primary education

When Tristram met ThePrimaryHead

theprimaryhead7 Comments

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I was very excited to be invited to a round table discussion with @TristramHuntMP on Friday. Not least because there is a chance he could be our new man in Whitehall for education: making decisions that will impact upon us all but also because it was at 2:30pm on Friday afternoon which meant I could be home early after popping into Asda to buy a box of wine!

I had no idea what to expect or more worryingly what to ask. I certainly know what I think is important in education and what direction I would like to see it move in but I wasn’t sure if that was the point. I’ve been completely brainwashed by the last ten years of lesson observation expectations: I need to know the learning objective or else I just can’t function! I was also a little bit scared that my question would be too small minded – did he really want to talk about ‘Levels’ or SPAG tests? Is that honestly all I could bring to the table? The big grown up table of education? It would be like the first Olympic committee when Seb Coe asked everyone around the room to think strategically about holding the Olympic Games in London and I’d be the one fixating about the colour of the medal ribbons or why on the Olympic logo, London, didn’t use a capital ‘L’.

This was my chance to make a profound contribution to the future of education and I had nothing! Luckily, neither did he.

Now that’s mean, I’m sorry. That was a cheap gag and in all fairness it does him an injustice. He had some ideas and he went through a few of them; and ok at times his delivery was similar to contestants on ‘Dragon’s Den’: the ones who half way through their pitch realise that their big idea makes about as much sense as the word ‘foap’ in a year 1 phonic test. He would occasionally trail off in the middle of his idea for ‘re-shaping localised school accountability measures through a single representative body who had ultimate accountability for securing improvement measures in sets of locally aligned schools’ (or something) and look at us saying ‘I mean, what do you think?’

Now I can’t speak for the other five head teachers who were there but at no point did we stand up and say ‘By Gove, I think he’s got it!’ But neither did we get up, slap him about the chops and tell him to get a grip. We recognised (at least I did) that he is engaging with school leaders to find out about issues that matter and in my mind he genuinely seemed to care. (I can’t say whether he cares because it’s his job or because he cares about education but either way he’s motivated and he wants to listen.)

I’ll admit the first thirty minutes did sort of go over my head/interests: academy take overs/new schools planning/school improvement models/executive heads. But eventually we settled in to interesting things that will affect everyone in education rather than specific schools in specific circumstances. So what were they? I have tried to summarise some of the things we talked about and what I write will be what I walked away thinking about whilst queuing to buy my box of wine.

Local Authority: There is no model and there isn’t one being planned. The landscape of education is doomed to be disparate groups ‘challenging and supporting each other’. I hate this. It really depresses me. Loads of little power hungry groups all looking for the next weakling to eat up and digest. No shared accountability, no shared vision for standards across cities. Everyone doing what they want and proving that it is working for them even though we’ll all be judging ourselves against different criteria and against each other. I hate it. I actually want to live in a world where we are ‘all in it together’ and this ain’t it. I don’t think @TristramHuntMP wants it either but I think we’ve gone too far to get anything like a unified front back again. I think he looked most pained when trying to establish how getting joined up support and accountability over large areas of the country could work because he knows it’s never going to happen. Gove’s freedoms are in fact opportunities to divide and conquer – destroying consistency, professionalism and looking after all children, families and teachers.

National Curriculum: I think @TristramHuntMP thought I was joking when I said I genuinely wasn’t getting ready for the curriculum because a) I like my school’s topics as they are b) I’m trying to make sure that my ‘standards’ are too good for any ofsted inspector to care about our deviation from the NC and c) I’m banking on him winning and reinstating the lovely curriculum we nearly had through the Rose report. I did say that I was concerned that as there were all these different models of schools that could weasel out of implementing it leaving us poor state maintained schools at a huge disadvantage. His reply was that he was going to make it so that any school could not do the NC which begs the question what is the bloody point of having it anyway?

Standards/Ofsted/Gove: There were questions about the relationship between ofsted and DfE and the need to re-think how primary schools are inspected. Also about the fact that the expectations put on us are being constantly raised but there is no substance underneath to guide us on the path to improvement. 85% floor targets, getting rid of levels, changing tests: all just put out there followed by the caveat that if you moan that it’s not fair you get beaten by the ‘low expectations’ stick. Finally we tried to say to him that as long as you’re not Gove you’ll be fine. He looked at us rather sternly and said ‘But what do parents say of Gove? He wants high standards and discipline in schools. How do I compete with that?’ Therein lies what I think will be the hardest part of his success: convincing parents he also wants that but assuring teachers he’ll achieve it standing alongside us.

He’s made a start: he spoke to six primary head teachers and none of us left angry (although we were all going home early on Friday and this may have been a factor). His main strength is that he hasn’t got a good plan (stay with me Tristram, stay with me) but he’s willing to talk to us in order to get one. So my advice: keep listening!

