- 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.