The Ped Pack

June 6, 2014 1 comment

The Background:

As part of my work this year around Teaching and Learning I produced this pack to assist in improving the quality of learning in lessons. It is designed to assist teachers develop new and existing strategies, building on work done within our CPD sessions this year.

I have always been blown away with the resources shared on Twitter. I’ve previously called it the perfect pedagogical Big Mac. Concise yet effective communication of strategies and ideas that work. I have all year tried to find ways to share this amazing practice with colleagues who may not see it.

The Book:

Designed around @teachertoolkit’s 5 minute Lesson Plan the Ped Pack is a one stop shop for assistance in developing your Teaching and Learning. It can be utilised when planning lessons, during lessons for on the fly activities, after lessons for reflection or feedback or several other ways. It uses ideas and contributions from all over twitter and some original work.

The Magpie-ing:

This truly wouldn’t have been possible without the amazing resources shared on twitter – the Primary tool for compiling this was Twitter. Therefore many thanks to:

@marymyatt
@teachertoolkit
@fullonlearning
@msfindlater
@johnsayers
@huntingenglish
@teachheath
@ictevangelist
@arti_choke
@JECh_ppell
@dandesignthink
@Ashley_Loynton
@OAL_technology
@ITSNADS88

I have tried to fully reference the work in it – If I have missed someone please let me know so I can make amendments.

You can download your copy by clicking the link below:

The Ped Pack

Blogroll and online resources being continually updated.

With thanks to

@TeacherToolkit
(Book – http://www.amazon.co.uk/gp/product/147290530X/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=479289247&pf_rd_s=lpo-top-stripe&pf_rd_t=201&pf_rd_i=1899836764&pf_rd_m=A3P5ROKL5A1OLE&pf_rd_r=0M6E4C8Y569ADDYDR4R4)
(Blog – http://www.teachertoolkit.me)

#LessonObs (part 1)

January 13, 2014 3 comments

Reflections on lesson observations inspired by the seminar “The role of lesson observations in England’s schools” hosted  by the Teacher Development Agency  and Teach First

A video of tonights seminar can be found here http://new.livestream.com/L4L/tdt

First up – @ProfCoe

Pre-Keynote blog can be seen here. Slides from the keynote can be downloaded from here.

The most powerful comment for me from @ProfCoe actually came in the Q and A session at the end. “I’m in favour of lesson observation but I just think we should be better at it”. Boom! How do you like them apples?

I found this keynote refreshingly grounded in research rather than ideology. What works best? How do we know? How are we acting on this information? Are we acting on this information?

I found it fascinating enough to spend a large amount of time today thinking about who is observing and why?

Who? – in essence largely observation is undertaken by someone Senior. Be it a Line Manager, Head of Department, Senior Leader, Performance Manager, Inspector, Advisor… however what makes these observations valid? What training, if any, has allowed people such as myself to rise to the dizzy heights of observer more often than observee.

Why? – For me, I only ever consider it a privelege to be in a classroom. It’s the best mechanism for stealing ideas and always has been. My practice has always been influenced by the practice of others. I believe this has been for the better. However, observations for judgement can result in a fear or threatening atmosphere. As a Head of Department I have liked to observe lessons just to see if schemes are working. More than ever tonight I’m conscious as to how my presence has made others feel. I’m optimistic that I haven’t always been the spectre in the corner, however how can one say this has always been the case.

I recommend anyone reading this takes the time to watch and look over the slides.

What followed was a quick succession of mini-notes from guest speakers. All advocating their judgements based on their particular experience.

@Informed_edu spoke about Lesson Study. I found his examination of top down/bottom up effectiveness massively interesting.

Instructional Leadership (Top Down) has an effectiveness score of 0.42 (apparently rather good).

“Observations and feedback by an instructional leader. Lectures. Teaching Guidelines”

Leadning Teacher Learning (Bottom Up) has an effectiveness score of 0.84 (more than double the above)

“Peer Observation. Developing capacity of teachers to teach what students need to learn. Collaborative. Enquiry approaches.”

He offered one of the most accesible summaries of Lesson Study I’ve seen.

Plan – Teachers working in 3’s plan a series of learning activities. They predict how the teaching causes and impacts on learning. This results in a thought process linking Pedagogy to learning.

Observe – Watching the learning activities in progress the teachers reflect on whether the learning predictions made are the same as the learning being observed.

Reflect and Plan – How effective was the learning in the observation phase compared to the prediction in the planning. Reflect, review and retry!

