Tag Archives: TES Scotland

We Must Do Better Than This⤴

from @ Just Trying to be Better Than Yesterday

(The original text of my article in TES Scotland 6th October 2017, adapted and developed from an earlier post of mine,)

The cup slams down on to the desk. Lukewarm coffee splashes onto the pile of documents I’ve yet to read. I don’t sit down in my chair, I collapse into it. The chair doesn’t invite me. I surprise it. In revenge, the wheels send me backwards into a cabinet. Three ring binders, piled precariously, fall to the ground. I can’t be certain but I’m sure my sighs can be heard in at least three adjacent classrooms. I stare at the ten e-mail requests I have received since the beginning of that last double period. This can’t be what it’s all about. It just can’t be.

‘What just happened there?’ should be the question most on my mind. ‘Why did that lesson go so badly?’ I should think about the endless planning I did for this lesson; the immaculate resources I prepared; the constructive yet essential use of ICT. The clear outcomes set, the challenging but achievable goals. Everything was perfect; it should have been perfect. And, of course, I should have been thinking about these questions. But I wasn’t. I had ten minutes to get ready for the next lesson. Another one I had planned for ages. I didn’t have time for questions.

That the rest of the day went well doesn’t really matter. They usually do. However, when I’m driving home, when I’m eating dinner, when I’m spending time with my wife discussing normal things, I know damn well I’ll be thinking about that lesson. I’ll be blaming myself and punishing myself and coming to the conclusion that I cannot and never will be able to be much good at this teaching thing. I’ll be back at my desk for the obligatory two or so hours of marking and preparation. I’ll be in school at 7.30 next morning to go through it all again.

Perhaps this portrays the reality of an impossible job. Perhaps it merely confirms the reality that you never stop learning. Reflecting on what goes wrong makes us stronger. However, nineteen years down the line I’ve finally arrived at the point where I know that, no matter how hard I’ve tried to get over it, that feeling never leaves you. Twenty four hours a day. I’ve dreamt of bad lessons, of troublesome students, of difficult colleagues. I’ve woken up at three in the morning worrying about course work. It never goes away.

I generally love my job. In all those years, there have rarely been days on which I wasn’t excited about getting into school. Recently though that has been a lot harder. The increasing awareness that the big and bold project that is Curriculum for Excellence is nothing but a pipe dream, crushed under the weight of poor implementation and bad decision-making; the inevitable new strategy added on to the pile of those we barely had time to implement last session; all added to a creeping feeling that, despite everything, nothing much has changed in Secondary School. We attempt to develop a Broad General Education from S1 to S3 without any real commitment to changing our timetabling structures. So we resort to what we know. Exams. The tail wagging the dog, once again.

We’re told things must change though.

The First of September was a quiet Friday, it seemed. Like many teachers, I’d been back a couple of weeks and just getting used to a new timetable and new classes. I might never have noticed it had I not been sent a link on Twitter, but there it was. Another major report released quietly on a Friday afternoon, lost in the maelstrom of the school day. The Teachers Workforce Planning for Scotland’s Schools document has much to discuss, much to debate.

The report suggests that – and as an English teacher I raised an eyebrow at this – new teachers, unless they wanted to teach English, wouldn’t require Higher English on entry to Teacher Education but at the point of exit. I wonder how this will go down with those who see TeachFirst as a way to attract ‘high quality’ graduates? Shouldn’t we expect high levels of Literacy to be in place when a student leaves school?

There were interesting comments on a return of the much-maligned Chartered Teacher Programme. Recognition that promoted posts were scarce and teachers were leaving, or planning to leave the profession, due to lack of opportunity, is important. However, there are many whose progress throughout the Chartered Teacher Scheme was curtailed last time round.

But that’s not really my concern for the moment. If you’re like me, you’ll sit through meetings about this and smile. ‘Of course, we’ll read that document. Of course, we’ll reflect and discuss the main points.’ Of course, we won’t, probably. I’ll add it to the workload document I didn’t have time to read, and the follow up report. That one is underneath the National Improvement Framework and Improvement Plan.

Oh, there are the new Literacy Outcomes that came out in June; the Education Governance Report that came out in June; the Delivering Excellence and Equity in Scottish Education Delivery Plan which also came out this year.

Excuse me while I slam my coffee cup down on the desk again.

