Tanya Ovenden-Hope is Provost and Professor of Education at Plymouth Marjon University. She has three decades experience as a teacher, teacher educator, senior leader and educational researcher. Her research focuses on identifying and finding solutions for inequity in education. Rowena Passy is a Senior Research Fellow at the University of Plymouth. She has a wide range of research interests that focus on understanding and improving different aspects of our children’s education.

"Ovenden-Hope and Passy draw on expertise from across the globe to provide a timely and comprehensive exploration of contextual challenges associated with isolation teacher recruitment and retention. Part 1 explores a range of perspectives on recruitment and retention of teachers in England. The authors raise critical questions about shortages and workforce supply in England. Readers will enjoy the well-crafted critiques, research informed positions, and context-specific discussions about the impact of teacher workforce supply and shortages in England. Part Two of the book expands the context contributions to include international perspectives on teacher recruitment and retention. The addition of international authors results in a mix of new challenges and challenges common to all the settings described in both parts of the book. Readers will benefit from learning about the similarities and differences in the language and approaches used across the globe to describe and address issues in teacher recruitment, preparation and retention. All readers will find much to stimulate their thinking on teacher supply issues. The breadth of topics and the geographic reach of contexts will provoke both connection and disruption. Ovenden-Hope and Passy have provided us with a rich mix of authors who help us think more clearly about the contextual challenges associated with global teacher recruitment and retention." - Professor James O’Meara, Dean College of Education, Texas A&M International University, President, International Council on Education for Teaching, US Focal Point, International Taskforce on Teachers for Education 2030

• IntroductionRowena Passy and Tanya Ovenden-HopePart 1: Perspectives on Teacher Recruitment and Retention in EnglandChapter 1: Shortages, what shortages? Exploring school workforce supply in EnglandJohn HowsonChapter 2: The recruitment and retention of teachers in EnglandJames Noble-RogersChapter 3: Why are teachers leaving teaching in England? Georgina NewtonChapter 4: A high status, research-informed profession: The foundation for successful teacher recruitment and retention?Linda la Velle, Alexandra Kendall Chapter 5: RETAIN: A research-informed model of continuing professional development for early career teacher retentionTanya Ovenden-Hope, Sonia Blandford, Tim Cain, Bronwen MaxwellChapter 6: Understanding the contribution of professional communities of practice in education technology in influencing teacher recruitment and retentionSarah Younie, Christina PrestonChapter 7: Understanding school context in coastal communities Lucy Stokes, Jake Anders, Michele Bernini, Helen GrayChapter 8: Understanding the challenges of teacher recruitment and retention for ‘educationally isolated’ schools in EnglandTanya Ovenden-Hope, Rowena PassyChapter 9: Sense-making of educational policy and workforce supply for small schools in EnglandTanya Ovenden-Hope, Ian LukePart 2: Perspectives on Teacher Recruitment and Retention InternationallyChapter 10: Professional learning and recruitment and retention – What global regions can tell usPhilippa Cordingley, Bart CrispChapter 11: How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidenceBeng Huat See, Stephen Gorard, Rebecca Morris, Nada el-SoufiChapter 12: Teacher recruitment and retention in Canada: Programmes for teacher selection, support and successShirley Van Nuland, Catherine Whalen, Elizabeth MajochaChapter 13: High school teacher retention: Solutions in the Chinese contextHonggang Liu, Zongqiang LiChapter 14: Teacher shortage and teacher surplus: Jewish vs. Arab educational sectors in IsraelSmadar Donitsa-Schmidt, Ruth ZuzovskyChapter 15: Stemming the tide: A critical examination of issues, challenges and solutions to Jamaican teacher migrationCarol Hordatt GentlesChapter 16: Suggestions from national-level actors on how to handle retention and attrition of teachers: A case study from SwedenLaila NiklassonChapter 17: The challenges of staffing schools in a cosmopolitan nation: Rethinking the recruitment and retention of teachers in Australia through a spatial lensPhilip Roberts, Natalie DownesAfterwordTanya Ovenden-Hope and Rowena Passy

Tanya Ovenden-Hope is Provost and Professor of Education at Plymouth Marjon University. She has three decades experience as a teacher, teacher educator, senior leader and educational researcher. Her research focuses on identifying and finding solutions for inequity in education. Rowena Passy is a Senior Research Fellow at the University of Plymouth. She has a wide range of research interests that focus on understanding and improving different aspects of our children’s education.

