- Resources: £3 Billion cuts to schools funding over 5 years. LEAs will disappear, early years and 16-19 interventions squeezed the hardest and will most likely disappear.
- Infrastructure: More regional school commissioners – targets more academies and chains, lift coasting schools, not sure on other roles yet. Results so far suggest that they have had a poor impact.
- Teacher supply: Teacher shortage, falling grad numbers, weak wages in education push potential teachers elsewhere. Crude incentives system which does’t support recruitment or retention. Student loans for PGCE is wasted money, all training should be free.
- Leadership: 50% of heads will retire in the next 10 years. No good training provided to train people to become outstanding heads.
- Expertise: Lack of quality professional development, teaching has suffered massive de-professionalisation. Lack of management training means people squeeze rather than effective manage makes working conditions worse.
In 1997 G.Brown handed over fiscal control of interests rates to the Bank of England. This move came to increase stability, prospects and growth of jobs to provide for the people. Before this, we saw a turbulent period where interests waved around as a gesture of political power. Education is currently experiencing the same political gesturing, this is generating a turbulent work place. One which is great impacting the wellbeing of our teachers.
Policy makers have no idea, school leaders are focusing to much on teachers and teachers are desperately trying to meet the needs of everyone. Nicky Morgan’s decision to introduce the “work load challenge” implied a complete lack of government understanding of the new pressures that reforms are having on teachers. From these reforms schools leaders told to increase the resolution on what is happening in the school. Finally teachers are adding these pressures on to their packed schedules.
On the ground interviews
Three perspectives: Teacher, Policy, Leaders
Leaders: When discussing the issue with Leaders of schools it became clear that the type of work which people are expected to complete hasn’t changed, but it the accountability which is causing the difficulties. For example, come to work on time, plan lessons, teach lesson and mark books, then get paid. Heightening accountability has resulted in the “same” work load, but significant increases in scrutiny. So, what’s happening is workload is increasing because practitioners are now fine coaming their practice to meet the new established accountability measures. What are senior leaders doing to support staff?
Policy: Policy reforms need justification and these justifications comes from the impact which is associated to changes in quantitative data. For example, the transition to the Ebacc is a simple policy that will provide students with an enriched education. However, teachers are bending over backgrounds to make these changes real and bridge the gap between reality and government. The relative enriched of Ebacc reforms has been shown to be limited, so what is actually being implemented is an ideology that doesn’t take into account what is happening in the classroom. This begs the question, why are teachers no guiding reforms?
Teacher: Simply, workload is increasing this distorts where progress is being made. All teaching staff are experiencing a workload increase, in the majority of cases all staff attribute this increase to senior leadership heightening accountabilities on teacher performance. For example, performance related pay, learning walks, work scrutinises, seating plans, lessons plans, data tables, qualitative person reviews, class analysis regular progress reviews. All these new management strategies to monitor performance force staff to fine comb there work, this drastically increases work load. Unfortunately, this results in staff spending more time on making the learning relevant for the leaders as opposed for the students. Therefore, reforms are putting more emphasis on the teachers which detracts emphasis from the children.
It is clear that changing accountability measures across the industry has resulted in significant increases in work load. Not because the job has change but the scrutiny to which professionals are now expected to work under have. This accountability forces teachers to focus more on their own work and how it looks to SLT/ofsted in comparison to focusing on the best outcomes for the students. By using accountability measures the government is demanding increased control within every classroom, should we be concerned by this? What is clear is that educational leaders are detached from the actual pressures of the classroom.
The logic behind Academies
Free Will is what most believe to be the ability to actively engage and change the world around you and for most we believe that we have a conscious ability to be so. True conscious ability, as I have written about before, is not as conscious and we have first thought. History, society and education all influence how our conscious develops and the perceptions of which we take from the world. The idea that our perceptions of the world might not be are’s, but could possibly be the influenced by the interests of someone else feels very dehumanising. Yet, how society allows others to be educated is exactly this. Forced curriculum, denial of ‘truly free’ choice and the expectations that all individuals will ultimately finish education looking identical.
The true humanist education is one where an individual is provided with the opportunity of choice, reflection and action. To exist in a society where we are free to make our own decision is one where we believe that we to play a part in influencing the community and world at large. Yet, this freedom is only given to most during their adult years. So, if you live a quarter of your life without choice, reflection and action will you ever consciously engage with these? Or will your perspective and the decisions you make reflect those that you have been given?
Progressive education, originating in the late 19th century, was developed to educate students to be prepared for the world of the future. In doing so there was a focus on developing a critically engaged individuals who was educated with the skills to, communicate, evaluate, understand, reflect and take action in response to the world around them. This supported a person to have the ability to make a free, conscious, choice.
