The Recruitment Patterns Schools Are Missing

This month, we’re pleased to share a guest blog from Eva Henderson at Spencer Clarke Group, exploring some of the recruitment patterns schools can easily overlook. Eva considers what recruitment data and candidate behaviour can tell us, and where schools might benefit from looking beyond the vacancy itself.

Recruitment within schools is evolving, yet many schools still use the same approaches they have relied on for years. Job postings go live, applications roll in, interviews get scheduled and the strongest candidate is hired. The process seems simple and straightforward but it often hides patterns that explain why some schools struggle to attract the right individuals, why strong candidates get overlooked and why certain roles remain difficult to fill, time and time again. 

When schools start reviewing recruitment data and candidate behaviour all round, they can pinpoint what is really happening, what’s causing challenges and then make smarter, more informed decisions about how they recruit. 

This blog explores the recruitment patterns schools may be missing and how spotting them can help attract better candidates and improve their recruitment processes. 

What recruitment patterns are schools missing? 

Schools may be missing a number of important recruitment patterns, including:

• The same roles keep becoming difficult to fill.
• A high number of applications doesn’t mean a school is attracting the right candidates
• Strong candidates are dropping out before an interview takes place.
• The best candidates may not always be the most obvious candidates.
• Candidate expectations are changing.
• Recruitment speed matters more than schools realise.
• The recruitment process itself can affect the school’s reputation.
• Where candidates come from matters.

The same roles keep becoming difficult to fill

If a school repeatedly struggles to recruit for a specific role, chances are it’s not a coincidence and there is an underlying reason. Schools should be looking at how often the role becomes vacant, how many applications they get, what stage of the process candidates drop out and how long it takes to eventually hire an individual. This can help identify whether there is a deeper rooted issue with the role or the recruitment process itself. 

Schools also need to be looking beyond recruitment and consider how long staff stay in the role, why they leave and whether the same issues are coming up repeatedly to gauge whether their recruitment problem could actually be a retention problem. 

The problem could be linked to the salary, responsibilities, workload, location or just simply the way the role is being advertised. If schools can recognise this pattern and pinpoint specifics that may be causing the issue, they will save time having to repeat the recruitment process each time the role becomes vacant. 

A high number of applications doesn’t mean a school is attracting the right candidates

When a school receives a high number of applications for a role they are recruiting for, it’s common to think that the campaign has been successful; however, a high number of applications doesn’t necessarily mean they’re strong candidates. 

If 100 candidates apply and 90% of them are not the right fit for the role, schools then end up wasting their time reviewing unsuitable applications. This slows down the recruitment process and takes time away from candidates who could be the right fit.

If schools look at the number of applications received compared to how many meet the criteria, they can then uncover how to tailor their job advertisements more towards the candidates they are seeking for the position. 

Strong candidates are dropping out before the interview

Another pattern occurs when strong candidates apply for the role but then disappear before reaching the next stage. If this happens, schools need to consider what may be driving candidates away and at which stage they are leaving the recruitment process. 

Lengthy application forms, unclear communication, a slow process or a lack of information may be steering candidates away and causing them to look for work elsewhere. 

It’s important for schools to track at what stage candidates are leaving the recruitment process so they can identify the cause and what changes they can make to prevent this from happening. 

The best candidates may not always be the most obvious candidates

Schools might have a pre-conceived idea of what their ‘ideal’ candidate looks like, which can result in overlooking strong candidates. Just because a candidate may not have every skill listed on the job advert or have followed the traditional career path, doesn’t mean that they don’t have the right experience, transferable skills or aren’t a strong fit for the role advertised. If schools continuously focus on looking for the same type of candidates, chances are they’ll be missing out on a wider pool of suitable individuals. 

To find as many suitable people for the role as possible, schools need to broaden their search and avoid any unconscious bias.

Candidate expectations are changing

Candidate expectations are continuously changing and nowadays professionals often look beyond the salary and job title when searching for a new role. Many candidates are more interested in what the workload is like, flexibility options available, career development opportunities, school culture and the overall working environment. 

If schools are advertising roles with just the responsibilities listed, they may miss out on strong candidates and struggle to stand out in the job market. Schools must understand what candidates value when looking for a new role and ensure their adverts showcase everything a position has to offer. 

Recruitment speed matters more than schools realise

Experienced candidates might receive multiple job offers, so they’re unlikely to wait out a lengthy recruitment process or wait a long period of time for a school to make a decision. 

Tracking the time between application, interview, decision and offer can reveal how schools can speed up their process and potentially remove any unnecessary stages. This can ensure schools attract the best talent before they go looking elsewhere. 

The recruitment process itself can affect the school’s reputation

The recruitment process plays an important role in not only finding the right candidates but supporting the schools reputation. Education professionals might talk to one another and if a school is known for having a poor recruitment process, candidates may be put off from applying. This can result in schools missing out on good candidates. 

This means it is essential for schools to ensure their recruitment process is straightforward, clear and professional, with regular communication throughout. Even if a candidate is not successful, it’s necessary to provide honest feedback and leave them with a positive experience, to protect a school’s reputation. 

Where candidates come from matters

It’s crucial for schools to look into where their successful candidates are coming from. One recruitment channel may bring in many applications, while another attracts fewer applicants, but far more suitable and qualified candidates. 

Over time, schools can analyse which platforms, networks, recruitment agencies, social media channels and other sources work best for specific roles. Exploring which channels work best means schools can focus their time and budget on the sources that deliver results, rather than those that bring in unsuitable applications. 

Author Bio – 

Hi, I’m Eva Henderson, Marketing Assistant at Spencer Clarke Group. Spencer Clarke Group is an award-winning education and SEND recruitment agency based in the heart of the North West. Operating nationwide, they support mainstream and SEND schools, nurseries, alternative provisions and multi-academy trusts to find experienced teaching and support staff on a daily, temporary, temp-perm or permanent basis.