"Ovenden-Hope and Passy draw on expertise from across the globe to provide a timely and comprehensive exploration of contextual challenges associated with isolation teacher recruitment and retention. Part 1 explores a range of perspectives on recruitment and retention of teachers in England. The authors raise critical questions about shortages and workforce supply in England. Readers will enjoy the well-crafted critiques, research informed positions, and context-specific discussions about the impact of teacher workforce supply and shortages in England. Part Two of the book expands the context contributions to include international perspectives on teacher recruitment and retention. The addition of international authors results in a mix of new challenges and challenges common to all the settings described in both parts of the book. Readers will benefit from learning about the similarities and differences in the language and approaches used across the globe to describe and address issues in teacher recruitment, preparation and retention. All readers will find much to stimulate their thinking on teacher supply issues. The breadth of topics and the geographic reach of contexts will provoke both connection and disruption. Ovenden-Hope and Passy have provided us with a rich mix of authors who help us think more clearly about the contextual challenges associated with global teacher recruitment and retention." - Professor James O’Meara, Dean College of Education, Texas A&M International University, President, International Council on Education for Teaching, US Focal Point, International Taskforce on Teachers for Education 2030

• IntroductionRowena Passy and Tanya Ovenden-HopePart 1: Perspectives on Teacher Recruitment and Retention in EnglandChapter 1: Shortages, what shortages? Exploring school workforce supply in EnglandJohn HowsonChapter 2: The recruitment and retention of teachers in EnglandJames Noble-RogersChapter 3: Why are teachers leaving teaching in England? Georgina NewtonChapter 4: A high status, research-informed profession: The foundation for successful teacher recruitment and retention?Linda la Velle, Alexandra Kendall Chapter 5: RETAIN: A research-informed model of continuing professional development for early career teacher retentionTanya Ovenden-Hope, Sonia Blandford, Tim Cain, Bronwen MaxwellChapter 6: Understanding the contribution of professional communities of practice in education technology in influencing teacher recruitment and retentionSarah Younie, Christina PrestonChapter 7: Understanding school context in coastal communities Lucy Stokes, Jake Anders, Michele Bernini, Helen GrayChapter 8: Understanding the challenges of teacher recruitment and retention for ‘educationally isolated’ schools in EnglandTanya Ovenden-Hope, Rowena PassyChapter 9: Sense-making of educational policy and workforce supply for small schools in EnglandTanya Ovenden-Hope, Ian LukePart 2: Perspectives on Teacher Recruitment and Retention InternationallyChapter 10: Professional learning and recruitment and retention – What global regions can tell usPhilippa Cordingley, Bart CrispChapter 11: How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidenceBeng Huat See, Stephen Gorard, Rebecca Morris, Nada el-SoufiChapter 12: Teacher recruitment and retention in Canada: Programmes for teacher selection, support and successShirley Van Nuland, Catherine Whalen, Elizabeth MajochaChapter 13: High school teacher retention: Solutions in the Chinese contextHonggang Liu, Zongqiang LiChapter 14: Teacher shortage and teacher surplus: Jewish vs. Arab educational sectors in IsraelSmadar Donitsa-Schmidt, Ruth ZuzovskyChapter 15: Stemming the tide: A critical examination of issues, challenges and solutions to Jamaican teacher migrationCarol Hordatt GentlesChapter 16: Suggestions from national-level actors on how to handle retention and attrition of teachers: A case study from SwedenLaila NiklassonChapter 17: The challenges of staffing schools in a cosmopolitan nation: Rethinking the recruitment and retention of teachers in Australia through a spatial lensPhilip Roberts, Natalie DownesAfterwordTanya Ovenden-Hope and Rowena Passy

Tanya Ovenden-Hope is Provost and Professor of Education at Plymouth Marjon University. She has three decades experience as a teacher, teacher educator, senior leader and educational researcher. Her research focuses on identifying and finding solutions for inequity in education. Rowena Passy is a Senior Research Fellow at the University of Plymouth. She has a wide range of research interests that focus on understanding and improving different aspects of our children’s education.

