We are Scottish Teachers for Permanence (STfP), representing over 4,600 qualified teachers across Scotland. For years we have been caught in a broken system that denies us job security, undermines our profession, and damages pupils’ education.

Many of us work on temporary, fixed-term, or casual supply contracts. Councils deliberately “break” our service by withholding shifts, so we cannot build the continuity required to apply for permanent posts. Some of us wait by the phone every morning, uncertain if we will be called into work. Others are forced to apply to multiple council supply lists, many of which are closed, or to travel hours for a single shift.

At the same time, universities continue to train large cohorts of probationer teachers each year. Too many of them complete their NQT year only to join us in insecure work, while experienced teachers are sidelined. This revolving door wastes public money, drives teachers out of the profession, and denies schools the stability they desperately need.

We are not asking for special treatment.

We are asking for fairness.

When a teacher has proven themselves and met the agreed criteria for permanency, they should not be blocked by artificial service breaks or endless temporary contracts.

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We, the undersigned, call on the Scottish Government and the Scottish Parliament to reform teacher employment and workforce planning to ensure fairness, stability, and transparency across Scotland’s schools.

1. Service integrity & permanency

Gaps in supply work (where no work is available) must not break a teacher’s continuous service. A maximum allowable break (e.g. no more than 14 calendar days) should be standardised across all councils.
When a teacher meets the permanency criteria (e.g. 78 weeks’ reckonable service under SNCT/JNC), they must be offered a permanent contract unless the authority can objectively justify refusal.
Councils must publish annual data on permanency applications, acceptances, and refusals (with reasons).

2. Centralised supply system

Establish a Scotland-wide central supply register so teachers apply once rather than to multiple fragmented council lists.
All supply work via this system must count toward continuous service.
Vacancies should be transparent (location, subject, pay), with priority given to local teachers to reduce unnecessary travel.

3. Workforce transparency reporting

Each local authority must publish annually the proportions of its teaching workforce that are permanent, temporary/fixed-term, and casual/supply.
Data must be in a standard format, nationally comparable, and submitted to the Scottish Government.
Councils with high reliance on non-permanent staff must publish an action plan to reduce insecure employment.

4. Smarter workforce planning & retention

Cap Initial Teacher Education (ITE) places in line with real demand — based on forecasted permanent vacancies and the pool of qualified teachers already working in temporary / supply roles.
Publish an annual Teacher Workforce Balance Report covering:
  • Probationer permanent employment rates
  • Numbers of qualified teachers unemployed, underemployed, or on short-term contracts
  • Recommended ITE intake levels

Prioritise retention of qualified, experienced teachers over continually producing new probationers who face insecure work after induction.

Why this matters
Thousands of teachers who are fully qualified and experienced are being left on insecure contracts, cycling between short-term posts and supply lists. Councils often “break” service during gaps in supply work, preventing teachers from accessing permanency. Teachers must apply separately to multiple councils for supply work (some lists are closed), creating barriers and inefficiency. Meanwhile, universities continue to train large cohorts of probationers far beyond the number of permanent roles available, leading to job instability and wasted resources.

These reforms will:

1. Stop unfair employment practices,
2. Improve teacher retention and stability in schools,
3. Provide transparency in how councils use their teaching workforce,
4. Align training numbers with actual jobs available.

This is a Scottish teacher jobs crisis — and it cannot continue. Teachers deserve stability. Pupils deserve continuity. Scotland deserves better.