You’d never guess from the media coverage, but we teachers are utterly fantastic at what we do. We teach kids to be better than they ever thought they could be, work harder than they ever thought they would. And we do it every day. Enough with the documents though. I’m like that drawer in your kitchen, full of carrier bags. You know it’s so crammed full that you can hardly open it but you keep cramming another one in now and again.

I want to get back to loving this again. There must be a better way.

 

 

 

 

 

 

 

 


Talking up teaching will help solve recruitment woes⤴

from @ Just Trying to be Better Than Yesterday

(The original text of my article in TES Scotland 11th August 2017)

Recent suggestions that Scotland could soon have a “Teach First” system of teacher training should not come as a surprise. If you haven’t heard of Teach First, it is a charity set up to tackle educational disadvantage in England and Wales. Participants bypass traditional teaching routes to work directly with disadvantaged schools. Graham Donaldson first suggested something similar in his 2011 report, Teaching Scotland’s Future. But he clarified that “routes of this nature could complement” more traditional routes into teaching – and therein, perhaps, lies the rub.

If “traditional” teacher-education routes were still financed and supported as they always were in t

However, despite this “proud tradition”, we are struggling to recruit enough teachers. We have to look at all options now, surely? Well, no. We are struggling for numbers because successive Scottish governments have defunded education to such an extent that it is hardly the attractive profession it once was. And there’s a familiar ploy: defund something until it is barely able to function – then privatise. That’s what it will be: a firm step towards the privatisation of our education system.

So here’s a thought: perhaps making teaching an attractive prospect, not one used as political ping-pong by politicians, will attract graduates. Perhaps highlighting the work of teachers who do amazing things day in, day out, instead of focusing on the negatives, will attract graduates. Perhaps allowing us to showcase the skills we have and our love for the jobs we do will attract graduates. Perhaps paying us properly will attract graduates.

And another thing: please stop saying that Teach First-type routes attract “high-quality graduates”. That’s an insult to every teacher I know – all of them already high-quality graduates.

I don’t understand our willingness to accept the degradation of our teachers in society. We chose this profession because we wanted to change the world for the children we teach. We turn up every day, despite seemingly constant criticism from all sides. There are clearly recruitment issues, but there are simple ways to solve that. Open up and fund ITE programmes properly, don’t erode them until they disappear. Because that’s what will happen – believe me.


Time – our most valuable resource.⤴

from @ Just Trying to be Better Than Yesterday

(The original text of my article in TES Scotland 23rd June 2017)

It is difficult to talk to fellow teachers about real change in Scottish Education without coming across the thorny topic of Time. There is no shortage of commitment, no lacking in interest in new ideas, new strategies. But that’s not enough, is it? We can provide as many as ideas as we like, create as many resources as we possibly can; without the time to properly implement those ideas we will more than likely wander around the edges, more anxious than ever about what we may be missing. Teaching is a series of habits, of learned behaviours, and to change what we do takes real commitment and time from all involved for implementation.

It is this dichotomy which frustrates teachers most, I think. We see the wonderful work by organisations like SCEL (Scottish College of Educational Leadership) and their efforts to get into as many schools as possible, leading the way in new, radical approaches to continuing professional development, but often return to our classrooms overrun with tasks to complete and classes to prepare. And, when faced with those pressures, we return to the habits which successfully get us through our day. It’s not that we don’t want to be leaders; we merely find that the space to implement real change is filled with other things we must do.

I have always been wary of acronyms in Scottish Education. Once we use them, they can become meaningless words, easy to dismiss. However, more and more I’m beginning to see SCEL as our most important. Whatever your definition of leadership, it would be difficult to argue that taking responsibility for our own development is not part of that.

Money is certainly there. Investment in SCEL, in the Pupil Equity Fund, in the Attainment Challenge, in the First Minister’s Reading Challenge. Professional Development opportunities have changed completely over the last ten years. However, our opportunities to benefit from them have not.

Imagine what we could achieve if, instead of a cupboard full of resources provided for our National courses, we were provided with the more valuable recourse of Time. Time to collaborate properly; time to innovate properly; time to embed new habits and transform our classrooms: instead of struggling to cope with what we have already and finding ourselves vilified in the press for our reluctance to change.

There is no greater resource than our teachers. To improve their skills, to improve their ability to teach our young people, then we need to give them what they need. Having SCEL is a ground-breaking achievement but without the time to adapt we may be missing a massive opportunity. Let’s not do that. Please?


