One’s fiction series “Mr. Vanneste” also teaches something about reality in the classroom. How can I deal with the shortage of teachers?
As the number of teachers in the classroom increases, it turns blue on the street and sounds as good as putting your hands on a hospital bed. However, no one wants to be issued by a police officer who does not know traffic regulations, washed by a caretaker who does not care much about hygiene, or taught by someone who has not mastered the learning content. not applicable. We are looking for solutions that not only solve quantitative problems, but also contribute to the quality of education in the long run.
It’s hard to say in a simple opinion what goes wrong with all the measures proposed in recent years. However, you can warn against three more common errors.
1. All new teachers reduce problems
The fact that the number of students continues to grow and a relatively large number of teachers are retiring is a demographic factor that increases teacher demand as expected and reduces supply. The fact that qualified teachers do not get a job in education or retire after a few years significantly exacerbates the teacher shortage. Supply may be lost and future supplies may be mortgaged. This is because it is the worst ad you can think of in this job, especially if the reason for not starting or ending early is negative and job-related.
Therefore, keeping teachers on is even more important than finding a new teacher. Knowing why they don’t start or stop early is part of that.
Preventing teachers from leaving is more important than finding a new teacher.
However, little has been done at the macro level to fill the teacher’s bucket gap. Even the most important measures taken by Minister Clebit (CD & V) (teacher platform) and Waits (N-VA) (accelerated appointment) in past and present legislatures are the two main causes of dropouts: Practice is often part-time. Given difficult and / or fragmented assignments that do not always correspond to their abilities, the initial guidance provided is limited, but these colleagues accept it well.
Collective unions primarily reflect the reading of the issue at the time and the priorities of the education provider first, allowing directors to assign temporary replacements, and then the education union accelerates appointments. , Promote trade union activities. Never patch it into that bucket.
2. Additional wage incentives
Indeed, salaries with few benefits make many interesting profiles come to mind twice before making a leap into education. At the same time, it is just those potential lateral entrants who can see the relativity of their disadvantages. Their essential motivation to teach themselves, the social aspects of their work, and the wonderful feeling they want to experience as a teacher by working with children and adolescents, are in addition to the pension benefits they can enjoy. , A better motivation than additional financial incentives.
Of course, news coverage of teacher shortages and high wages does more than reach the intended target group. These are even stronger, especially for candidates with weak profiles and external motivations. What’s more, even teachers in the office can find it very annoying for new people who have earned more years than them and do not have the same professional skills to be paid immediately at their level. Regular teacher training students are far more enrolled in the horizontal direction for the time being, so you might wonder if they would do a high-paying job first and then start as a teacher later. ..
3. The right people for the right reasons
When will you be a teacher: do you have the job or do you have a suitable diploma? In the past, almost all teachers had the right qualifications. I mentioned earlier that too many people have a diploma in education, which is also a possible problem for non-educational employment. In addition, more and more people are practicing their profession without a proper diploma. The latter is problematic for several reasons.
Teachers who are not ready to get started are, at best, people with great potential and willingness to learn. It is in the interest of everyone that they quickly acquire their professional abilities. Students, parents, and future employers are given the same quality rights as their colleagues. If newcomers to the class still can’t provide that quality, they can give up disillusionment and make the job even less attractive.
Beginner teachers are entitled to first instruction. All members of the school team can contribute to this, for example. Share materials and expertise and encourage new colleagues to further specialize and recognize and recognize their qualities and the added value of the school team. Management can strive for a viable curriculum and a highly regarded and involved school culture.
After all the virtuous circles, this is “noble”. Good supervision improves both the quality of education and everyone’s desire to follow education. It will make even more cut students dream of becoming a teacher.
Thinking mistakes are most often caused by a one-sided approach to the problem, too little consideration of diverse perspectives, and a short-term focus. Misunderstandings and ad hoc policies are inextricably linked. The opposite is necessary to carefully address the shortage of teachers. Consistency, broad co-creation, and a long-term perspective that goes beyond possible errors.