Tag Archives: The National Child Development Study

On teaching: Why I am quitting after fourteen years

Dear Mr Gove,

Like many other highly qualified and experienced teachers, I am quitting the profession. I can no longer work in a system which pretends to be inclusive while widening the gap between rich and poor; places no value on the arts subjects; treats its teachers like naughty children who need constant monitoring; makes changes to courses, content and assessments with little regard to evidence; and reduces children to target grades. Although I am leaving to pursue a career in Educational Psychology, the timing of my leaving is no coincidence.

I really don’t get what you are doing? I don’t understand why you believe breaking up the collective strength of Local Authorities and encouraging schools to open in unsuitable buildings with unqualified staff is the right way forward? I don’t understand why certain subjects are being elevated above others? Schools are not training camps for the Corporations. Are they?

Schools should be where minds are opened and critical questions formed. Where literature, art, dance and film are celebrated and our future actors, writers, directors and choreographers are nurtured. That’s what I signed up for. To share my passion for my subject and foster a curiosity and desire to learn that extends well beyond the school years. Teaching is so much more than just knowing your stuff. I have spent fourteen years developing expertise in how we learn.  I am at my peak in terms of experience and mastery, but I must redirect this expertise into a new career in order to regain my autonomy.

The reality is I am impotent in the face of damaging policies that are leaving students stressed and disillusioned. I am sick of having to positively spin changes to assessments and courses to keep the students motivated. I am sickened by the media frenzy every August that grows ever more hateful, fuelled by a government that accuses teachers of cheating and manipulating results and belittles the hard work of our students. I am sick of the constant monitoring and grading of lessons that has crept into every school. I am sick of ever moving goalposts, attacks on my professionalism (and the impact that has on my relationship with parents and students). I am sick of the vitriol.

I never thought I would want to leave teaching. The very first day I entered the classroom I knew I had found my calling, my place, my home. I have loved being a teacher. I am teacher; it runs through my core like a stick of rock.  But I can no longer be a teacher.

My profession, full of dedicated people who go the extra mile, is being trashed on a daily basis. Each morning I hear another news story in which teachers are exam cheats, lazy, militant, uncaring, in it for the holidays, the pay, the pension, unfit to do anything else, whinging tax burdens. The school I was once loved to arrive at each morning has changed. Learning walks, monitoring visits, work sampling, quality assurance observations, performance management observations and mocksted’s are stifling creativity, experimentation and fun.

The constant changes to how we teach and what we teach, to appease a baby boomer electorate (with rose-tinted glasses of a 1950’s idyll that never existed), heap on more and more pressure. The progressive attitudes such as modular exams, which level the playing field and give students a chance to build their knowledge and skills incrementally, as is the case in the real world, are gone. Despite the media hype, more and more young people are leaving school with qualifications and permanent exclusion is at an all-time low. Compare that to the ‘golden era’ of 1950’s education, which you seem so fond of invoking,

[when] the school system did not do particularly well by the great majority of those born in 1958, leaving them with few qualifications and putting them at a considerable disadvantage in earning power.

Unlike your empty rhetoric, the The National Child Development Study, from the Centre for Longitudinal Studies, which has been following 17,000 people since 1958 provides conclusive evidence that the grammar system was divisive, labelling many (usually working class) children as uneducable.

Only 12% of them moved on from primary schools, via the 11-plus, to a grammar school. Most of the rest attended schools that lacked pupils in the top end of the ability range. A similarly small proportion went on to university. By the age of 33, just 14% of men and 11% of women in this cohort had achieved a degree.

Academies and Free schools are the grammar schools of today, able to apply their own selection criteria, leaving Local Authorities impotent to challenge them. Well done, Mr Gove, for returning the UK to a two tier education system, which only serves the elite. Bravo!

nearly two-thirds of those born in 1958 left school as soon as they could at age 16. By the time they were 33, around 15% still had no educational qualifications and a further 10% were only qualified to a level below O-Levels. A further one-third had O-Levels but no qualifications higher than that.

Today, by contrast, the great majority of young people stay on in education to 18. Some 40% go on to university.

This may come as a surprise to you, but I wasn’t in it for the pay. I wasn’t in it for the holidays, or the pension or because I am lazy. I wasn’t in teaching because I was unable to do anything else. On the contrary I chose to be a teacher. And now I choose not to be a teacher.

Don’t get me wrong, I am not saying the education system in the UK doesn’t need improving. We need to invest in high quality teacher training that ensures the profession uses evidence based techniques in pedagogy and doesn’t assume that children – complex, intricate individuals – can be taught with the one dominant method; however compelling it is to present a simple solution to the electorate. We need to invest in science and technology, but not lose sight of the need for a civilised society to contain more than just engineers and mathematicians. We need to respect and trust our teachers, nurture their talents and listen to them. They are the experts not the enemy.

So, I say to you Mr Gove, stop painting us as incapable, inadequate and selfish when we challenge you. Please. Before you lose even more of us. Change and progress can come about with the support of teachers not in spite of them. We are a pretty well educated bunch. We can see what is wrong and what the solutions need to be. Engage with us, don’t alienate us and please stop dragging education backwards into a ‘golden age’ that never existed.

The 1958 generation also had poor basic skills. When they were aged 37, a sample was tested for basic numeracy and literacy: almost half had ‘very poor’ numeracy skills and 6% had difficulty with reading.Those with poor numeracy and literacy were, not surprisingly, much more likely to be unemployed.

So, as we contemplate the almost daily bad news about class sizes, school drop-outs, and the poor basic skills of school-leavers, we should perhaps pause to remember that – while there is certainly still plenty of room for improvement – the answer does not seem to lie in a nostalgic return to a past system which served the few very well and the majority poorly.

And watch out Mr Gove, I may be leaving teaching, but I am not leaving education. Once I have my Doctorate I will make it my mission to support the profession that has given me so much joy and satisfaction. I will fight every policy that is based on nostalgia and flim-flam. I will insist that teachers are trained to teach before they are let anywhere near a classroom.

Long after you’ve moved onto to whatever will promote your political interests further I will still be working to improve the life chances of all children.

 

 

 

Advertisements