We use cookies to collect anonymous data to help us improve your site browsing experience.

Click 'Accept all cookies' to agree to all cookies that collect anonymous data. To only allow the cookies that make the site work, click 'Use essential cookies only.' Visit 'Set cookie preferences' to control specific cookies.

Set cookie preferences

Your cookie preferences have been saved. You can change your cookie settings at any time.

Publication - Advice and guidance

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

Published
2 September 2024
Directorate
Learning Directorate
Topic
Education, Equality and rights
ISBN
9781836014638

An guide for local authorities, and other employers of teachers, outlining actions that can be taken to embed antiracism within their recruitment, retention and progression policies.

View supporting documents Supporting documents

4. Action grids

4.1 Recruitment

Development Area What we want to achieve - our expected outcome What we need to do - actions that need to happen
Recruitment materials, advertising and job descriptions / criteria Local authority and school recruitment materials and job descriptions / criteria actively and positively reflect the diversity of Scotland’s teaching staff in a variety of roles. The materials are regularly reviewed. Actively review and monitor all recruitment materials and language and redesign to ensure that they are antiracist and free from bias; and that all language/ images /pictures promote an ethnically diverse and positive teaching profession.
Applications forms Applications are evaluated on an individual’s skills and experience instead of factors that could lead to unconscious racist decisions. Develop and employ and embed anonymised applications in the recruitment process by ensuring that identification details (for example name and email address) from candidates’ applications and résumés are removed.
Interview processes and questions Interview processes and questions are supportive and provide Black and Minority Ethnic (BME) candidates with equitable opportunities to be successful and gain employment. Develop and actively promote interview processes that are free from bias; and ensure interview / recruitment panels reflect the diversity of Scotland as much as possible.
Recruitment process All staff and interview / recruitment panels involved in the recruitment process are confident that unconscious/conscious assumptions are not an influencing factor. Ensure that all staff and interview /recruitment panels participate in bespoke racial literacy professional learning programmes, and this happens annually. Race Equality is embedded in the culture and ethos of the local authority.
Recruitment process All staff and interview / recruitment panels understand current legislation related to recruitment including the Equality Act 2010 and the Employment Act. Ensure that all staff and interview / recruitment panels involved in the recruitment process are knowledgeable of and understand the Equality Act 2010 (with particular focus on the protected characteristic of race).
Recruitment process All staff involved in the recruitment process ensure that BME candidates are effectively supported that enable them to do their best. There is an offer of engagement for BME candidates before/during and after the recruitment processes. This process becomes normal practice for every candidate who applies. Further support and guidance are provided for all unsuccessful applicants.
Recruitment Pathways A variety of routes exist that increase the number of BME applicants to teaching. Local authorities, through schools, develop existing routes that support BME community via a teaching qualification, such as Pupil Support Assistants and the Flexible Route. Local authorities enhance the Flexible Route experience for provisionally registered teachers who are following this path to the Standard for Full Registration.
Involvement of BME teachers Increased number of applications from BME young people or adult returners. Opportunities for serving BME teachers to be involved as role models to encourage and recruit BME young people and adult returners into the teaching profession.
Positive Action All staff and interview / recruitment panels involved in the recruitment process are knowledgeable and understand the principles of Positive Action. All staff and interview / recruitment panels involved in the recruitment process have participated in professional training that help them in understanding the Positive Action provisions in section 158 of the Equality Act 2010.
Partnership with ITE institutions Increased number of BME applicants obtaining a student teacher placement. All staff involved in the interview / recruitment process work closely with ITE institutions when allocating student teacher placements. Ensure that all staff and interview / recruitment panels participate in bespoke racial literacy professional learning programmes.
Partnership with ITE institutions Increased number of BME student teachers have a positive and appropriate placement experience. All staff involved in allocating BME student teachers to schools work closely with ITE institutions to ensure that BME student teachers have a suitable and relevant placement with an appropriate school mentor.
Partnership with BME community groups and organisations Increased number of BME applicants for a teaching career. Positive two-way links with BME community / voluntary organisations are established with systems in place to advertise teaching posts with target communities. Local authorities have collaboration projects with BME communities which actively seek to promote teaching as a career. HR systems that share the relevant vacancies with BME organisations enables them to inform and share with their members.
Partnership with Skills Development Scotland (SDS) and other organisations Increased number of BME applicants for a teaching career. Local authorities work closely with SDS and other organisations who have a role in recruiting young people into the teaching profession.
Data Increased number of BME applicants applying for a teaching post. Increased number of BME applicants obtaining a teaching post. The protected characteristics, including race, for main grade and promoted posts are robustly recorded, monitored and tracked to provide an accurate picture of success rates, in line with local authority practice.
Data All staff involved in the recruitment process are knowledgeable and aware of the 2030 target and current situation. All staff involved in the recruitment process are knowledgeable and understand the data and the findings published in ‘Teaching in a Diverse Scotland’ 2018 and 2021 reports.

