A letter to … my IT-obsessed manager
One teacher spells out why the decision to issue a new scheme of work is, at best, pointless, and at worst, actively harmful…
- by Anonymous
Thank you for the latest guide. What is it this time? ILPs? Lesson plans?
Oh, it’s the new scheme of work. Can I ask who decided that we need this, and on what pedagogical grounds – research or consolation?
This is yet another occasion where the role of the teacher has been turned into that of an administrator, in the process taking away our autonomy and professional judgment. I’ve developed my own scheme of work over a number of years, during which I’ve spent many hours of time engaged in reflection and intelligent, informed consideration of what I do and why I do it. It covers all the points listed in the new scheme of work you’ve created for us, but in a way that’s far more relevant for my subject, my students and myself.
If I were to convert what I’ve developed into the new format, it would become significantly devalued as a practical tool, or result in me to having to create two schemes of work. One I actually use, and another for management box-ticking.
Culture shift
It seems to me that there’s been a shift away from trusting the judgement of individual teachers and supporting us as staff, to an IT-informed approach that works to significantly reduce the quality of what we’re able to offer our students.
Take our new individual learning plans. I now ask students what the computer has decided I should ask them, rather than what we actually need to discuss, based on our previous interactions and my own observations over the time that I’ve known them.
This isn’t lost on the students themselves. One of the smarter students I teach recently used the comments section of their ILP to issue a plea to ‘stop these pointless forms’ and instead spend more time simply talking to them and listening.
I have no doubt that if these changes go ahead, they will actively lessen what we’re able to offer our students. As a manager, I therefore urge you to understand why this proposed ‘one-size-fits-all’ approach effectively amounts to ‘one-size-fits-none’.
Trust us
Please bear in mind that I’m always happy to have you review my paperwork. Should you wish, I will gladly send you any and all aspects of my planning.
I say all this to you as a teacher who’s already been reviewed and judged in every way imaginable. I’ve been consistently marked as a grade 1 or 2 teacher, in an institution which still clings to the idea that ‘teaching quality’ can only be assessed via an extremely reductive numerical ratings system.
My results, my student feedback via observations and student surveys have always returned positive results. My department organises and puts on numerous extra-curricular activities. Is it too much to ask that you simply trust us to plan and deliver our own specialism to the young people we’ve been charged with teaching?
I understand that there are others bearing down on you too – Ofsted, the school governors, the exam boards, government officials and, of course, parents. We’re all being watched and judged. As a parent, I know I’m to blame at times for this too.
So for now, while I can’t ensure that you’ll trust me, I must trust that the teachers within my team will have similarly thought through their work, projects and lessons. To be allowed to support our students, in our own way, is ultimately the only way for any of us to truly teach.
Regards,
Miss
‘Miss’ is a Head of Art in the West Midlands