The purpose of Academies
If we want a humanist education then we must provide opportunities for a person to develop a critical consciousness and develop their own perspective on the world. However, this can only occur if we provide a person with the opportunity to make critically informed choices. Steve Hilton argues for this type of education in his new book. To paraphrase, if we know, and want, every individual to be their own person then shouldn’t we be pushing for schools that provide a spectrum of opportunities (schools ranging from traditional forms of education to forms of highly progressive education, to everything in-between, subjects specialists etc) for students to chose from?
The primary focus of academies is to remove power from central government and deliver this to the local communities. Stakeholders of the community are able to influence the people they develop in their small section of society as well as offering a greater diversity of schooling experiences, this drive genuinely empowers a community to become involved. To increase community engagement and support local industry, charities and other organisation are encouraged to invest into these schools to support their development. Yet, investments come with the reflections of interests. For example, a type of education that would support individuals working at their company. However, is it in a companies interest to provide a spectrum of opportunities? Would a management consultants really need their staff to have an understanding of art history?
The picture of private investment into academies does not reflect the ideal from which they were established on. How money moves in society is largely dependent on the interest of those who control most of it. An example of pre-academy influence is the investment into the Arts, in particular music, where a local authority spent £1.15 per child in the community during 2012. As a society we rank subjects and value them based on their relative commercial use in the future, with the arts featuring near the bottom. When thinking about the number of arts based big businesses willing to invest into schools the number is ‘surprisingly’ low. This might mean that unregulated business investment could begin to warp the spectrum of schools we want to see.
Distorting academy success
Academies are proven to enhance the educational outcomes of their students (2), but abuse of this is causing a widening gap in inequality. Under the Labour government only schools that were disadvantaged became academies. However, under new reforms any school in any community can now convert into an academy, this was typically high performing schools (5) which were not disadvantaged. In doing so the positive returns, originally identified in academies, will deliver better results for the most advantaged, reinforcing the inequality gap (2).
It is always dangerous to assume that correlation implies causation, but recent party changes now means that all underperforming schools are to become academies, this goes against the founding principle. The autonomy which we want to see in our schools will be replaced by the pressures of adhering to forced engagement where the investors and the recipients of funding have conflicting visions on what they want to achieve for their community. Therefore, supporting a very general education. (Solution for profit academies (3)). Therefore, it could be dangerous to assume that forced academisation will result in success. Previous success has only arisen after careful and thoughtful negotiations.
The current changes in the present economic situation in the country is financially squeezing schools to become academies, as opposed to schools selecting increased autonomy. An in-house review of the academy application process identified,
“There was no dominant main reason for conversion but the most frequently cited were: to raise educational standards; to obtain more funding for front-line education; and to gain greater freedom to use funding as you see fit.” (DoE, 2012)
This notion simply reinforces schools are experiencing funding constraints, rather than innovating, the academy system offers an opportunity to alleviate these restrictions or innovation by efficiency. This contradicts the fundamental changes we hope for. So are academies really improving by authentically innovating or are we just seeing an improvement in the efficiency of teaching methods as a result of enhanced funding? (For example, larger SEN departments, more resources, easter revision etc.)
Conclusion, but by no means the end of discussion
It is clear that the original autonomy that was envisaged for our academies, which did originally work, have been stripped away and streamlined to a one size fits all. Financial constraints and the reflection of business interests is twisting our schools to make cuts and innovations through efficiency as opposed to actually genuinely creating a 21st century education. This started as a great vision, but we have ended up sacrificing the power of choice and free will of the next generation as a result of politics and funding restraints. Is it worth it?
References – (1) Paraphrased from Radio 4 Archive Opinions on Philosophy
(5) http://www.newschoolsnetwork.org/what-are-free-schools/free-school-news/education-select-committee-optimistic-about-impact-of Further reading https://www.croydon.gov.uk/sites/default/files/articles/downloads/academies.pdf
What do you perceive?
Perceptions on the world are dependent on how we process the information which enters through one’s senses. The analysis of this information is dependent on a predetermined subconscious response. We are not aware of how we are perceiving a scenario because this analysis is ingrained, intrenched and programmed through systematic conditioning to the world around us. Yet, this conflicts with our perspective of ourselves. It conflicts because we believe that all decisions are independent. We are aware that our conscious feels transient, or not real and it doesn’t feel as if “someone else” can influence it, because of this trait. So, if we are unaware about how we perceive the objective is it possible to ‘truly’ perceive the objective?
