhat more expensive, and we can debate if it is worth it or not. Likewise, I understand that you may not like the idea of people with only 6 weeks' training taking on full responsibility for a class as they go through the rest of their carefully-monitored programme, and I'm happy to hear the reasons why. But it is important that certain myths about TF are not further perpetuated, and I hope I've helped to clear some (more) of those up here.

  2. Hi Miss McInerney, I think the problem is that we disagree on whether these are myths or not.

    1. I am not disputing that TF hires from a wide range of universities. You misunderstand the use of statistics in this instance. I am saying that predominantly those who seem to make it on the course and thereby must fulfil the competencies, 80% of the time find themselves coming from Russell Group universities. Yes, we can spend ages counting all the other 100 or so universities that have made in to the 20% over the years…….

    2. O.K., you missed my point again. Yes, the programme is demanding (though I am sure those on the PGCE would say the same thing, and it might be this sort of language that leads many teachers to feel hostile towards the TF programme). What I am saying is that whilst you have to have a 2:i, because it is tough as you say, you are four times as likely to get in if you come from a top university. I am not going to bother delving in to whether this is good or bad, the paper analyses it in sufficient detail.

    3. I am not sure what we are arguing on this point.

    4. In my suggestions, I did not suggest scrapping TF, I suggested redirecting it. Furthermore, the TTI programme was in its pilot phase. We will see how it works in the long term now that a comprehensive review has come out very very positively. Also ironically, you claim support for TTI which values first and foremost experience and also in point three (above) you talk about hereditary right being a non-existent factor in good teaching when working in difficult environments. I agree. So why not have those who are tried and tested?

    5. I could also quote figures from later years which are also unfavourable. Also the drop out rates post qualification are there for all to see. I am not going to get in to a long discussion about the vagaries of “staying in education,” as if those on cheaper programmes don’t also “stay in education. I mention that final point, because that is what TF uses to justify its aggressive drop-off post qualification. Considering drop-out rates are so high after five years, the government is currently paying for this scheme to keep on perpetuating itself. How odd. As those who have switched from PC to Mac will tell you, its cheap and convenient not having to buy a new laptop once a year.

    6. I have dealt with much of this above and in the blog post. Briefly, on marketing. Yes, TF may have initially have had a low grad recruitment budget. It now spends £4166 per participant on grad recruitment alone (House of Commons Education Committee, 2012).

  3. I’m too tired to respond to each of your points but I’ll throw one of my own points in here.

    Teach First has a higher percentage of men teaching compared to other routes as well as a higher percentage of BAME. I personally think it is a good thing because it provides more relatable role models for children. Do you want to ‘smackdown’ this point?

    • (“smackdown” I do not choose the wording of these things)

      Look, I am not saying that there aren’t positive aspects to Teach First, such as the one that you have just mentioned. There are even the positives that no one shouts enough about such as TF managed to get a high amount of first gen university students last year. Awesome.

      Further to this, I did not even suggest scrapping TF. What I am saying is this;

      1. TF targets the best graduates
      -It is disproven (and shady in Maths) that these get better results than their counterparts. Rather, they are very similar.
      2. The government pays a premium for this disproven emphasis
      3. If you sincerely think that TF can get the best result for these kids, then great.
      – Though it’s sort of proven that more experienced Teachers…

      (Taking in to account the attrition rate over a 7 year period, it’s quite expensive.)

      Coming back to your request for a “smackdown.” The PGCE programme is not too dissimilar from general Masters programmes in its BAME intake. I am more inclined to believe that this is due to long standing financial barriers to entry (which the current gov are doing much to tackle on PGCE). This brings me to one of the points I made about the PGCE becoming needs blind. So this is not so much a hi-5 for TF as it is a “smackdown” for the PGCE and the funding structures for post-graduate study. The same also goes for first gen graduates and their likelihood to engage in further academic study.

      Though again, I did not suggest scrapping TF. I suggested targeting it at schools in general.

  4. A further point to consider in regards to the Russell Group argument, is that in order to be eligible for TF, your degree either needs to have been in a core subject, or you need 2 A-Levels in core subjects. Many of the non-Russell Group universities have a higher percentage of more practical degree courses, and so it would make more sense for TF to target those universities in their recruitment. This is not to say they reject applicants from other universities. In fact, when screening an application, such details are not disclosed to assessors; as long as they are eligible, it really makes no difference. The reason TF set these requirements for eligibility is simply to enhance the chances of matching up participants to partner schools, as many schools make such requirements.

  5. I have worked with TF trainees as a mentor and there are undoubtedly some cracking people – but I have also worked with PGCE (and SCITT etc…) and from the samples I have worked with across a number of programmes I would not say that the TF-ers were any better but they have had more problems and do generally look more stressed that the PGCEs (or even SCITT) and some of this is with the lack of the group of colleagues they have in the HEI based settings.

    Aslo as we are so often told to look at the “cost effectiveness” of programmes there is little doubt of the cost benefit of the TF programme compared to the HEI programme esp when you build in the retention costs – if fact like with TFA it seems only the benefits to some individuals have done very well (Brett pays himself £140,000 (2012 figures)).

    Teach First is also rather paranoid – when I was working with their trainees there were confidentially and threats about speaking about the programme publicly – especially speaking about weaknesses – for example the group I was working with had 11 “Maths” teachers of which only 4 had degrees in Maths.

    They have also been allowed to manipulate their recruitment figures by over-recrutiing in some subject areas whereas HEIs are not allowed to do this – this gives them the better reputation.

  6. Applying ice to swollen areas and taking anti-inflammatory
    medications may relieve some of the pain. Our therapists will provide hands-on therapy
    to your plantar fascia and calf muscles. My mother and
    my grandmother are very calm people who seem to handle stress very well.

  7. Students thinking about embarking on Teach First need to be aware that it is a lottery where you are placed and very risky. I know a young person who is extremely unlucky – who has been placed in a primary school class – which has a no teaching assistant in a class full of children with complex needs and SEND/EAL issues, no parallel planning class, poor resources including IT issues, no other Teach – Firster to share with, a mentor who he has very little to do with and a senior management team under huge pressure to deliver improved outcomes. He is struggling and may end up having wasted 6 months of his life having joined the program in good faith, having put his trust in Teach First – it remains to be seen if Teach First take any responsibility and does the right thing. I will keep you posted. Remember students you are stuck where u are placed and if your face doesn’t fit or the school doesn’t have the capacity to support you – you have no option of being moved as is the case on other programs – with failure a reality. The program is expanding and new schools are being taken on – there are goign to be those schools that can’t recruit, do not have the capacity to support and just want you as cheap labour. All students beware!!!!!!!!

  8. There is a huge amount of support on this program across the 2 years – there is no reason why individuals should feel on their own. You just need to ask for help.

  9. My non Russell Group university has been approached by TF to encourage more graduates into applying for TF. This has meant a nifty little 7 week course with lots of supportive information regarding the application process. I am attending as I was slightly gobsmacked that a course needed a course to improve applications! I decided almost straight away that TF isn’t for me (single parent, not able to move, and not a suitable degree, although I do have a 2:1). But I am very interested in the whole pro/con TF thing. And also…it was explained at the outset that a high percentage of TFers leave teaching and go into the commercial/business world, and this is well known and accepted by TF as it is essentially all about creating LEADERS. I do think this point is missed by a lot of critics.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s