(oh, and get rid of SPAG, give us back a good national curriculum, change ofsted, get rid of free schools, make assessment procedures consistent from EYFS to KS3, don’t give free school meals for all but help us give FSM breakfasts, make primary uniform compulsory, and stop the birds crapping all over my car outside my school-probably should have said this at the meeting, would have saved us all some time.)

Secret Teacher: I’m always watching!

theprimaryhead3 Comments

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So this week’s Guardian secret teacher hates lesson observations: oh well. So do I when they’re going badly.  But the secret teacher seems to hate them on principle or at least hates them because they think that I have so few principles when it comes to observing lessons: convinced that I spend my time only looking for Ofsted particulars so I can copy and paste sentences from the Ofsted inspection handbook as I write my SEF.

So, I will try and put you at ease with my thoughts and processes for observing lessons as I try to explain a few things from my end. My first big concern about your highly negative perception of lesson observations is that you feel a single ‘bad performance’ may result in you going on capability measures. From my perspective this shows me that:

1.       Your SLT are actually insane if that is the way they run the school-if they’re judging ‘teaching & learning’ as required improvement then by the same criteria I hope they’re judging themselves as inadequate because Ofsted will! OR:

2.       You haven’t been listening and that ‘bad performance’ is actually indicative of your on-going underperformance in general. OR:

3.       You have no idea about how observations work.

An observation is only part of a lengthy process that looks at the overall effectiveness of your teaching. For example:

So your lesson (‘performance’) was good: big whoop! You haven’t marked you books for bloody ages, your plans are the same from last year and those pupils we identified earlier on as being your target group have made next to no progress since September. Still pleased with the lesson judgement? So you can pull a lesson out of the bag when required but that’s not really good enough is it?

Luckily, this also works in reverse. Your lesson was crap – seriously, on all levels it was awful! It was really boring, I could see you were nervous, you went on for AGES so let’s just forget it: however progress is pretty consistent in your class, your marking is spot on and I can see that you have already adapted tomorrow’s lesson to make up for the lesson today. We’ve all had terrible lessons (and not just during observations) but other indicators suggest that all that hard work you do is paying off.

Now if the latter happened I would naturally go through with you why the lesson missed the mark and I would explore some key issues. I will even give you some suggestions on how to improve your teaching because, I do know quite a lot about teaching believe it or not. These ideas may be around the specific area of the lesson or they may be more general teaching strategies that you could apply in other situations, and like it or not they would be primarily based upon supporting rates of progress.  We would have to agree on another time for me to come and see you and that would give you a chance to put some of these ideas into action.

What else did The Secret Teacher not like:

  1. being told to do group work
  2. keeping teacher talk to no more than 5 minutes
  3. demonstrating progress every ten minutes.

On the surface, I agree with you on issue one-the beauty/frustration of teaching is that it requires variation in delivery: what is effective in one lesson does not translate to another. I personally couldn’t care less about individual or group work but I do want to see the pupils working.

Keeping teacher talk down to 5 minutes is a cute trick and one to try. I have often fed back to teachers with the concept of: ‘What if you only had 5 minutes to get that concept across…could you do it?’ Most of the time this is because the teacher spent too long explaining – no, actually, they spent a quality 8 minutes explaining but then went over and over again until every child and me wanted to shout ‘We get it, please can we do some work on our own now?’ by then there was fifteen minutes left and guess what: at the end of the lesson it was impossible to see in the books if anyone had ‘got it’.

Teachers can ‘go on’ for loads of different reasons (nerves, need to be in control, fear of behaviour issues, they were up all night making a costume for their input and they’re going to get value for money out of it, they’ve taken the idea of ‘judging teaching’ too literally and think I am only watching them) but sometimes a truly great teacher can get things across in the shortest amount of time…then spends the lesson supporting/challenging individuals and groups of pupils.

Demonstrate progress every ten minutes: well this does seem a little contrived but there are enough ways out there for a teacher to gauge progress within a lesson for this to happen more than once. The biggest lag factor affecting progress within lessons is for pupils to be engaged in stuff they can actually already do. Get around the class and if they’re not sufficiently challenged move them on. There are times when pupils need to consolidate and if it’s boring: tough. My only advice is that if your observation is booked two weeks in advance or if Ofsted are coming tomorrow: do yourself a favour and keep that consolidation lesson in your pocket until a later date. If you haven’t droned on for half the lesson, I will have enough time to work my way around the class and I will soon learn how well the pupils in your class are learning and we’ll talk about them during the feedback. (That could be why you went on, hoping I would leave before I got the chance…but I’ll give you the benefit of the doubt on that one.)