To truly perceive the objective suggests that every observer will be able to view the subject and remove the same inference. Therefore a person has to be told how to think, leading them to build the same conclusion as someone else. For example, didactic education means that information is pre-digested and regurgitated to students, removing true conscious engagement and only enables thinking by the means of someone else. Yet, this isn’t always the case. Art shows a physical expression of a perspective, but observers take a variety of inferences. These inferences are influenced by historical and societal experiences that influence how they perceive the objective. Therefore, our perspectives on the world are based on the experiences in our life to date. But isn’t this a false dichotomy? The very nature of development results from predetermined thinking, so thought can never be truly authentic.
It’s at this moment of realising this paradox that true conscious thinkers are able to influence how a society cultivates thinking within itself. If how we think is based on prior experiences, then are experiences should be free from the thoughts and influences of others. Therefore, we should be provided with opportunities to build our own understanding of the world, by solving our own problems, investigating our own questions and developing our own method of understanding the information that we are processing. But, there are limits to this. We cannot freely learn to walk, talk and operate in society without guidance. Therefore, during our development a balance must be struck between opportunities for free thought and guidance when learning basic grammar, we must be able to interpret the grammar through which we require to transform the world. So, what is required from education?
Education should be an environment where individuals are encourage to critically evaluate, solve problems and bring meaning to their own questions about the world and the reality which surrounds them. Assessments and exams should be a thing of the past, they are a means to quantify attainment they do not provide an opportunity to develop as an individual. Will we be able to assess students? Not quantitatively. Will we be able to quantify what our students look like? Probably not. We should see education as the qualitative development of individuals who will be able transform the world around. Through the freedom of their own thoughts students will be empowered, independent and leaders of their own world.
Holding onto the Future, Antony Gormley (1987).
One is looking at a mould of a man holding an in descript mould. The mould in the foreground has potential to become something and this possibility it holds is being clung onto. This represents how insecure we are of our futures, these insecurities derive from a man’s inability to determine their own future. Gormley, when critiquing this work, quotes Joseph Boyd, “The man doesn’t yet know who he is, we must invent him.” The decision to do so suggests that the observer has the power to change this man’s future. So, do we not have an autonomous, self-determined future?
When realising the true fragility our own futures we begin to turn to others to prepare a mould for us to cling onto. The drive, ambition and autonomy of making these decisions for ourselves is removed and success is only possible in the eyes of the observer. This renders an individual powerless unless given the opportunity to be successful, by a liberated individual. Why are we so dependent on a system where our futures are not ours, but decision and reflections of others?
The power of liberation, the power of education.
Freedom from prescribed thoughts and behaviours is a doctrine that many believe is already given to them. But, much of our society and educational system is already predetermined and reflective of the interests of the liberated few, not the masses. The power that education can bring to an individual is unrivalled:
“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” (Paulo Freire, 1996)
So, what we appear to have is an educational system that reflects the interests of a conformist society where the young are integrated into society. We only have to refer to innovations, movements and liberations to understand the positive power free thought provides society with. This is not to suggest that every person is going to radical change the world we live in. Yet, it will provide a society where everyone knowingly contributes. To build an educational system where we strive to liberate and produce radical individuals who all have the power to determine their own future is a just system.
Changes to education
Disproportionate emphasis on the importance of academic attainment has generated unnecessary focus on one aspect of what it means to be a human. This focus implies that we no longer look to educate people, but to generate the most reliable data to support our ideals of “Education”. This doesn’t reflect the requirements of being a radical thinker:
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.” (Paulo Freire, 1996).
Recent shifts in education are decoupling from a sole focus on academic performance and looking more at what we want our student to look and be like in the future. Movements towards character education are promising they already show evidence of developing individuals who care about themselves and their lives (EIF, 2015). These humanist approaches suggest we are moving in the right direction of developing well round educated individuals. We must be careful not to view the development of character in terms of reliable data, because you can not quantify a person. Is this enough to create liberated individuals who have the power to determine their own futures?
Unfortunately not… (I’ll be blogging about this next time).
Knowledge is the theoretical or practical understanding of a subject. The benefit of having knowledge is one’s ability to apply this knowledge to abstract scenarios. For example, a satirical comedian applies their knowledge of current affairs for comic value. When problem solving a lack of knowledge will render the problem unsolvable. In both cases, a poor understanding of the knowledge required will result in poor mastery.
The cognitive stuff
“Make it Stick” (Brown et. al; 2014) is possibly the most influential educational book that I, and many others in the educational world, have read. It provides a understanding of how we learn, linking cognitive neuroscience to classroom practice.
