What is the purpose of capability procedures?
Teacher capability procedures are intended to enhance educational standards by identifying and addressing underperformance. However, these procedures often fail to improve the quality of teaching or support professional growth. (Neither fish nor fowl? An assessment of teacher capability procedures by Jill Earnshaw, Lorrie Marchington, Eve Ritchie and Derek Torrington. Industrial Relations Journal 2004.)
Why are capability procedures ineffective?
Teacher capability procedures tend to be punitive in nature and often result in stress-related sickness absence and/or resignation. This suggests that the system is not designed to address underlying challenges or support professional development.
Moreover, these procedures do not promote long-term professional growth. Instead of cultivating an environment that encourages continuous learning, capability processes often instil anxiety and insecurity. The fear of scrutiny discourages open discussions about professional development, reducing opportunities for self-reflection and improvement. As a result, a system intended to uphold teaching standards is driving good teachers away from the profession and contributing to the teacher retention crisis.
A tool for support?
Capability procedures are often used to push teachers out of education rather than support them. This approach is unfair - in most cases, performance issues are temporary and can be rectified with the right support.
There is often a lack of consideration for those experiencing temporary health issues or major life changes. For example, women experiencing menopause may struggle with fatigue, memory lapses and / or mood swings, which can affect their teaching ability. Instead of being offered reasonable adjustments, they are subject to capability procedures.
When schools fail to consider personal or health-related struggles, they risk losing good teachers who just need temporary support.
The emotional toll on teachers
The adversarial nature of capability procedures means that teachers often lack the necessary emotional and professional support to navigate the process effectively. The resulting stress and frustration can have severe consequences on teacher performance, further exacerbating the very issues the procedure aims to resolve. Instead of addressing capability concerns constructively, the current approach erodes teacher confidence and wellbeing.
The role of school leadership in supporting educators
School leadership plays a critical role in retaining experienced professionals and fostering a supportive working environment. School leaders should focus on creating systems that provide meaningful support through:
- Proactive wellbeing initiatives - offering counselling services and raising awareness of health related challenges like menopause or stress related conditions.
- Flexible working – allowing teachers experiencing health issues to access temporary adjustments, such as modified timetables or additional PPA time, rather than pushing them out of the profession.
- Effective mentoring and professional development – ensuring that teachers on support plans receive structured mentoring, constructive feedback, and opportunities to improve before formal capability procedures are initiated.
- Training for school leaders and assessors – educating those in leadership roles on how to recognise and support teachers facing challenges rather than defaulting to punitive measures.
The need for a supportive and collaborative approach
The NEU advocates for a more constructive and collaborative model of teacher evaluation. This involves providing clear, actionable, and constructive feedback to teachers rather than simply pointing out deficiencies. By integrating structured mentoring programs, peer support, and continuous professional development, schools can create an environment where teachers feel empowered rather than threatened. This would transform the capability process into a developmental tool rather than a punitive one – leading to improved teacher performance, greater job satisfaction and strong teacher retention, which, in turn, will enhance student learning outcomes.