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Why Labour would give teachers a break Why Labour would give teachers a break
(35 minutes later)
Talk to any teacher and they will tell you the chief frustration with their job is workload. The relentless churn of initiative-itis from this government has seen the workload of the average primary and secondary classroom teacher increase by nine hours and six hours a week respectively.Talk to any teacher and they will tell you the chief frustration with their job is workload. The relentless churn of initiative-itis from this government has seen the workload of the average primary and secondary classroom teacher increase by nine hours and six hours a week respectively.
This is what happens when you announce curriculum changes overnight. Change marking criteria on a whim. Shift grade boundaries by diktat. And wilfully denigrate the professionalism of teachers.This is what happens when you announce curriculum changes overnight. Change marking criteria on a whim. Shift grade boundaries by diktat. And wilfully denigrate the professionalism of teachers.
But we only know all this because the Labour party in parliament demanded that ministers publish the workload survey. Schools minister David Laws dismissed our questions, accusing us of being “obsessed” by the workload issue. Damn right. Because we know it is one of the greatest killers of hope, progression and commitment in the teaching profession. It explains why 40% of new teacher trainees leave the job within the first five years. And why too many experienced teachers leave the profession altogether. What is worse: it gets in the way of teachers excelling in their work and passing on a love of learning.But we only know all this because the Labour party in parliament demanded that ministers publish the workload survey. Schools minister David Laws dismissed our questions, accusing us of being “obsessed” by the workload issue. Damn right. Because we know it is one of the greatest killers of hope, progression and commitment in the teaching profession. It explains why 40% of new teacher trainees leave the job within the first five years. And why too many experienced teachers leave the profession altogether. What is worse: it gets in the way of teachers excelling in their work and passing on a love of learning.
Over time, governments of both hues have demanded more and more of teachers. We have asked them to fill the role often left by absent parents; deliver excellence in examination results; develop character in our young people; and provide extra-curricular activities. We need them to achieve all those outcomes, but what we don’t need them to do is spend useless amounts of time form-filling.Over time, governments of both hues have demanded more and more of teachers. We have asked them to fill the role often left by absent parents; deliver excellence in examination results; develop character in our young people; and provide extra-curricular activities. We need them to achieve all those outcomes, but what we don’t need them to do is spend useless amounts of time form-filling.
Yet after four years of piling on the paperwork, supporting the downgrading the teaching profession, opening underperforming free schools, and undermining the role of teaching assistants, the government is finally beginning to make noises about workload. The launch of a new consultation is expected later this week. Yet after four years of piling on the paperwork, supporting the downgrading of the teaching profession, opening underperforming free schools, and undermining the role of teaching assistants, the government is finally beginning to make noises about workload. The launch of a new consultation is expected later this week.
Fair enough. But this is about politics, not policy. The Tories and the Liberal Democrats know that they have lost the support of the teaching profession and after assaulting their integrity, they now want a love-in.Fair enough. But this is about politics, not policy. The Tories and the Liberal Democrats know that they have lost the support of the teaching profession and after assaulting their integrity, they now want a love-in.
I think most classroom teachers will see through this cynical ruse. But if some good ideas emerge from it, the Labour party is keen to listen. I would suggest some basic principles.I think most classroom teachers will see through this cynical ruse. But if some good ideas emerge from it, the Labour party is keen to listen. I would suggest some basic principles.
First of all, a period of curriculum stability. Since Michael Gove entered office, barely a week has gone by without a review of another examination or national curriculum subject. We have some deep concerns about the removal of practical learning from a range of subjects, but we now think it is more important to have a period of stability in what is taught in our schools.First of all, a period of curriculum stability. Since Michael Gove entered office, barely a week has gone by without a review of another examination or national curriculum subject. We have some deep concerns about the removal of practical learning from a range of subjects, but we now think it is more important to have a period of stability in what is taught in our schools.