The book focuses on:
Learning is misunderstanding – Generating an enhanced of self-awareness, what do I know and not know?
To Learn, Retrieve – Increasing retrievel and experiencing difficulties when retrieving information enhances retention.
Mix Up Your Practice – Cramming doesn’t work, practice multiple skills, subjects and activites simultaneously.
Embrace Difficulties – The more difficult it is to recall information the better.
Avoid Illusions of Knowing
Get Beyond Learning Styles
Increase Your Abilities –
Make It Stick
My teaching, before reading making it stick was episodical, regimented and centred around the teachers performance. This made in the moment learning, known as encoding, a priority. But, despite outstanding lessons, student progress at the end of a unit on knowledge would always be good, but not outstanding. The power of retrieval, highlighted in Brown’s book, stands out as the most effective tool to develop mastery in a subject.
Recollection of information is, “on-the-fly reconstruction of elements scattered throughout various areas of our brains.” (Mastin; 2010). Thus, the difficulties associated with memory recollection is one’s ability to piece together the jigsaw of random memories that scattered throughout one’s brain. If we can enhance the process of constructing these puzzles then we can enhance recollection and mastery.
A study by Brown et al (2005) on the effects of frequent testing show its benefits. For those students who recalled knowledge on a regular basis retained more information over a six week period in comparison to the control group. So, by increasing the demand on pupils to recall information increases the retention of knowledge. In simple, what can be done in the classroom?
Recollection focused activities.
Crossword, simple question based game – Fun, simple, engaging and solely focused on incorporating enjoyment with recollection of information.
Who, what, when, where, why, how. – An opening activity that provides students with an opportunity to discuss previously encoded information with their peers. This increases strength and neural density of connections between different hemispheres of the brain.
Google sheets – An online platform for students to complete prepared multiple choice questions on a certain topic (refer to Joe Kirby’s questioning techniques to increase rigour of questions). The students can view the responses of the entire class, this information can be used by the students as a form of reflection or by the teacher to inform future practice.
Weekly quiz. When visiting Long Road Sixth Form College some great practice was being carried out. At the start of each week sixth form students would be expected to answer 10 questions that were linked to any lesson over the prior 4 weeks.
Brown et. al. (2005) – Make it Stick
Mastin, 2010 – http://www.human-memory.net/processes_encoding.html).
“Theory is splendid but until put into practice, it is valueless.” (James Cash Penney). An educational example, “Yes, I understand what to do sir.”
The introduction of new theories, skills and attributes is difficult because students struggle to get to grips with practicing new theories. As an educator this is where the true value is added. So, how do we move from the theory of non-cognitive development to implementing it into practice?
From Policy to Practice
The continual debating by political panels, educational theorists or interjections from third parties leaves untested theories. The classroom teacher, unknown to them, has been involved in developing new policy. They are now expected to put this policy into practice. Like the students they will struggle, but in this case there is no one on hand to support them. The theory is forgotten as true mastery has not been attained. A reactive response develops to throw together evidence of practice. (For example, marking books in my PGCE and NQT year). So how do we support the implementation of non-cognitive development into the classroom?
Simple answer, bring teachers into policy development. Over the past month I have been involved in 4 different policy networking events, where the general theme has been on non-cognitive development in students. Buzz words were flying out left, right and center. Yet, every time I found myself able to relate to strategies used in the classroom, that exemplified the non-cognitive traits. Offering a critique to proposals based on evidence shifted the direction of conversation from the “policy buzzworder’s” to myself. This demonstrates the value of those in the classroom.
Implementing non-cognitive skills?
A Head teacher from a local school told me, “the schemes of work in their school center around the kind of people that would be successful in University or vocational qualifications” and backwards plans from this vision. When I am developing a scheme of work, I think about the non-cognitive skills and learning objectives I want the students to develop. For example, I have recently planned and finished a unit of work on Metals and their Reactivity. The non-cognitive focus is to develop independence, self-reflection and choice (I’ll be blogging about this next week). This was alongside the academic learning goals. By orientating yourself to focus on the kind of students you want, the activities begin to tailor themselves.But, failures, critiques, alterations and improvements have been important to support the reflective development of this teaching strategy.
This is where the problems lies, there is no accountability for non-cognitive development in the classroom. Therefore, the risk:benefit ratio is useless, because it not worth risking progress to develop new systems of non-cognitive learning. Consequently, teachers can not relate to the policy that is trying to be implemented and their opinions become less valued. It’s easy to see the paradox we are caught in. So where does this leave us?
College of teachers…