4.2 Retention

Development Area What we want to achieve - our expected outcome What we need to do - actions that need to happen
Equity of support for BME teachers’ professional development BME teachers feel that they are equally supported and developed, at least as well as their white colleagues, in all aspects of their teaching and professional development. Local authorities ensure that the Senior Leadership Team mentor and equally support BME teachers by informing them about relevant professional development programmes and encouraging them to apply.
Career support and guidance for BME teachers’ professional development Additional aspects are considered when supporting BME teachers. Senior Leadership Teams develop racial literacy to understand barriers and to put supports in place for BME teachers that are specific and responsive.
Retaining BME teachers Increase in the number of BME teachers that remain in teaching profession. Local authorities and schools ensure that BME teachers are offered ongoing career support and guidance that helps in retaining BME teachers in the teaching profession.
Retaining BME teachers Increase in the number of BME teachers that remain in teaching profession. Local authorities and schools positively support BME teachers who take a career break.
Retaining BME teachers Increase in the number of BME teachers remaining in the teaching profession. Local authorities and schools rigorously track the career progression of BME teachers to understand and address any institutional barriers that exist for them. Local authorities should consider doing this in partnership with BME teachers and should not assume a deficit.
Retaining BME teachers Increase in the number of BME teachers remaining in the teaching profession. Local authorities and schools ensure that BME teachers have the opportunity to undertake professional training courses as part of their Professional Review and Development (PRD) process.
Retaining BME teachers Increase in the number of BME teachers remaining in the teaching profession. Local authorities and schools ensure that BME teachers are given responsibilities that further develop their skills. This could be through mentoring or sponsorship.
Tackling racism and being proactive BME teachers are confident in the systems and practices that tackle all forms of racism in the school. Local authorities ensure that school Senior Leadership Teams review their procedures and practices for tackling all forms of racist incidents and consult all teachers / staff for their views.
Tackling racism and being proactive BME teachers are confident in the systems and practices that tackle any form of racism across the authority. Local authorities organise and ensure that all local authority Senior Leaders participate in a racial literacy development programme. In doing so, local authorities can review policies and practice in their schools and ensure that they are culturally responsive.
Tackling racism and being proactive BME teachers are confident in the systems and practices that tackle any form of racism in the school. Senior Leadership Teams in schools ensure that all staff are trained in racial literacy as an ongoing professional learning development and the importance of an antiracist approach in all aspects of the school community.
Wellbeing of BME teachers BME teachers feel that the local authority values them and is listening and take action for change to make a difference. Local authorities actively support a BME teachers’ network which enables BME teachers to discuss their experiences, have peer support and to share personal and professional stories. Local authorities may consider building on existing networks, including through the unions.
Wellbeing of BME teachers BME teachers are confident in how the local authorities ensure the wellbeing of BME teachers. Local authorities develop arrangements for Senior Leaders in schools to attend professional development training on how to reduce, mitigate for and end experiences of racism as well as to support resultant mental health and wellbeing needs.
Data Analysis of the data provides a clear picture of the impact of the policies, procedures and interventions introduced to improve the retention of BME teachers. Local authorities and schools critically interrogate their own data and the Scottish Government Diversity in the Teaching Profession Annual Data report and develop a plan to address any resultant issues.
Data Increase in the rate of declaration of ethnicity and other protected characteristics. Local authorities further explain the purpose for everyone to declare their ethnicity, when completing application forms for a post and for promotion.

4.3 Progression

Development Area What we want to achieve - our expected outcome What we need to do - actions that need to happen
Equity of support for BME teachers in their professional development BME teachers feel that they have equal access to support and development opportunities similar to their colleagues in all aspects of their teaching and professional development. Local authorities ensure that school Senior Leadership Teams actively provide equity of support for BME teachers by proactively informing them of professional development courses that will further develop their existing skills and knowledge.
Providing personalised guidance and support for BME teachers for promotion Increase the number of BME teachers seeking promotion. Local authorities ensure that school Senior Leadership Teams support BME teachers by recognising their talent and potential and actively encourages and supports them to apply for promoted posts as they would for all teachers.
Providing personalised guidance and support for BME teachers for promotion BME teachers are confident and informed when applying for a promotion and at an interview for promotion. Local authorities ensure that school Senior Leadership Teams provide guidance and offers of access to support for BME teachers in their application for promotion and preparation for interviews
Providing personalised guidance and equity of support for BME teachers in their career progression Increase the number of BME teachers progressing their career. Local authorities through schools provide ongoing personalised career guidance and support for BME teachers to move to senior positions or other pathways.
Providing personalised advice and guidance for BME teachers in their career progression Increase the number of BME teachers developing leadership skills. Local authorities through schools provide BME teachers with opportunities to enhance their leadership and management skills by working alongside Senior Leadership Teams in schools.
Providing personalised and relevant support for BME teachers in their career progression Increase the number of BME teachers being retained and promoted Local authorities develop bespoke leadership development programmes that encourage BME teachers to participate and empower them in their career progression.
Optimising career progression for BME teachers Proactive steps are taken to reduce the ‘fallout’ rate at all career stages, including in promoted posts. Local authorities enact a ‘Sponsoring’ strategy to promote career progression, where BME teachers can have a sponsor. Approaches will include a blend of networking, spotlighting and advocacy.

Contact

Email: emma.bunting@gov.scot

Back to top