@LearningSpy probably provided the sensationalist quote of the evening. He presents some of his thoughts in a pre-seminar blog here

“The cult of the outstanding lesson is retarding learning.”

He offered thoughts on whether in observation you see the performance of students not the learning. “Learning is invisible” being a theme of the evening.

“Rapid and sustained progress” was quoted from the Ofsted framework. @LearningSpy argued he felt you could have one or the other.

He offered an alternative to lesson observation and feedback. Find teachers with good results, assume they’re doing something right, watch them and try and replicate the good practice you see.

@MaryMyatt gave a perspective as a practitioner, teacher, loca authority advisor and inspector. She was clear to indicate she was a constituency of one and only represented her own views.

She opened with 3 important points

1) with the vast investment in education “82 billion” some kind of quality assurance is going to happen to ensure children are getting a reasonable or better deal.

2.) Lesson observation is merely one of these factors. The others being; work scrutiny; talking to pupils; the extent pupils are engaged in their learning; information form pupils as to the typicality of lesson; quality of teaching and evidence of learning; hihg expectations; support and challenge; strategies to meet individual needs; literacy across the curriculum; behaviour for learning; social moral… and she was clear not all would be seen (by any means) in one 20-30 minute observation.

This point utilised points that lesson observations offer support to help triangulate judgements. Data needs context to be complete. The lesson provides the context.

3) what would you offer in place of lesson observations?

She offered her thoughts that teaching and learning was likely to be good or better in lesson study type models rather than those using gradings.

She offered that no one should be made to feel like a “muppet”. High Challenge / Low Threat.

There should perhaps be collegiate enquiry rather than judgement. As practitioners we need to “get out more.” Formative and discussion processes have better impact for improvement. There is no need to be bad to get better.

– videoing a major force in the future of improving practice

– student perceptions of teaching is a valuable source of information.

– as a profession we’re in the black with pupil good will. Largely pupils want more and there is currently more goodwill than anything to be feared.

Finally she offered a discussion point – Are we talking to ourselves? As a profession we need to take hold of the conversation and utilise or establish organisations to take our thoughts forward.

@AlisonMPeacock was up next with a brilliant opening. I’m a Primary School head and we do not have observations.

She called this an Alternative Improvement Agenda. She spoke with real power about there being quality of learning for pupil and adult in an environment of learning.

She spoke about formalising the practice already in place. Having high quality conversations at the end of the day – How did (name) do today? These offer reflection and help support improvement.

Lesson Study, utilised at Alison’s school, formalises the informal. It focusses on the needs of children.

She said her school had “created a culture of trust”.

She moved on to pupil voice saying if primary school pupils had been present at the seminar their view would have been very interesting and accurate. There are so many times they are eager to tell you what went well. Times they went home so excited and eager to return the next. Times they went home with still so many questions they want to ask.

Finally, and for me perhaps most interesting was her point that this process is “messy”. The talking culture required is not an easy process to formulate or measure. An intangible sense of energy and enquiry.

She suggested this was perhaps another way of looking at school improvement and would provoke a massive debate as to how we engage children as learners.

Categories: Lesson Observations

4i’s – Identification, Information, Intervention, Impact

June 9, 2013 1 comment

With @trueenglish365 and an Assistant Head at my school I have been helping to lead on the 4i’s initiative. Initially composed by our CL for Maths and myself from a collaborative working party based around assessment, this is a mechanism to annotate your data and provide more information to show what you are trying for pupils who are underachieving.

It is completed at the same time as data submission for any class effected by the latest round of data tracking being submitted.

Firstly staff crunch the numbers and get the rough idea of the data headlines for each specific group.

4i Template

Then on the next page staff identify the specific pupils or cohorts and utilise the following “pit stops” in order to help them identify an appropriate intervention and impact measure.

4i’s BFL

4i’s EAL Interventions-1

4i’s FSM Interventions-1

4i’s G+T interventions-1

4i’s LAC Interventions-1

4i’s SEN Interventions-1

4i’s Use of Additional Adults

At the next data collection all staff review the impacts grading them PRAG (Purple – more than expected, Green – as expected, Amber – just under what was expected, Red – Impact not seen) Then if required staff try something new.

The 4i’s from each completion (three a year) is kept to show progress and interventions over time.

Ofsted recently complimented the system in our Section 5 and cited it as good practice for demonstrating progress over time.

Most importantly teacher feedback is hugely positive and it is seen as an effective tool for quick and easy reflection to aid pupils maximise progress in the classroom.

