When it comes to recognition, we need to stop thinking of teachers as qualified after 1 year of training, and take a longer view of progress towards mastery…New teachers need to see that there is value and recognition in continuing their professional development, and financial and career incentive to engage in this.
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Tag Archives | teachers
During the final term of last year I heard numerous stories from highly stressed teachers, all worried about not receiving an incremental pay rise owing to anxiety over whether their pupils’ test scores were going to hit designated targets. To put it mildly, these teachers didn’t seem fans of the new performance related pay system…
With another general election looming, education and teacher education is already featuring as a battle ground. Should our children be taught by qualified teachers or not? William Stow wonders whether this headline debate is a distraction from bigger issues and fails to address the key point – how do we recruit AND retain the best […]
The challenges that children and young people face in their everyday lives clearly have an impact on their ability to access and engage with their learning. And listening and attending to these issues is part of the daily work of many education professionals…At best this can be exhausting – at worst the ability of teachers […]
Given that teachers in schools can be positioned principally with being policy enactors and that education policy tends to be deeply implicated in political imperatives, some alternative perspectives are required if the thinking in schools is to evolve beyond the constant bending to policy initiatives…
…Let’s start a serious conversation about retention and teacher development, to stop the wholesale wastage of expertise in both schools and universities to which the current situation is leading and to show that we are serious about sustainable, long-term investment in the thing that matters – the quality of teaching in schools.
Like it or not, every school has an ethos. Good or bad, a school’s values inform and shape its curriculum, teaching styles, relationships and organisation. Pressures to make that ethos one of compliance, competition and risk-aversion have been great over past years; but more sustainable principles are on offer. My research, at the end of […]
Nobody is going to argue that high levels of teacher stress and consequent attrition are a good way to run an education system; even if they (possibly) get ‘results’ in the short-term, their longer-term damage is both an educational and a moral hazard…
…there is a real mismatch between what teachers, leaders and policy makers feel research should do and what it actually does…Engaging with theory is difficult and bringing it to bear on real classrooms is even more so, but this does not mean we should abandon it.
Of course most teachers and schools are good (and the best always realise they can improve). But some aren’t; and, however much support they’re given, will never be. And they can do enormous damage….