The College of Teaching is really going to start taking shape now and I am hoping that one of the things they will consider will be a sabbatical year as a way to prevent teacher burn-out.
I was a teacher for over ten years and I took a sabbatical year once in my penultimate year of teaching. The decade in which I taught was filled with probably familiar personal milestones for many teachers today. I was at the peak of juggling the demands of my professional life and the responsibilities and developments of my personal life. I completed my PGCE, taught for 4 years and then graduated from my M.ed, which had involved action research and lots of late nights reading voraciously and writing, on top of my full time teaching timetable. Shortly afterwards I was married and a year later had our first child. In Israel, where I taught, it is accepted practice that a mother returns to work after 12 weeks of statutory maternity pay. By the time I was mother of two a couple of years later, I was working full time, supplementing my salary with tutoring dyslexic students and exhausted from sleepless nights which are part and parcel of having small children. Adding together the long working hours and the cycles of lesson preparation and marking that happens out of school – you may not know this, but the weekend in Israel consists of Saturday as school runs Sunday to Friday – I was wondering how long I can sustain this intense lifestyle. My sabbatical year was a godsend.
How does a sabbatical year work?
The sabbatical year is part of an expectation of ongoing professional development for teachers and has been going for a long time in Israel. In 1962, the government approved the sabbatical year for all teachers as a way to prevent burn out and retain teachers within the profession. It was also seen as a good idea to strengthen teachers’ professional identity by encouraging them to take time out to study, recharge and reconnect with their profession.
There is an expectation that teachers will undertake CPD activities outside of their school hours throughout the normal working year to help strengthen their subject knowledge and also to support them to hone and develop their teaching methodology. I would usually do at least one evening class a week at one of the teacher training centres. An Israeli teacher’s pay is determined by their level of education and so each course helps you accrue “points”. These points, the different leadership roles you might take on and the number of years you have taught then inform your salary rate. The direct result being, the more you learn as a professional and the better you are able to use that back at school, the more valuable you become. Cynics would say that teachers could just attend courses to bolster their salary, but you have to pass the courses you attend and they are usually very interactive. So unless you sit there with earplugs in chanting nah nah nah nah, you will learn and your learning should inform and improve your teaching.
The sabbatical year gives you time to step off the hamster wheel of teaching and invest some time into a dedicated time for study and reflection.
How is it funded?
During the sabbatical year, a teacher is paid about 66% of their salary which they draw from a fund to which they have contributed 4% of their salary over the previous 6 years. The education department match-funds this. Of course, if you don’t want to take the sabbatical year, you can just defer it to another year or you can even take the money and continue working so you can also view it as a savings scheme. You can read more about this here
How can a teacher afford a pay cut?
You are able to teach on a part-time basis while on sabbatical. I took the opportunity to support a struggling English department at another school one day a week and it was a great insight into how another school operated. It also gave me quite a lot of professional confidence that I could deploy some good practice in another school and contribute to the improvement of their department overall. This in turn boosted my professional network and reputation. And of course, it helped supplement my income a little.
What can you study on sabbatical year?
To qualify for the sabbatical funding, you need to study at least 15 hours a week. We were offered a vast choice of courses and were encouraged to find courses ourselves too. We were required to think of three broad categories of courses: something that builds on my current professional interest, something that broadens my horizons and something for my physical and mental well-being. Gym membership or Tai Chi classes for example, were a completely acceptable way to spend a couple of hours a week.
What did I do?
Aside from working one day a week at another school and continuing to give some private lessons in the evening, I decided to take a two-term diploma in conflict resolution, knowing it could be helpful as a tool in the classroom or beyond. I also took a 12-week course in graphic design, imagining myself perhaps writing my own materials in a more professional way or even illustrating that children’s book I had often thought about. And as a wild card, I did a year’s qualification as a Doula (or birth coach). This was a golden opportunity to explore a possible career fall-back plan if teaching ever got too much. Oh, and I clocked in and out of the gym at least once a week, doing yoga, Pilates and other classes, finally taking care of that niggling lower back ache that had been bothering me for years.
I passed all of my courses and had the incredible experience of supporting 5 couples through their births as part of my Doula course. I was able to charge my clients the going rate and therefore recoup some of what I spent on the course (as only the official education department courses are funded or subsidised). I am still planning to do a refresher and become registered as a Doula as my next career move when I am in my dotage and it was an amazing experience which perhaps I will write about more fully one day.
How can the government afford it?
I couldn’t find anything online about how the government affords the scheme but I can only assume that matched against the cost of high attrition rates of teachers and the fact that this scheme has been going since the 1960s, one can only assume that it must pay off. I did find the results of a research piece which says that findings indicate that a sabbatical in conjunction with a professional training programme had great impact on strengthening the teachers’ professional image, and reducing their feelings of job burnout and intentions to leave their workplace or profession
What did it do for me professionally?
Having a year to do something different, to recharge, and learn new things is definitely empowering. The fact that it is encouraged and is not seen as a sign of weakness or that your enthusiasm for the profession is waning to take a year out, is a great thing. Being able to spend time in another school, as I said earlier, was also a great experience. Just stepping off the great hamster wheel of school life was so refreshing.
I recommend a sabbatical year for teachers in this country but…
…this is on several conditions:
- I think it is important that this is a whole year and not a one month or six week offer as was trialled in England in 2001 and as is available in places like New Zealand. You can read the English DfES (as it was called then) report here
- It shouldn’t be made into the usual highly-monitored surveillance and hoop-jumping exercise that is so often the case in this country. If we want to professionalise the profession, then trusting the professionals is a first big step. If you give people the space they will usually make good use of it
- It should be simple to administer and not a bureaucratic and expensive nightmare. Teachers should be automatically enrolled and if at the end of the 6th year they decide to take the money and run, so be it. This is the only point at which they should be able to opt out
- The sabbatical should be the grand festive climax of an ongoing expectation that teachers should be given space and adequate time for continuing professional development that is high quality and impactful as far as the teachers themselves are concerned. Short courses and INSETs are notorious for being often centred on fad topics and not adequate in length or quality to have a lasting impact on the teacher or the school
- It would be great if as part of the salary-supplementing ideas teachers were paid to undertake research, supply teaching or other interesting and much-needed activities to support the profession as a whole
- There should be a limit on the amount of paid work you can undertake during a sabbatical year and a minimum expectation regarding professional development hours per week so that you don’t just work yourself into the ground when you are meant to be recharging
I would love to hear other people’s ideas of how to make this work and I wonder to what extent it is on the agenda at all with the College of Teaching, the DfE or fellow people of the teaching profession in general.