This was a complete team effort and has been adapted and developed in partnership with many different staff.

Categories: Intervention

Section 5 blog list w/ @trueenglish365

June 9, 2013 Leave a comment
Categories: Ofsted, Section 5

Top Tips for Teaching & Post Ofsted Reflection

June 9, 2013 1 comment

In January myself and @trueenglish365 developed this list as top tips for teaching and learning. Here is my reflection of this list post Ofsted.

Clear objective with progress based success criteria accessible for all

Ensure l/o’s are not activities or amounts of work to be completed. No set format for l/o’s was discussed.

Learning activities focused to promote engagement and differentiated to ensure progress for all

Intervention within lesson is key. Differentiation must ensure progress in learning, not increased quantity work.

Teacher talk tightly managed. Student activity and learning time maximised. Think a 70:30 split.

This needs rehearsal in order to build confidence.

Variety of questioning strategies. Consider no hands up, lollipop sticks, randomisers, target based questioning and rehearsal time with peers when students are developing answers.

Don’t get caught up in setting up a fancy PowerPoint as a randomiser. This wastes your time and offers little value in a lesson. Spend more time thinking about the question, look at blooms, a question matrix, Socratic questioning or thinking hats.

There are always high expectations of learning, behaviour and achievement.

This is usually judged from the kids themselves begin asked.

Opportunities to develop literacy and numeracy are fully exploited and resources by teachers and utilised by learners.

It takes nothing in a subject such as music to put some words up when listening to a piece of music. Some in red, some in orange, some in green and some in purple. For example nice, lovely, beautiful, exquisite

Writing frames. A dead word grave yard for alternatives. Dictionaries.

Feedback is frequent, focused and easy to understand. Learners are in the habit of responding to feedback and can communicate how assessment works in the lesson.

This is essential for the over time judgement. Not only for lessons but also for the teaching and learning judgement, these routines must be practiced and can be the first thing to slide!

Pace is intentionally geared to accelerate progress and consolidate learning. This is not too slow so they drift off task.

Lessons judged as boring are usually down to a lack of pace, not a lack of ideas of activities.

Engagement is sustained throughout the lesson by creative teaching strategies and prompt intervention for behaviour or misconceptions.

Prompt intervention to pick up misconceptions is a canny skill that most teachers have. I struggling thinking about your location in the room and how you can use it to help you see more. If you find it hard to move utilise something like PRAG cards. Pupils pull out the amber card if they think they’re going wrong. Then other kids see if they can help. If they can’t they flash red and you go over.

Routines are habitual, rehearsed and clear to see with limited prompting.

This is absolutely key to forming a positive impression around a judgement. Can your pupils start a lesson without you in the room? Take time to rehearse routines. All my classes practice a new routine. We add in humour to make it more fun. Use techniques like fast forwarding or slow mo. worth the fifteen minutes each time you introduce a new routine.

Assessment for learning is about measuring progress to inform interventions within lessons. It is a measure that then requires an action.

Feedback from a number of colleagues showed that afl was seen as a measure of progress and removing pupils from activities where they made progress in order to measure it was dimly viewed. Take time quickly after a task is set to get a quick view of how pupils are feeling then target specific groups/areas of the room to help you follow up afl with intervention and support.

The week that Ofsted came…

June 9, 2013 6 comments

As a school we had been expecting a visit all year. Hit massively by the AQA debacle last summer our results had unfairly tanked. A pupil from year 11 robbed of his opportunity of an NHS apprenticeship made national news and despite remarks moving the school out of the National Challenge bracket our school dashboard told a woeful picture. At no point all year did we settle that this was an accurate picture of the school and since the start of the year we knew to gear up for a inspection which really was going to be us v them. Or so we thought…

This year a key priority this year has been at least 3 levels of progress for all students. To highlight, where appropriate and pupils are capable of more they have been pushed further. We have worked to “narrow the gap” for pupils underneath their target and still continued to push the most able.

Every member of our staff new key headlines from our Achievement and Attainment 2012, from our School dashboard and areas of strength from the RaiseOnline report. Every member of staff was able to talk about this in the context of their role both in and outside of their classroom, departments and pastoral teams.

We didn’t have a meeting specifically on this at any point. It was spoken about in meetings all year when it was relevant and where it had provoked our response.

Two weeks ago another school in the local area offered representatives of their senior leadership to come and talk to staff. Three meetings were hastily arranged for the Tuesday following their inspection. It was our turn to receive the baton.

Share your experiences.

