Green, Michael (2018) Reducing Workload: Supporting Teachers in the Early Stages of Their Career. Other. Department for Education Crown Copyright.

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Abstract

Excessive workload is the most commonly cited driver for teachers leaving the profession and 33% of teachers leave the profession within the first five years. The Teacher Workload Survey 2016 identified that teachers with less than six years’ experience have higher workload than more experienced colleagues. School leaders, induction tutors, mentors, appropriate bodies and teachers themselves can use this advice to help remove the burdens that might be associated with the first five years of a teacher’s career. This should build from the support and advice early career teachers have received from their ITE provider during their training period, statutory induction, wider advice in the workload reduction toolkit and the three independent workload reports on marking, planning and data management. This guidance has been developed by the sector and will continue to evolve as further evidence, case studies and advice becomes available, including the outcomes from the strengthening QTS consultation.

Item Type:	Monograph (Other)
Additional Information:	© Crown copyright 2018. This publication (not including logos) is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. These terms are compatible with the Creative Commons Attribution License 4.0 and the Open Data Commons Attribution License, both of which license copyright and database rights. This means that when the Information is adapted and licensed under either of those licences, you automatically satisfy the conditions of the OGL when you comply with the other licence. The OGLv3.0 is Open Definition compliant.
Uncontrolled Keywords:	workload
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	06 Oct 2021 15:54
URI:	http://gala.gre.ac.uk/id/eprint/21231

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