A Labour government would retain the new primary curriculum and, in the main, continue with the GCSE changes. We would not, however, go ahead with decoupling AS and A Levels. An end to the relentless change will mean teachers can concentrate on what really matters: their subject knowledge and classroom practice.A Labour government would retain the new primary curriculum and, in the main, continue with the GCSE changes. We would not, however, go ahead with decoupling AS and A Levels. An end to the relentless change will mean teachers can concentrate on what really matters: their subject knowledge and classroom practice.
Second, intelligent inspection. The reforms that Sir Michael Wilshaw has begun at Ofsted are welcome, with their focus on light-touch inspections for good schools and much less prescriptive box-ticking. Schools benefit from intelligent and consistent inspections carried out by conscientious professionals. With that comes agreed criteria for inspection. At the moment, the measures by which a school is inspected are changing so quickly that inspectors themselves are not always up to speed with the latest rationale. Yesterday, it was using sport as a vehicle for punishing errant pupils; today it is British values. All of this can lead to schools seeking to cover themselves with extra paperwork.Second, intelligent inspection. The reforms that Sir Michael Wilshaw has begun at Ofsted are welcome, with their focus on light-touch inspections for good schools and much less prescriptive box-ticking. Schools benefit from intelligent and consistent inspections carried out by conscientious professionals. With that comes agreed criteria for inspection. At the moment, the measures by which a school is inspected are changing so quickly that inspectors themselves are not always up to speed with the latest rationale. Yesterday, it was using sport as a vehicle for punishing errant pupils; today it is British values. All of this can lead to schools seeking to cover themselves with extra paperwork.
Third, great professional development. A school ethos that supports teachers to embrace the latest evidence and research is more likely to adopt innovative, time-saving techniques such as collaborative planning and preparation time. But far more importantly it also raises pupil achievement. We all know that teacher quality is the biggest factor in lifting school standards, with the impact even more pronounced for disadvantaged children. Less well known is recent research by Viviane Robinson which suggests that focusing on teacher development is the most effective way headteachers can improve learning outcomes in their schools. Yet there is little chance of great training while the bureaucracy builds up.Third, great professional development. A school ethos that supports teachers to embrace the latest evidence and research is more likely to adopt innovative, time-saving techniques such as collaborative planning and preparation time. But far more importantly it also raises pupil achievement. We all know that teacher quality is the biggest factor in lifting school standards, with the impact even more pronounced for disadvantaged children. Less well known is recent research by Viviane Robinson which suggests that focusing on teacher development is the most effective way headteachers can improve learning outcomes in their schools. Yet there is little chance of great training while the bureaucracy builds up.
Finally, sensible management. The best schools do not improve because headteachers micro-manage each individual lesson plan, but because they make time for constructive feedback and supportive performance management. So much of this comes down to the quality of leadership: the ability of headteachers to hire great teachers, provide them with training, grow their skills, identify their failings, and then trust them in their jobs. It is poor headteachers, lacking in confidence, who create excessive paperwork.Finally, sensible management. The best schools do not improve because headteachers micro-manage each individual lesson plan, but because they make time for constructive feedback and supportive performance management. So much of this comes down to the quality of leadership: the ability of headteachers to hire great teachers, provide them with training, grow their skills, identify their failings, and then trust them in their jobs. It is poor headteachers, lacking in confidence, who create excessive paperwork.
However, the whole argument about paperwork seems increasingly old-fashioned. Modern IT systems which allow for the effective capture and analysis of data about pupils’ progression should free up teachers. The government should not just be thinking about which individual form to annul; it should be thinking about how the digital revolution allows for wholly new approaches to teaching and administration across our schools.However, the whole argument about paperwork seems increasingly old-fashioned. Modern IT systems which allow for the effective capture and analysis of data about pupils’ progression should free up teachers. The government should not just be thinking about which individual form to annul; it should be thinking about how the digital revolution allows for wholly new approaches to teaching and administration across our schools.
But if we want to keep our talent in the classroom, we need to nail the workload issue – before too many teachers think their calling is just not worth the candle.But if we want to keep our talent in the classroom, we need to nail the workload issue – before too many teachers think their calling is just not worth the candle.