Useless assessment data has always abounded in schools maybe in organisations generally. Leaders get to make the final decision on what data is collected; time is finite, data purportedly for tracking and monitoring progress is generated whilst that of greater value to support teaching and promote learning is sidelined.
If anyone who signed up to the workload poster reads this post I can imagine them thinking “there is no pleasing some people”. There is a growing correlation between my age and increased level of grumpiness. The poster just made me cross.
Recently, I was given the opportunity to read a draft of Jim Smith’s Lazy Teacher’s Handbook and offer up a few thoughts; I’ve morphed the title of this blog post from it. Rather than encouraging teachers to be lazy it provides suggestions for doing important aspects of the job more effectively and efficiently.
When speaking at the Headteachers’ Roundtable Summit last week, I twice made the statement that, “Opting to lead a challenging school is like playing Russian roulette with your career”. It was tweeted, retweeted and liked.
Twelve is a good a number as any for directing people towards better teaching, assessment and learning. It certainly won’t cover everything and there are probably things you will disagree with. I don’t have any monopoly on what might improve teaching, assessment and learning. Rather these are the distillation of a number of presentations I … Continue reading
Over the past few weeks I met with a couple of teachers, at their request, to provide an evidence statement about their work and development over the past academic year. I found the discussions absolutely fascinating; one I had observed teaching a class on a couple of occasions in the week before and the other … Continue reading
Christopher Logue invites us to “come to the edge”. It can be a frightening or exhilarating place to stand; it depends on whether you think you are about to plummet or fly.