Glasgow City Council’s primary school recruitment plans have sparked controversy and criticism, leaving probationary teachers uncertain about their future job prospects. The council recently informed these teachers that there are no immediate plans to offer them permanent positions, instead suggesting that they join the supply list for potential opportunities in additional support for learning (ASL) and Gaelic-medium education (GME).
During an online meeting held on February 6, probationary teachers were presented with a slide stating that there is “no planned recruitment, at this time” for the primary sector in Glasgow City Council. While some openings may arise in ASL and GME, teachers were informed of a ten-day window to apply for the supply list, with the guarantee of an interview for the Primary Supply Register.
However, subsequent communication from the council revised this initial stance, indicating that an application form and Headteacher Report would suffice to join the supply list. In addition, teachers were directed to a support and counseling service for further assistance.
The uncertainty surrounding permanent employment for new teachers after their probation period is not unique to Glasgow, with just 13% of new primary teachers in Scotland securing permanent positions in the 2023/24 academic year. This trend has raised concerns about the prevalence of supply work, which offers no guaranteed hours akin to zero-hour contracts.
Teachers Speak Out
In light of these developments, anonymous testimonies from affected teachers shed light on the emotional toll and disillusionment caused by the council’s recruitment policies. One teacher expressed feeling misled about the prospects of securing a permanent teaching position, highlighting low morale among probationers in the city. Another individual, who transitioned from a different career for stability, criticized the council for framing supply work as a “privilege.”
The sentiment among teachers is echoed by Scottish Teachers for Permanence, an advocacy group campaigning for secure working conditions in education. They denounce Glasgow City Council’s approach as “disgraceful,” emphasizing the detrimental impact on new teachers and the broader education system. The group highlights the stark decline in permanent job placements for probationers, calling attention to the challenges of accumulating experience through sporadic supply work.
EIS Response and Government Initiatives
Amidst mounting concerns, EIS General Secretary Andrea Bradley has expressed deep apprehension over the employment prospects for probationers and newly qualified teachers across Scotland. The prevalence of insecure, short-term contracts undermines teacher well-being and educational quality, prompting calls for fair treatment and support from employers.
In response to queries about the situation in Glasgow, a spokesperson for the Scottish Government emphasized the role of local authorities in teacher recruitment and deployment. The government is providing increased funding to maximize teaching posts and restore teacher numbers, aiming to address specific recruitment challenges in education. While acknowledging a stable percentage of teachers in permanent positions, the government stresses the availability of job vacancies across Scotland.
Glasgow City Council has refuted claims that no probationers will be employed next year, citing ongoing efforts to support and guide teachers through the transition to potential recruitment opportunities. The council’s commitment to probationers includes facilitating applications for the supply register and providing essential advice and support for career advancement.
In conclusion, the uncertainty surrounding primary school recruitment in Glasgow has underscored broader issues facing new teachers in Scotland. The delicate balance between securing permanent positions and navigating the challenges of supply work calls for a comprehensive approach to support and retain talented educators in the profession. As stakeholders continue to engage in dialogue and advocacy, the future of teaching in Scotland remains a critical focal point for sustainable educational progress.