There were plenty of messages from those meetings, many of which are repeated later in this post from my own experiences but a flavour of some at the time that struck me were things like:

  • Differentiation by method, delivery and appropriate challenge, not by outcome
  • Fully utilise opportunities for literacy and/or numeracy
  • Knowing the positive pictures your data demonstrates with an emphasis on your current data for Summer 2013.
  • Be aware of the extent inspectors will talk to pupils to get impressions of the school “over time”
  • Within one hour of arriving at a local school all but one inspector was in a classroom. The classroom judgements matter. The picture of individual grades averaged out obviously wield influence but also the little things like pupils using displays, routines, behaviour for learning.

So Tuesday started like any other day. Normal lessons planned. House viewings arranged. Preparation for a meeting that day completed the night before with a colleague. Lesson 3 that day a planned mock-sted style meeting with the School Improvement Partner, myself and three other staff identified as having driven elements of Teaching and Learning, had been arranged in order to aid preparation for the impending inspection, but also to inform our SIP over how the Teaching and Learning infrastructure worked. This meeting proved to be a lynch pin of what was to follow as feedback was shared to all members of staff involved in meeting the inspectors.

Rehearse key meetings to ensure you present the positive pictures of the less obvious, less tangible parts of your school.

On leaving the meeting feeling positive, having learnt a lot and looking happily at 2 hours of Year 11 gained time I casually strode into a colleagues classroom to apologise for being late to a meeting with her in order to arrange a resource for our OTP session Thursday. Completely dead pan she turned her head and whispered quietly “Well I don’t think we’ll be going now, as we’ve had the call.”

Have a go plan. Myself and a colleague had already put together our go plan for the day the call came. I immediately went to see my department in order to ensure they knew, had my phone number and had a chance to arrange planning time.

One member of my PA team is a PE teacher and was out on the field teaching. I went to see her to tell her. It made me realise that not all staff are right next to their email, or have mobile devices to receive such news. I didn’t want her or any of the PE department walking in 40 mins behind anyone else into the middle of a flurry. As it turned out it was near the end of the lesson anyway and we had some quick discussion as the pupils walked in to change.

As a pro-active middle leader I had an idea what my evening was going to look like, however little idea of where I would be when. Therefore I checked all department members had my phone number so if they wanted to run something by me they could. I ensured I arranged a time after school for some face to face discussions around planning and reiterated the school lesson obs checklist to each teacher to see if there was anything missing, or anything they may need help putting together.

Once I’d seen my department I went to Reprographics to check in with them. It’s easy to forget the ramp up doesn’t just hit teaching staff. Equally it was important to ensure any member of staff with a name badge that was half dog chewed or slightly stained had the opportunity to receive a new one. From a safeguarding perspective we ensure all members of staff have photo ID school name badges on at all times. It was crucial to check everyone had one.

Have your evidence ready to go.

We knew as a school what evidence we wanted to present in order to showcase our school realistically and positively. I know that may sound a bit oxymoronic but we know our strengths and areas for development. We wanted to show we have clear SE practises to identify and measure our improvement but we also want to showcase the story the dashboard cruelly ignores. There was no delay in sending off our School Self Evaluation Summary to the Lead Inspector and there was no confusion over what needed pulling together for the inspectors room. It already existed, even if it wasn’t all in one location.

The inspectors were very impressed that every department had it’s own SEF. 3/4 examples were made available to the inspectors to look through. They at no point took what we were saying as red. They looked to triangulate their judgements from what was evidenced, what was seen in the classrooms and what they saw out in the wider field of school life. We did not have it easy. They checked that our evaluations were where we actually were as a school and pushed for next steps.

A key part, for us, was that all documentation was ready to go, there was no quick scurrying off and fabricating a report. In essence the evidence supported where we were as a school, not as a sell, but it matched what they saw and the judgements they themselves made.

Lessons are so much more than a singular grade

Lessons are more than just learning experiences. They are opportunities to showcase Behaviour and Safety and contribute to “over time” judgements that contribute to the effectiveness of Leadership and Management.

Routines are the best and easiest way of showing that this is what always happens. In my observation feedback the inspector stated her impression of my behaviour management and the department ethos was shown in how the pupils arrived, put their bags and coats in a specific part of the room, took out their pens and planners and placed them in a specific part of the room and came a sat in a circle without having to be told anything more than “right – let’s go, start as normal.”

Progress over time

From feedback from my own observation and those shared by colleagues it became apparent that impressions were taken to inform an over time grade.

