Why Teacher "Buy-In" Matters for Retention

Create communities

Colleagues undertaking an NPQ will be exposed to rich, evidence-based learning alongside best practice examples from a range of schools. Setting them up to be able to share their learning will ensure benefits accrue to the whole school community, not just this individual. Organise an in-school mentor who participants can check in with during the course of their study, so participants will be able to shape their actions in line with school priorities. Enable colleagues who are taking other NPQs, as well as those who have studied previously, time to come together to share their learning and plan for improvements together, because strong peer networks will hold each other to account for implementing what they are learning. i The evidence base colleagues engage with is shared across the Initial Teacher Education and Early Career Frameworks, so colleagues leading these might be a welcome addition to such groups. On the operational side, ensure the colleague shares all their absence requests at the start of their learning so you can plan for this, including time protected to complete their final assessment. Participants will undertake a diagnostic assessment throughout the programme – have them share with their line manager what they want to focus on during the course.

Leverage the opportunity

After every whole-day session, ensure line managers take time to check in and ask: what did you learn? How might that apply back in school? What might you, or we as a school, do differently? On the terms participants don’t have whole day sessions, this conversation could be focused on their virtual visits, masterclasses, coaching or practice clinics. By focusing their attention on whole-school priorities you can direct their energies to something strategically aligned and the whole school community can benefit. Remember to also ask what we might stop doing – especially if participants suggest a new action or project to undertake. Help participants to connect this learning with your school improvement priorities so their actions will support activity that is already underway. ii

Distribute the benefits

If you have multiple members of staff taking NPQs, organise time for them to meet and discuss their learning together and possibly co-present at these meetings – the programmes share a common language and curriculum sequencing to support participants in this sharing. Where relevant, identify areas that participants could share with a wider audience, be that at a department meeting, SLT meeting, whole-staff CPD session or with governors.

Maintaining the momentum

After the programme, ask participants to prepare an end of programme presentation to SLT of their key learning and take-aways alongside recommendations for the school or actions they have taken or will take. Ask them for their review: in what way did the course prepare you for the next stage in your career? This will help you identify who might benefit from an NPQ in the future. Finally, track any colleagues’ promotions,

within or outside your school, to determine the impact the programme has had on an individual and use this information to inform your succession planning.

We’d like to share examples with colleagues of when and how this is done well, so please send your experience of supporting participants to have impact – both what you have done, and what you have enabled the participant to do – to j.facer@niot.org.uk so we can share this learning more widely with our community.

i EEF Effective Professional Development p. 21 https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/effective-professional-development/EEF-Effective-Professional-Development-Guidance-Report.pdf?v=1740667867 ii EEF A School’s Guide to Implementation https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation p. 8