Increasing and retaining minority ethnic teachers: action guide for local authorities

3. How will this work – Guidance for local authorities

We would hope that this guidance can help local authorities carry out the actions stated in the grids and thus meet Recommendation 14. It is recognised that local authorities will have addressed some of the actions and that further development can enhance the stated outcomes. Local authorities’ work with other partners, such as third sector organisations, may also yield evidence of emerging practice. As stated, in carrying out a review and progressing the actions it is important that the lived experiences of minority ethnic teachers are considered in that process. Examples of such lived experiences can be found in Appendix 1, which contains an extract of the 'BME survey' carried out by the City of Edinburgh Council.

It is anticipated that the actions taken would be embedded within current systems and be normal practice. It is not necessarily expected that local authorities progress all of the actions at once, but the guide will allow them to plan strategically and effectively actions that will make a difference in their setting. There will be different starting points, different levels of confidence and different approaches. Change will take time and the impact may not be immediately apparent. It is hoped that any improvements, changes or modifications can be applied across the organisation and will not be seen to be exclusive to education. Furthermore, this work should link in successfully with the local authorities’ public sector reporting duties in relation to mainstreaming equalities.

Note: The guide makes reference to positive action measures, local authorities should get independent legal advice to confirm that the actions they take comply with the relevant provisions of the Equality Act 2010.

Career pathways

There are various pathways that a person can take to become a teacher in Scotland. After completing Initial Teacher Education (ITE), they may join the Teacher Induction Scheme or alternatively follow the Flexible Route. Teachers who have qualified outside Scotland can also apply for registration with the General Teaching Council for Scotland. At each stage of the teacher journey, research has shown that the success rate for a person from a minority ethnic community is less than it is for their white counterparts. This is referred to and discussed in greater detail in the ‘The National Anti-Racism Framework for Initial Teacher Education’.

What has been evidenced is that at every stage of recruitment, retention and progression there are minority ethnic teachers leaving the education profession – and that this is due to a range of reasons.

The action grids for recruitment, retention and progression are outlined from pages 6 – 13. The grids are produced in response to minority ethnic teachers’ lived experience and comments about what action is required as illustrated in Appendix 1. Equally, many local authorities have also asked for guidance and advice to ensure that the policies and procedures that they develop are anti-racist. As such, this guide hopes to assist local authorities to be confident, courageous and creative in delivering the outcomes.