"Ovenden-Hope and Passy draw on expertise from across the globe to provide a timely and comprehensive exploration of contextual challenges associated with isolation teacher recruitment and retention. Part 1 explores a range of perspectives on recruitment and retention of teachers in England. The authors raise critical questions about shortages and workforce supply in England. Readers will enjoy the well-crafted critiques, research informed positions, and context-specific discussions about the impact of teacher workforce supply and shortages in England. Part Two of the book expands the context contributions to include international perspectives on teacher recruitment and retention. The addition of international authors results in a mix of new challenges and challenges common to all the settings described in both parts of the book. Readers will benefit from learning about the similarities and differences in the language and approaches used across the globe to describe and address issues in teacher recruitment, preparation and retention. All readers will find much to stimulate their thinking on teacher supply issues. The breadth of topics and the geographic reach of contexts will provoke both connection and disruption. Ovenden-Hope and Passy have provided us with a rich mix of authors who help us think more clearly about the contextual challenges associated with global teacher recruitment and retention." - Professor James O’Meara, Dean College of Education, Texas A&M International University, President, International Council on Education for Teaching, US Focal Point, International Taskforce on Teachers for Education 2030

• IntroductionRowena Passy and Tanya Ovenden-HopePart 1: Perspectives on Teacher Recruitment and Retention in EnglandChapter 1: Shortages, what shortages? Exploring school workforce supply in EnglandJohn HowsonChapter 2: The recruitment and retention of teachers in EnglandJames Noble-RogersChapter 3: Why are teachers leaving teaching in England? Georgina NewtonChapter 4: A high status, research-informed profession: The foundation for successful teacher recruitment and retention?Linda la Velle, Alexandra Kendall Chapter 5: RETAIN: A research-informed model of continuing professional development for early career teacher retentionTanya Ovenden-Hope, Sonia Blandford, Tim Cain, Bronwen MaxwellChapter 6: Understanding the contribution of professional communities of practice in education technology in influencing teacher recruitment and retentionSarah Younie, Christina PrestonChapter 7: Understanding school context in coastal communities Lucy Stokes, Jake Anders, Michele Bernini, Helen GrayChapter 8: Understanding the challenges of teacher recruitment and retention for ‘educationally isolated’ schools in EnglandTanya Ovenden-Hope, Rowena PassyChapter 9: Sense-making of educational policy and workforce supply for small schools in EnglandTanya Ovenden-Hope, Ian LukePart 2: Perspectives on Teacher Recruitment and Retention InternationallyChapter 10: Professional learning and recruitment and retention – What global regions can tell usPhilippa Cordingley, Bart CrispChapter 11: How to recruit and retain teachers in hard-to-staff areas: A systematic review of the empirical evidenceBeng Huat See, Stephen Gorard, Rebecca Morris, Nada el-SoufiChapter 12: Teacher recruitment and retention in Canada: Programmes for teacher selection, support and successShirley Van Nuland, Catherine Whalen, Elizabeth MajochaChapter 13: High school teacher retention: Solutions in the Chinese contextHonggang Liu, Zongqiang LiChapter 14: Teacher shortage and teacher surplus: Jewish vs. Arab educational sectors in IsraelSmadar Donitsa-Schmidt, Ruth ZuzovskyChapter 15: Stemming the tide: A critical examination of issues, challenges and solutions to Jamaican teacher migrationCarol Hordatt GentlesChapter 16: Suggestions from national-level actors on how to handle retention and attrition of teachers: A case study from SwedenLaila NiklassonChapter 17: The challenges of staffing schools in a cosmopolitan nation: Rethinking the recruitment and retention of teachers in Australia through a spatial lensPhilip Roberts, Natalie DownesAfterwordTanya Ovenden-Hope and Rowena Passy