As we read of the open letter signed by more than 1,200 teachers complaining that stress is destroying the profession, it might be worth pausing to ask what has happened to make teaching, once the most rewarding and satisfying of jobs, so deeply frustrating and unfulfilling?
How have we allowed so many initiatives done in the name of ‘improving standards’ to wreck havoc on our schools? How, in the interests of trying to improve the quality of the education, have we got it so disastrously wrong?
When it comes to compiling a charge list, where to begin? Perhaps with the extension of schools into their extended role as providers of wrap-round care and the extra pressures that has placed upon teachers?
Perhaps with the amount of time required to be given over at inset days and staff meetings to topics as diverse as child protection, safeguarding, e-safety, inspections, changes in legislation, health and safety updates, risk assessments and compliance, all valid in themselves, but leaving no room left to discuss the education of children?
Perhaps in encouraging parents to act as champions for their children without any account of their own responsibilities in raising and disciplining them? Or in society’s expectations that schools are where all social problems should be dealt with?
Perhaps with the quite unreasonable demands placed on teachers to constantly record evidence, work to targets and be subject to endless monitoring, appraisal and inspections?
Perhaps with the ever changing regulations for inspections and compliance designed to keep us on our toes?
However well-intended, each initiative, each change, has exacted a cost, and the cumulative effect on the profession has made it almost untenable.
How have we allowed so many initiatives done in the name of ‘improving standards’ to wreck havoc on our schools? How, in the interests of trying to improve the quality of the education, have we got it so disastrously wrong?When it comes to compiling a charge list, where to begin? Perhaps with the extension of schools into their extended role as providers of wrap-round care and the extra pressures that has placed upon teachers?
Perhaps with the amount of time required to be given over at inset days and staff meetings to topics as diverse as child protection, safeguarding, e-safety, inspections, changes in legislation, health and safety updates, risk assessments and compliance, all valid in themselves, but leaving no room left to discuss the education of children?
Perhaps in encouraging parents to act as champions for their children without any account of their own responsibilities in raising and disciplining them? Or in society’s expectations that schools are where all social problems should be dealt with?
Perhaps with the quite unreasonable demands placed on teachers to constantly record evidence, work to targets and be subject to endless monitoring, appraisal and inspections?
Perhaps with the ever changing regulations for inspections and compliance designed to keep us on our toes?
However well-intended, each initiative, each change, has exacted a cost, and the cumulative effect on the profession has made it almost untenable.
by Peter Tait, Telegraph | Read more:
Image: uncredited