Finally, the secret teacher wants to be trusted to do their job. Well, believe it or not but I want you to be the best teacher in the world too and formally observing you is one way I can help that come true (if it isn’t already). There are set times for observations because I’m busy doing loads of other things and there are more of you than me so give me a chance to see you all. However, every time I come into your class I’m observing; every time I stand by your door and listen for three minutes I am informing myself about the quality of your teaching; every time I flick through your books when you’re on break duty I am checking that you are doing your job consistently. If that sounds creepy or highly untrusting: sorry but in my job, I have to be sure. Because if I keep hearing you shouting at your class, if your books are not marked consistently, if the atmosphere in your room is not positive then I need to know as soon as possible so I can help you sort it out. I trust you to support me in helping you and now you can trust me and get a good night’s sleep before tomorrow’s observation knowing whole heartedly what I’m looking for.

For the original article please follow the link: http://www.theguardian.com/teacher-network/teacher-blog/2013/aug/10/secret-teacher-lesson-observations-playing-the-system

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Hook, line and stinker?

theprimaryhead1 Comment

ImageAs it’s half term and I am simultaneously getting away from work but trying to get on with it I have spent an unprecedented amount of time on Twitter and reading a mass of blogs. It’s been brilliant and in many cases extremely insightful. I have been immensely impressed and stirred by the very ‘giving’ nature of all the professionals who contribute high quality resources, ideas and thoughts to what is, in my mind, a very special online network of educators. 

Sometimes I can’t tell what is more engaging: the ideas or the follow-on arguments that occur between followers. It’s all highly dramatic but I have yet to dip my tweet (urgh that sounds horribly euphemistic, sorry) into the choppy waters of a twitter argument. Not for fear of losing both the argument and followers (although I am highly precious and needy) but often because I can see both sides and the last thing I want is for both parties to gang up on me, accuse me of fence sitting and un-follow me (like I said, I am very precious and needy).

The reason why I often agree with both sides is probably partly due to the limitations of twitter’s 140 characters and that a good debate should contain a strong argument. What you get from this is a world of blacks and whites. Now although I like this as it challenges me to reflect on my own beliefs it occasionally feels, from the outside looking in, that it creates a sense of polarisation that could be dangerous.

I worry that as some of us can come across a little too dismissive of ideas and thoughts about how to teach, it may stop others giving such ideas a go. Teaching evolves constantly-not just the system and the fads but individuals. No one is teaching today the way they were two years/ten years/twenty years ago because along the way you picked up ideas and experiences and you learnt how to weave them in and out of what you do on a daily basis. You are probably not committed to one fixed approach that will last you for the rest of your career. Your principles and philosophy may not change but the nuts and bolts of what you actually do to have an impact on the lives of the people in your charge have to.

With that in mind here is the problem with the black and white approach to Twitter. As we are all on our own different paths at different stages what is totally useless to you may be of immense value to someone else. To therefore dismiss it as rubbish ‘for all’ is rather blinkered…even if you are saying so out of your experience.

As a good (outstanding…you might well think that but I couldn’t possibly comment) teacher, there are many things that I don’t have to do anymore. I haven’t, for example, got to sit and think about the success criteria in order to teach a Year 4 class about report writing. I’ve done it loads of times and really well and I have certain tricks up my sleeve that engages children and I know the success criteria like the back of my hand. I also know how to make sure they effectively use ‘Level 4’ elements of writing and how to place it all in the real world to make it purposeful and fun-I even wear a hat and everything.

The same cannot be said for lots of teachers around the country right now for lots of reasons: they’re just starting out, they’ve never taught Year 4, they’re not yet brilliant, Literacy is their weak point, their partner teacher always planned the literacy, etc. So, they will need to look at success criteria, marking ladders, planning documents, a range of resources, pick learning styles appropriate for those lessons, create targets…buy a hat. These are the hooks that are out there in the world of education that allow you to grab onto something tangible in order to teach a sequence of lessons effectively.

When you have been successful you throw the hooks that helped back into the water as you take on your next challenge to see if you get any future bites out of them.  After a while they may not be as successful so you will find other hooks to use. Every now and then you’ll pick up a hook that you discarded long ago and find that it now works. And so it goes.

Any hook or process that allows an individual teacher to make sense of how to do the very difficult job of getting children to learn and gets them to be successful is fine by me. Use an approach, assess the impact, judge if it’s worth using again. Therefore when on Twitter these ideas get slammed, because they are being treated as if they are being touted as the only idea out there as opposed to something to try, I worry that it will put some people off from giving them a go.

Levelling ladders may be crude, Ken Robinson may be nothing but aspirational air, average point scores may detract from real teaching, kinaesthetic learning styles may be ineffective, planning may be a waste of time….for you. But for some they are the little hooks that will support them to get better in the setting they’re in.

So I don’t want to curb people’s passion for or against any ideas out there and I certainly don’t want to not read those interesting, thought provoking and often very funny black and white comments. But I hope that no one ever reads a 140 character long barbed comment and swallows it Hook, Line and Sinker.

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