A teacher is absent for an extended period. Their teaching hours need to be covered, but the school doesn’t always have the space for that. Colleagues can temporarily step in, but that doesn’t last for weeks or months. Especially not when it involves a permanent position. An external substitute is then an option, but that comes with a price tag. Is there a better way? For example, by sharing available teachers regionally?
This question is being considered by the Education Region of North Holland. The education region is investigating whether a regional pool for secondary education can meet part of the replacement demand. Project leader Maarten Post maps out how large the need in the region is, what the options are, and what is required to make such a pool work. ‘First, I want to know exactly what the problem looks like in our region.’
From external hiring to regional cooperation
In the event of prolonged absence, schools try to cover the lessons in their own organization first. That doesn’t always work. Especially when a teacher has a large contract, it can be difficult to have all the lessons taken over by colleagues. Schools therefore use PNIL staff not on a permanent basis through an agency for temporary or contract work. The nationwide analysis carried out as part of the survey shows that there can be a significant difference between the costs of a teacher on a permanent contract and a commercial hire. The research data mentions an hourly rate of €58 for a teacher on a permanent contract compared to €113 for a commercial hire with a comparable qualification. This difference makes the demand for alternatives relevant. But it’s not just about costs. The continuity and quality of education, the connection with the school team, and the relationship between teacher and students also play a role.
Against this backdrop, there is also a nationwide movement. On April 7, 2026, the Tweede Kamer adopted the Moorman-Beckerman motion. It calls on the government to make arrangements for the gradual phasing out of commercial hiring and the strengthening of public hiring pools. The motion mentions the 2028-2029 school year as the target year in which schools should largely use public hiring pools. The motion is formally directed at the government and does not oblige school boards directly, but makes it clear that the topic is explicitly on the national agenda.
First the own numbers
National figures provide direction, but they do not yet tell us how large the replacement demand in the Dutch North is in reality. Therefore, Maarten shifts his focus to the region itself. How often do teachers leave? Where are external hires being deployed now? What does the composition look like and where are the biggest bottlenecks? ‘We went to the controller to look at the own figures. What data do we actually have and what can they tell us?’
The type of subject also plays a role. Dutch, English and mathematics stand out because of the well-known shortages of teachers. But Maarten looks broader. Because not only a shortage of teachers determines the extent of the replacement demand. The number of lessons a subject represents in schools also counts. A subject that is taught in many schools and in many hours can simply require more replacement teachers than a smaller subject. This brings the core of the exploration into view. How large is the replacement demand in the Dutch North and are there enough teachers available to collectively meet that demand? This should ultimately clarify whether a regional pool of candidates actually has a chance of succeeding here.
From business to education
The fact that Maarten is now exploring this question fits with the development he himself has undergone. After his studies in economics, he worked at an insurance company, a bank, and a national newspaper. There, he dealt with topics such as management and marketing. Eventually, due to the need to make a greater contribution to society, he made the transition to teaching. He now works as an educational innovation and research coordinator. He is involved in educational innovation and research, including on personalized learning, opportunity-rich education, and equal opportunities. ’I believe it is important that we not only rely on intuition, but also look at what research tells us.’
He brings this investigative attitude into his exploration of the vacancy pool. The research consists of three tracks. In addition to desk research and analysis of national and regional figures, existing vacancy pools are examined. Interviews are also held with school leaders, HR professionals, flex workers, and freelance teachers. This is intended not only to clarify how much replacement is needed, but also what teachers themselves need to want to work in a regional pool.
Learning from other regions
The Dutch North does not have to completely invent the wheel itself. In other education regions, experiments with forms of regional cooperation are already underway. Maarten also joins a national working group on special needs pools in secondary education. One of the structures he is investigating involves teachers who make part of their employment available for special needs work. For example, a teacher works 0.6 FTE at their own school and can use the remaining 0.4 FTE for a regional special needs pool. If there is no special needs work, other tasks can be arranged for those hours.’I am curious how such a structure works in practice. Because practical matters also determine whether a pool has a chance of success. Not every teacher will want to travel tens of kilometers for a few hours of teaching. At the same time, a regional pool can be interesting for teachers who want to work more hours, for beginners who want to gain experience, and for experienced teachers who are gradually phasing out their careers.’
Working together requires trust
This brings up another issue. A regional transfer pool not only requires good organization, but also trust between school boards. A school has invested in the training and development of a teacher and may find it exciting when that teacher is then deployed to another school.’That concern is legitimate. But we should also see each other within the region less as competitors.’Therefore, the research also looks at agreements between boards. In Central Netherlands, for example, there is a gentlemen’s agreement not to actively recruit teachers from each other’s schools. Such agreements can help make collaboration possible without schools feeling that they are handing over their own staff. For Maarten, that may be one of the most important prerequisites. According to him, an onboarding pool is more than just a practical solution to a staffing problem.’Ultimately, you have to serve a higher purpose than just your own organization.’
Starting small
The survey is emphatically not an implementation plan. The research should enable the board and schools of the Education Region Hollands Noorden to make an informed decision about the desirability and feasibility of a regional or above-administration intervention pool. The research will be further shared and discussed within the Education Region Hollands Noorden in the coming period. Should the region decide to proceed, according to Maarten that does not necessarily mean a large pool for all subjects and schools at once. A first step could lie in the subject areas that are understaffed. This way, the region can gain experience first. How does the planning work? How many teachers are actually available? How far do they want to travel? And is it possible to bring together demand and supply at the right time?