The Blob lives on thanks to Gove reforms

I recently had the great privilege and pleasure of working with a group of SCITT trainees, talking about the use of research in education.

It was inspiring to see such enthusiasm and professionalism from a varied group of people, covering a range of ages and backgrounds. It was refreshing to see people excited about teaching and pedagogy.

The guy who is in charge of this particular SCITT is a wonderful eccentric, brimming with the fervour of a man who loves his job.

The whole experience made me feel quite positive about the future of the teaching profession if these folks are a fair reflection of those entering it.

However, during our conversations I was stunned to hear some of the dreadful and depressing things that these guys are being told in schools.

For some context, SCITT programmes are school-based teacher training courses which give trainees a focused on-the-job training route. In this particular case, trainees come together in a “hub” to reflect and share practice. So, it isn’t the hub as such that trains them; it is the staff within he schools who do that.

Such programmes help to fulfil Michael Gove’s desire to wrench teacher training out of the hands of the progressives who (apparently) run education departments in universities and who fill trainees’ heads with dangerous and harmful ideas about student-centred teaching and so on. Instead, trainees get trained in schools, by teachers and school leaders who can shape new teachers in their own image, grounded in the realities of daily practice and with a true desire to drive up educational standards instead of being “enemies of promise”.

There is a slight flaw in the plan which is this: Schools are too often dens of deceit and untruths. Schools protect and feed myths as if suffering Stockholm syndrome. It isn’t the education departments of universities that are the Blob, but schools themselves that are riddled with ideologies, and driven by paranoia and self-preservation that are doing Bad Things in the vain hope of achieving Something Good.

For instance, many of the trainees were astonished to discover that VAK is #EduLasagne.

Many more were gob smacked when I showed them the Ofsted handbook and Guidance for Schools documents which clearly state that they don’t need to see a lesson plan. One poor chap showed me his file of lesson plans that he’d had to produce during a recent Ofsted inspection – which all teachers in the school had been told to do. Their lesson plans had to detail timings for every little bit of the lesson; they were told that if Ofsted came into their lesson and they weren’t at the point the plan specified at that time, then they would be penalised. This was not a unique anecdote within the group.

Another trainee mentioned that her school demands data entry every three weeks. This data includes a level (yes, the ones that don’t exist anymore), and grades for effort, behaviour and so on. Every. Three. Weeks.

Numerous trainees told me of their school marking policies which are filled with green pen and a system which sounds entirely like triple marking. Again, the reaction to the section of the Handbook on marking was palpable.

One particularly frustrated young man asked me, “So if Ofsted don’t want us to do all this stuff, why are we doing it?”

Everyone looked at me expectantly, their eyes filled with the hope that I would be able to give them an answer which might save them from the ridiculousness of it all.

“That’s a good question,” I replied.

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14 thoughts on “The Blob lives on thanks to Gove reforms

    • Hi. Thanks for re blogging.

      I would think that every half-term is more standard – although that’s too much in my opinion!

      But it’s not just the frequency that’s the issue, but the type of data. Levels are defunct and useless.

      Back when APP was introduced in English, it was supposed to happen two or three times a year, “across a range of work”.

      • We have trackers for data entry every four weeks. But there’s a tussle between English and vocational subjects at the moment. English are purely recording controlled assessment marks, therefore every half term. Nothing more. Due to change in management. But we do have to fill in risk indicators every four weeks to monitor behaviour, performance etc.

  1. Great post.
    The only way to sort this ( because it’s obviously not just an ‘ofsted’ accountability thing in these cases) is to make it compulsory for SLT nationwide to do min 20% teaching/contact time with a similar (85%) attainment target in their appraisal cycle. Too many lose touch with the nuts and bolts and their whole job becomes about policing the minions. VAK needs to be outlawed! My daughter is doing PGCE in a primary that uses Reading Recovery for all children……I won’t go on. I really feel for these students; when I started on my PGCE and asked to see med term plans for a Reception class, the teacher ( DH) told me I wouldn’t understand them as they were, ” ….very ‘ stream of consciousness.” I was ‘tolerated’ when I taught discreet phonics. Sigh….

  2. With hindsight, it was bound to happen. Give was right to identity an epidemic of bad ideas among those running the education system in 2010. Unfortunately, the reforms introduced meant that heads with bad ideas had more power to impose them.

    • Hi, thanks for your comment.

      I agree. What should have happened, perhaps, was a focus on what was being taught to trainees rather than the structures through which it was being taught. Of course, if he hadn’t crippled LEAs, they would now be ideal bodies through which better ideas could be disseminated. Having said that, perhaps it’s not up to the state to do that.

  3. Pingback: Biggest NQT Disappointment | Some History Guy

  4. I come across the data thing a lot in NQTs as well, so I think it’s a more general thing that lots of schools are going through in response to Ofsted/accountability/top down pressures. It wasn’t something I really came across 5+ years ago. Have you come across Campbell’s Law? That explains it well.

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