Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities

Abstract

This paper explores issues of headteacher recruitment, retention, and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from 30 semi-structured interviews conducted with headteachers, deputy and assistant Heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that headteachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The paper concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales.

‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales

“…It has recently been argued that the history of Welsh education since devolution in 1999 can be characterised by three distinct policy ‘movements’ (Egan, ; Davies et al , ; Connolly et al , ), each of which have taken specific positions on the linked issues of agency, assessment and accountability. Davies et al .…”

“…() provide an overview of these three movements, noting that the early years of the National Assembly for Wales witnessed an ‘experimental’ approach in the newly created policy ‘laboratory’ of Welsh devolution (Reynolds, ; Moon, ); this period being marked by a loosening of external accountability, with the abolishment of SATs and school league tables (Davies et al , ; Connolly et al , ). Power () further suggests that the Welsh approach since devolution has been based on a ‘high trust’ rather than ‘mistrust’ approach to the teaching profession (Davies et al , ). Yet, from 2010 onwards a second phase of policymaking was initiated: poor PISA results in 2009 prompted a reappraisal, by the then Minister for Education Leighton Andrews, of the approach taken during the first decade of devolution.…”

“…Yet, from 2010 onwards a second phase of policymaking was initiated: poor PISA results in 2009 prompted a reappraisal, by the then Minister for Education Leighton Andrews, of the approach taken during the first decade of devolution. In his much‐cited speech of February 2011, Andrews described education in Wales as a ‘complacent system’ and signalled a ‘new approach to accountability’ (Andrews, ; Davies et al , ). Davies et al .…”

“…Davies et al . (2018) have argued that this period leveraged greater external accountability and challenge into the Welsh system, citing key developments such as the introduction of national testing for 7 to 11‐year old pupils, the consolidation and increased centralisation of school improvement services, and the introduction of performance‐related ‘banding’ (subsequently ‘categorisation’) of schools from 2011 onwards.…”

“…Since 2016, the third policy ‘movement’ identified by Davies et al . () and Egan () has signalled a shift back towards ‘trust’ (Power, ), and a proposed relaxation of some of these measures of external accountability (National Assembly for Wales, ). There has also been a commitment that assessment policies and practices should be ‘uncoupled’ from high‐stakes accountability and external monitoring (Welsh Government, , pp.…”