We are in the middle of a teacher retention crisis. Of the 21,400 teachers who started teaching in state schools in 2010, 30% quit within five years. There are many reasons for this, and much work is being done to try and alleviate some of the pressures teachers face, such as the government’s action plan [pdf] on reducing workload. One avenue we are exploring is the role universities could play.

More than 80 higher education institutions in the UK offer teacher education courses. In each, there are teams of experienced education experts supporting the next generation of teachers as they prepare to enter the profession. Many of these teams are made up of former teachers and individuals who have worked in education for many years. These hubs of teacher education and classroom knowledge are an excellent resource in the battle to retain teachers.

There are two important ways university teacher education teams could support those currently in the classroom. The first is in the transition phase between initial teacher training and being a newly qualified teacher (NQT). Ofsted has recently altered its framework to place more of the responsibility for transition on universities, rather than on schools. Despite the obvious extra burden this places on departments such as mine, it is a move I support.

It makes sense for universities to stay involved in the progression of teachers immediately after their graduation. We have got to know them, their strengths and areas for improvement.

We are already supporting new teachers through this transition at the University of Bedfordshire. Once a term, our dedicated NQT coordinator leads a meeting with the local teaching school and the three local authorities that employ 70% of our 200 NQTs. We discuss the development of the cohort and identify themes in the issues the NQTs are facing. Similarly, the university team regularly brings together all their mentors to hear their perspective on their mentees’ progress.

By drawing on the perspectives of the school employing the NQT, their mentor and the centre that trained them, we can identify and address these issues before they develop into broader problems and potentially lead to them leaving the profession. This process is also beneficial for the NQT mentors as it allows them to collaborate and share their ideas about the development of NQTs. Again, this helps us identify and resolve potential problems.

The second way universities can support teachers is less specific, but of equal importance. Why not make the knowledge and experience of those working in university teacher education departments accessible to teachers? And not just to those who train at the specific university, but to all teachers working in the region.

Some 76% of teachers feel their workload affects their mental health. Teachers – like employees in other professions, no doubt – tend to discuss their issues with one another. The trouble is that not all teachers feel comfortable doing this or have colleagues who they feel secure confiding in. Opening up university departments to teachers could provide an alternative sounding board. If the desire is there from both sides, this could even develop into a mentoring system like that of the NQTs.

I can’t speak for every department in the country but I know that we would – and do – welcome teachers who wish to discuss anything from workload pressures to Ofsted stress and school-specific problems. Offering teachers the opportunity to share their problems – or even just to vent – could make a significant difference in alleviating some of the pressures they feel.

Further, there is potential for universities to formalise this sounding-board role and offer continuing professional development (CPD), a large and complex issue. There has been, and continues to be, a great deal of writing and research carried out on teacher CPD and how it can be more effective. Three-quarters of younger teachers (aged 25-34) would be influenced about where to work by the availability of CPD. So the appetite is there, among the younger generation at least.

This work is already a focus for the newly formed Chartered College of Teaching. Through its regional network groups, the college is providing an opportunity for teachers to discuss individual issues, the latest research-informed pedagogy and, as demonstrated by its two conferences this year, teacher wellbeing.

University teacher education departments can complement the college’s work as it develops, in addition to offering their own support to teachers where appropriate.

Formalising the relationship between schools and universities with a view to school improvement is a sensitive issue. We know this from the mixed responses to – and outcomes from – the government’s plans for universities to sponsor academies. But this is a separate issue. Supporting individual teachers is about just that – individual teachers – not whole school governance.

The retention crisis isn’t going anywhere and it’s time we all chipped in.

Juliet Fern is associate dean and head of teacher education at the University of Bedfordshire

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