One teacher received feedback that there all/most and some LOs were about quantity of task rather than amount of challenge. It seemed examples of differentiation by outcome immediately capped the teaching and learning judgement for over time. It left the wrong and sometimes inaccurate impression.

Inspectors seemed to have particularly been excited by differentiation by delivery. Allowing top end pupils the challenge of tackling the work with minimum teacher input, whilst those needing more support to “narrow the gap” in terms of their progress towards the targets they were under achieving on received more teacher support. This by no means meant the higher ability were left untaught. They however deepened their independent skills through learning a different way. Their levels descriptors require them to create solutions and evaluate practices, skills they need to practice from hands on experience of DOING rather than copying. Lower ability pupils needed more repetitive modelling and got it. High ability pupils were not forgotten, just were given opportunities to be more responsible for picking up misconceptions themselves.

I also want to emphasise this in the context of singular lessons. Rather obviously this cannot constitute the whole curriculum experience for higher ability kids. Just an opportunity grabbed where appropriate.

A work scrutiny was called on the second day to match examples of practice seen on the first in terms of the quality of marking and feedback overtime. The teaching and learning grade is no longer based solely on the lessons seen in that specific context at that specific moment.

Inspectors took examples of planning offered in lessons with them when they left. This was to help place the 25-30 minutes of the lesson seen in context of the one hour lesson but also to be shown to other inspectors to triangulate if the quality of planning was representative of the school.

Inspectors looked at the data sheets to inform the overall teaching and learning judgement. If pupils were not making enough progress towards their target then this would influence the judgement. We fortunately had a 4i’s sheet that gave information and intervention details for pupils below target. This was very well received.

The school had three minimum requirements for all teachers and all lessons

  • A lesson plan (5 min lesson plan or alternative. This was left up to staff to choose how they format their planning)
  • A 4i’s sheet. Identifying pupils from data who require an Intervention. Information about the pupils and an expectation around the Impact the intervention will have. Identification, Information, Intervention, Impact
  • The data context sheet. Centrally produced once a term with Reading Ages, Cohort coding and subject specific data over the year.

As blogged by @huntingenglish today http://huntingenglish.wordpress.com/2013/04/28/the-ofsted-uncertainty-principle-and-holding-steady/, inspectors did not want to see constant measure of progress.

A clear message from feedback to myself and colleagues was that Assessment for learning is when teachers take a measure of learning and utilise that information to inform the planning of their immediate actions, correct misconceptions and influence their future actions. Assessment for learning does not demonstrate progress if every 5 minutes pupils have to stop progressing in order to measure it. This seems to be a shift for inspectors as now showcase lessons “for the inspector” are viewed dimly. My feedback specifically mentioned this point as I was complimented for avoiding this and delivering a lesson that could “have so easily gone wrong however it is clear it is what you always do because they pupils were so used to it.”

Everyone makes a contribution beyond their grade

Not everyone of course is observed during an inspection but it is easy to become obsessed by a grade. However due the nature of our school site and BSF just nearing completion (but without signage pointing you to different classrooms. We don’t even have numbers on doors yet!) pupils delivered the inspection team from one lesson to the next. During this pupils were politely and kindly interrogated over their opinions, thoughts and impressions of the school. The influence staff members have had on these impressions are less tangible but just as important a contribution.

The meetings with inspectors of Newly Qualified Teachers, Middle Leaders and key Senior Leadership groups successfully showed all staff have been following the journey dictated by our key school priorities. All groups spoke about identifying Pupil Premium Pupils and their provision, the interventions put in place for key cohorts, the leadership and management of implementing our School Improvement Plan. All groups spoke the same message because this sis truly what we are all working to and this showed very clearly that what we said we were doing, we were doing.

Finally, and most importantly stay nimble.

The inspection team we had wanted to hear about what we were doing to improve they school. They offered the opportunity to present evidence that may have been missed. They wanted us to go to them with things we felt they may be missing. They were in essence, thoroughly reasonable. You never know with a section 5 who may need your support when so build into your days time to sit in the staff room and talk to people, I found out about so many people who needed something from sitting and talking. We were all able to chip in with other people’s experience of the two days by constant communication over email, text and face to face.

Present solutions. In my meeting with an inspector we demonstrated an area for development and demonstrated we already had a plan ready to go in September to help move things forward. This was very well received.

I will be blogging more about my specific experiences over the next week or so. It was tiring, exhilarating and everything in between. If its you next week. Good luck!

Categories: Columns, Ofsted, Section 5

Pedagogical Big Mac 2 Years On – Part 3 – Questions Answered (?)