An Opportunity for Decency⤴

from @ Just Trying to be Better Than Yesterday

(The original text of my article in TES Scotland 21st April 2017)

Before the 2014 Referendum many teachers were asked to avoid expressing their voting intentions in the lead up to September 18 of that year. Generally, that was the correct stance to take. However, the imposition of this edict lead many to avoid discussing what was the most important day on our recent political history, missing an opportunity to teach our young people about the importance of debate in a healthy democracy. Whether we’re about to experience a rerun or not – strap in, folks, it looks like we may be in for the long haul – teachers have an opportunity to do it better this time.

Our public discourse shames us; our politicians, at times, shame us with their play school antics. Our young people need role models.

They also need to know the difference between fact and opinion in a functioning democracy. Recent global events have emphasised the importance of understanding the issues, of understanding why it is not enough to merely have an opinion based on gut instinct. The level of considered debate – or the lack of it – has emphasised the importance of why facts trump fiction: every time. If we have to ‘suffer’ another era of political ‘awakening’ then surely we must use the opportunity to develop that essential awareness of issues over the polarised taking of sides.

Our curriculum is set up for that very purpose: it could be the era in which we finally embed the true virtues of Curriculum for Excellence. We all need to be Successful Learners, listening to the opposing arguments, reading all the facts, preparing for our future. We all need to be Confident Individuals, able to debate rationally with those who perhaps don’t see things our way. We all need to be Responsible Citizens, aware of our place in Scotland, regardless of the eventuality even if it does not turn out the way we would like. And we must all be Effective Contributors to a Scotland in which we will all live, taking our place in a strong and healthy democracy, where all opinions are valued and no-one is silenced.

I wrote at the time that the recent U.S. Presidential election was, in a way, a referendum on decency; we saw how that turned out. As teachers, and as adults, we need to model that decency for our young people. So we don’t mock opposing views; we don’t humiliate those we disagree with, with pithy Social Media jokes; we don’t call those we oppose ‘Traitors’. We may have to rise above our politicians in that regard. But whatever happens, just remember that we all have to live with the consequences of what Brexit and a possible Indyref 2 might bring. What kind of Scotland do you want?


Clever(ish) Lands⤴

from @ Just Trying to be Better Than Yesterday

(The original text of my article in TES Scotland 17th March 2017)

There are some striking moments in Lucy Crehan’s ‘Cleverlands’. The author spent time in five of the world’s most successful school systems – in terms of PISA results anyway – looking for patterns and clues. It is a fascinating read and, regardless of your opinions of PISA, should appeal to those with an interest in curricular change. What struck me most, however, was that amongst those systems, there were characteristics which we in Scotland hold dear.

Indeed, there are moments which raised a smile, considering the transformation we are attempting: performance standards mainly used in the classroom, an outcomes-based approach to assessment, attempts to create an increasingly more research-aware profession. All the more frustrating that we seem to be struggling to implement our flagship Curriculum for Excellence.

The obligatory stop in Finland reminds us of the good stuff going on there but also highlights the reasons why teachers, and education in general,  are so much more respected over there. Finland is a country of only five million people: they were determined to utilise the talent of all citizens. They couldn’t afford anyone being left behind so developed an educational system to support that. Scotland should listen.

Finnish teachers have complete autonomy and decide to teach using strategies underpinned by research. The research they conduct together allows them to collaboratively reach those decisions. And here’s the thing: despite having the freedom to choose what and how they teach in their own classrooms, they all teach in very similar ways because they have come to understand the most effective ways to teach. All kids in Finland experience similar high quality classroom experiences as a result.

So, while we can never replicate the systems we most admire, there are undoubtedly models which provide us with ideas and aspirations. We are currently trying to shoehorn an exciting new curriculum into a set of structures unable or unwilling to accept it. We seem unwilling to waver from the same rigid timetabling in secondary school which allows any leeway or freedom to innovate. We seem unwilling to take research seriously.

‘Cleverlands’ reminds us that we have the ability to change education systems if we really want to. But if we are to truly implement a creative curriculum which wants us to work in cross-curricular ways then we need to change the structures to allow us to do that. Otherwise dump the idea. If we are to truly develop a research-savvy teaching profession then provide us with the time and resources to do that. Otherwise dump the idea.

Great ideas which are poorly supported create the conditions for guaranteed failure. If we don’t have time then we don’t have time to waste. Let’s stop wasting it.