Originally posted on teacherhead.com
Teachers and leaders across the country do too many things that have unacceptably high ratios of time and effort relative to their impact and/or they are unjustifiable educationally. Sometimes I think that the debate about workload is tinkering around the edges when actually we need much more fundamental change. I also think that we need to get assessment and accountability machinery back into perspective, making them more organic and more human.
My hunch is that if schools responded to the things included here in the way I’m suggesting, they would be better places to work, learning would be better and everyone would be happy. Well, happier.
Subject Report Comments: STOP.
How many students improve their learning outcomes or experience of school because of what is written in their annual report? Hardly any. The input-outcome path is far too circuitous relative to the power of in-class feedback. How many teacher-hours are spent on this per year? Way WAY too many. Ditch them. Go for grades only plus one tutor report per year to give the personal touch.
Performance Management Documentation: STRIP BACK
All of this is far too convoluted. No teacher is motivated by what it says in their performance management targets. Nobody works any harder because of what their appraisal documents say. School culture drives that, week to week. The time sucked up for all of these processes is massive. Ditch it all in favour of the simplest one-sider of bullet points written during a one-to-one discussion. Where there are capability processes or concerns, do that separately and handle pay progression intelligently based on professional judgements, recorded simply.
Data Drops: DO LESS
You can barely action the interventions suggested from one set of data before the next is due… it become a treadmill. Much of the data that is ‘dropped’ is so far removed from the actual learning needs of a student that it doesn’t even help to identify what they need to do. Teachers already know that. How many do you really actually need? One at the end – which serves as the start of the next year – and one in the middle?
Given all the horrible inherent data delusion fallacies that lead people to imagine a 5 in History is broadly the same as a 5 in Science, it’s barely worth the trouble – compared to the micro, low stakes, formative, subject specific assessment that should go on in every class. SLTs should get closer to the micro-action and ditch the Big Drops that tell them much less than they might think.
Logging Can Do statements in centralised tracking systems: STOP
I’m worried about the spawning of these giant statement tracking machines. Nobody has the time to interact with a 30 x 60 statement database for each class they teach to identify specific learning needs. It doesn’t even work when the statements are things like: Can describe the function of cell structures: ‘Working towards’. ‘Can evaluate evidence from sources to identify bias: Meeting expectations’. Which structures? Which sources? How well do they describe or evaluate? How exactly should they improve? I just don’t think this type of tracking is helpful. It should be lived and tracked through specific assessments that teachers and students can relate to in the detail. As soon as it becomes a tick box against a generic descriptor it becomes pointless – or least, virtually pointless relative to the workload involved. And who is it for? Not the teacher. Not the student.
Grading Lessons or Book Scrutinies: STOP
Making these processes formative and collaborative where the outcomes are strengths and areas for development is all you need. Grading is delusional guessing so should stop simply on that basis, but the high stakes surrounding grading fuel a workload pressure that is unsustainable. Similarly with book scrutinies: there are ways of keeping in touch with standards that involve everyone, are time efficient and that don’t become overly burdensome. Grading them is a nonsense.
Self-assessment reflection sheets: www/ebi STOP
Even better if: I stop making silly mistakes; I learn my times tables; I do more revision; I use the quotations better. ….. All of this non-specific sheet-filling is time consuming and way off the mark in terms of providing a route to actual improvement in learning: knowing things, being better at things. And teachers often are the ones sticking all the sheets in. Instead of all this students should just get on with improvement tasks, there and then. Reflection might be useful, but it doesn’t need to be evidenced or involve glue.
Written comments in books. DO MUCH LESS
Once you analyse the flow of transactions that follows from teacher marking, it’s evident that most of it is a waste of time. This is well documented by many people. I see it all the time – the weakest learners cannot translate written comments into actions that improve their understanding whereas they can act on direct verbal feedback. So let’s get into the habit of using a sensible balance of some marking of specific work and assessments – and doing much more in-class feedback and self-assessment.
Detailed Lesson Plans: STOP
Learning is too dynamic to justify the effort required to describe or predetermine the details of any lesson. Effective planning can be done at the level of lesson sequences using good objectives that detail knowledge and skill requirements; the collection of resources to support those objectives largely constitute the planning – why write it all down. Most teachers just need to sketch out a few key points. The question is : are lessons planned? That’s different to expecting a written plan. And who has time to read other teacher’s plans in time to evaluate them? It’s just part of the accountability driven de-professionalisation we’ve endured for too long. STOP.
Detailed School Development Plans: STRIP BACK
As soon as you’ve written them, they are out of date. Things change. Priorities shift. New ideas emerge. The process of forming a plan is important; the process of checking progress is important but given that there are only so many fronts you can sensibly fight on, any record of these things can be simple, lean and easy to track. They do not all need to be SMART targets… who has time for all of that measuring and time tracking. And if governors ask for something more detailed than you yourself need, they need to be told where to get off.
Producing original teaching resources: DO LESS
We spend too much time reinventing the wheel – don’t we? Text books, collaboratively sourced resources – it’s all out there. Let’s get a grip on this and not martyr ourselves. It might be rewarding to create resources; it should be part of everyone’s professional experience -but keep it manageable for everyone. An NQT or new member of staff ought to be able to have a full set of stuff ready to roll – make that a reality.
Having trained as a physics teacher, Tom Sherrington has been a teacher and school leader for over 30 years working in a wide range of school contexts around the UK and in Jakarta, Indonesia. He spent 11 years as a Headteacher and is now an education consultant supporting schools and colleges with teacher development, school improvement, assessment and curriculum design. He is a prolific blogger sharing ideas via his popular website teacherhead.com with a strong twitter following at @teacherhead. He is a regular speaker at education conferences for teachers and school leaders. Tom is also a trustee of the National Baccalaureate Trust. Tom is married to Deb and has two children, Daisy and Sam.