June 2, 2013 Leave a comment

2 years after my first Guest Editorial for teachingmusic.org.uk my second is about to be published. However, looking back on my pedagogical big mac how did I come to write it and how have things changed now?

This part looks at one thought provoking reply I received and never answered. Now two years later I give it a go. Feedback in bold – replies in normal font.

——————-

I enjoyed reading your piece and found it entertaining and puzzling in equal measure. You make many, many excellent points throughout but seem to suffer from the very infliction you rail against.

This is completely accurate and shows my blatant hypocrisy. Topic – keep things short. Word length – let’s not go there.

I was wondering what a more heavily edited version of your editorial would read like? What, in a nutshell (or a tweet), do you think the problem is?

In a tweet I need summary, links or insight starting with 140 characters not an essay and a never ending list of questions.

Is it about simplicity? Do teachers really just want a simple idea that they can work with and ‘deliver’? Are music teachers really not concerned about models of curriculum development or teacher development that they can draw on to improve their work?

I don’t personally want simple ideas that I can regurgitate. However, I do want a hook. I want to be motivated to read more rather than just given a chunk of text. I should be careful speaking on behalf of all music teachers however I would imagine a significant majority of music teachers are concerned with finding more out about models of curriculum and/or teacher development. I would suggest that those who do not however, do not because of how vast the whole debate can seen. Bitesize pieces surely make it easier for everyone?

Is it about equity and access? Do teachers feel their voice is ignored or, even worse, they just feel patronised as you have done on occasions?

I do think it is very much about access. Differentiation for those with limited time rather than limited intellect. I have anecdotal evidence of colleagues feeling patronised. I have heard even more anecdotal examples of colleague who feel some are out of touch with the classroom.

Is it about priorities? Are music teachers really so busy that they can’t find time to think about the questions you raise? (After all, you found time to write your excellent piece?)

I did find time. Excellent point. One I should perhaps have taken more time to reflect on at the time. Things can be very important but easily forgotten. Marking is very important but very easy to fall behind on. Planning is very important, yet I know a number of colleagues both music and otherwise who “wing it” because of other things that need the time more.

Is it about policy? Are you, and other music teachers, concerned about the impact of policy decisions are, or have been, taken already?

I would say some are however I get the impression large proportions of music teachers don’t really pay much attention feeling there is nothing they can do about it.

Is it about a perceived gap between theory and practice? Do music teachers really not want to think about what they do, celebrate successes and make things better when required?

Definitely there is a perceived gap between theory and practice. In my experience a lot more value is placed on ‘doing it’ rather than ‘thinking about it’ in school environments. I’m sure music teachers do want to think about what they do. However can they if the are left confused, demotivated and frustrated from reading large chunks of text that at 1am make no sense and make them feel like they are doing things wrong?

Is it about a lack of confidence in our subject? I’m not sure there is any other curriculum subject that would put up with being treated like Music has been in the last yearor so. Are music teachers feeling marginalised and under-represented?

I do not believe it is about a lack of confidence in our subject but more about a lack of the confidence required to identify mistakes and move forward from them. Some texts I read are brilliant at prompting the mind to think about moving on, however with that comes an acknowledgement you haven’t been doing it already.

So, finally, is it about a lack of credibility or care from those who purportedly represent music education at a national level? Are music teachers struggling to find appropriate ways to make their voices heard?

I believe there is a lack of credibility from anyone who talks the talk but doesn’t walk the walk. Yes I’m aware readers may grown at this phrase but I look up to people who can do it. There are huge amounts you could in theory get done in a one hour lesson, but in practice this can difficult to achieve, or at least more difficult. Think of unexpected fire alarms. Notes from Year Leaders. Requests for work for those pupils isolated. A new TA in the room on cover as it’s exams. Room changes. Groups of kids on the corridor needing a nudge to their lesson. Those who represent music education at a national level need to do more to reach out to teachers. When I went to the NAME conference a couple of years ago there were 6 teachers sat in the room for a break out session where those in similar fields got together. Surely this is an area for significant improvement?

Or is it all of the above? Or is it something different?

I see your point. It’s all and non. In writing it perhaps the angle I was going for was to get people thinking. Maybe that’s ultimately the most hypocritical thing about my piece. However at least it was aimed in the other direction this time.

I loved the questions. A great way for giving feedback and deepening thinking. I may not have responded at the time but I did nick the idea in a lesson a couple of days after you sent it and still use it now!

 

Categories: Columns