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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

The Golden Girl

24/5/2015

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Picture
Icon in Gold by Charlotte Williams, Year 13
We finish teacher interviews at Tallis with ‘What are you reading?’ It's sometimes a bit embarrassing, especially when a candidate gives the impression that they haven't read a book this century and hope fervently never to see one again. Worse when he or she tries to convince me that they live and die for the latest assessment controversy in the twittersphere or that their every waking thought is Algebra For The Reluctant. Teachers should be interesting people so that young people are keen to learn. It helps the world go round. 

My own reading is aided by electronics. As far as I'm concerned mobile phones exist to make sure I'm never without a book. If I was sufficiently coordinated to read while walking along the street without presenting a hazard to shipping I would do it. I try to have an educational book in my bag on work days so that the shining hour may be improved, though that rather depends on the quality of the book. 
I picked up two from a conference in March. You should read Steve Peters’ ‘The Chimp Paradox’ about human behaviour and self-control: it’s an engaging and interesting book from a witty and brilliant man. Or you could read Michael Barber’s ‘How To Run a Government So That Citizens Benefit and Taxpayers Don't Go Crazy’. I was at the conference with an old friend, a considerable thinker, who wouldn't even stay for the lunch in case he accidentally heard Barber speak. I thought he was so interesting that I bought the book. Call me dim, but I don’t think I'd twigged that it would be all about deliverance, and not in the theological sense.

Barber was Blair’s deliverer. He set and monitored targets so that public services could be improved in a principled, systematic way based on serious and sensible aims to improve everyone's lot. I'm entirely in favour of accountability, targets and planning. You'd imagine I'd enjoy the book.

Barber’s a brilliant man by his own admission, and I don't necessarily object to that. He often has exactly the right question to unblock a problem and the leadership to solve it. He recognises brilliance in others. His examples from world public service and history are diverting. He quotes Ontario and Adonis on making changes for the long run and seeing things through, on irreversibility, so that good change stays put and can't be unpicked. But I read his chapter on leadership with one eye while looking at another announcement about coasting schools with another (and poking myself in both in preference to either).

Deliverology (yes!) should build up our public services and reassure the taxpayer. However, I searched in vain for an analysis of Campbell's Law (the target is skewed by the pressure exerted on it). There was little on perverse incentives. Barber reflects on the success of the literacy strategy but doesn't consider the longer supply-side issue of de-professionalising teachers when they became regurgitators of processed materials. He doesn’t address and didn’t predict the current chaos over the mysterious number of teachers in training (we don't really know how many there are) and the huge issue with headteacher recruitment as football manager syndrome decimates our numbers.

Barber tells the bible story of Joseph to illustrate proper financial planning but the dichotomy between determining to achieve a thing and giving it time to happen remains. And don't tell me that children only have one chance at education. Do you think we don't know that? The Joseph story takes at least 14 years: it’s about violence, loss, reconciliation, faithfulness and joy in the beauty and gifts of a child. It might be about deliverance in the older sense and it’s just not that easy.

I stood in the drama studio on Friday morning and looked at 18-year-old Charlotte personally painted in gold leaf. She took my breath away.  The installation - for A level art, about purity and decay - is as good a piece as you'd see in the galleries of the world, as I told year 9 waiting to go in. Celia, giving out the information, is a writer of similar brilliance. Together they'll change the world. But it is their own determination and the depth of care their teachers have taken, over the years spent with these children and thousands of others that brought this wonderful moment. Deliverology stops you squandering public money, but it doesn't bring you a golden girl.

What am I reading? Barber and the Old Testament, Charlotte and Celia.

CR 20.5.15

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You heard it here first

10/5/2015

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Picture
Peter Lanyon, Zennor Storm 1958
I’ve been furious for years, so shouting in the street is regrettable but not unusual. The election’s one thing, but the adverts on the backs of buses drive me mad. You’ve heard me on schools publicity before (gurning headteachers and flowering shrubs) but I’m currently amused by one that promises solutions to life’s problems. One particular church is the answer to money troubles, irritating neighbours, rebellious teenagers and other unforeseen difficulties. Excellent! Less amusing is the current one inviting any Tom, Dick or Harriet to become an examiner with OCR, illustrated by an oh-so-funny picture of a small child in large glasses. As if we didn’t know that was how exam papers are already marked. Or by assistance dogs, or washing machines or Charley’s aunt. Why not be really clear and have an advert that says: ‘We measure our entire school system by these exams, but we won’t pay to have them marked properly, so if you can read you could do it, perhaps actually on this bus. That’s cheap and we can always charge schools to have them remarked. Ker-ching! A licence to print money’. 
Our examinees at 16, 17 and 18 are showing signs of wear and tear. They’re both ready and in denial, working and feckless, stressed and oblivious. It’s hard to treat them all alike and we have a range of ways of getting them to the finishing line: carrots, sticks, hooks, crooks and the satisfaction of a job well done with a flounce out of the room. At the other end, year 7 parents evening, we explain the progress these little ones have made since being examined in year 6. Thinking on this has shifted dramatically recently. For many years almost every school was criticised for slow progress in key stage three and an achievement dip between years 7 and 9. Faster! they cried. Make a Flying Start! Speed replaced sense and young people were left breathless without actually knowing much while simultaneously making the huge transition to the big school and adolescence. Speedy progress crashes and burns in a new KS4 without modular exams.

So, what’s to do? We talk of depth, consolidation, foundation programmes of study that re-embed year 6 learning and check that every child understands the basic knowledge upon which higher learning is based. The unusable term for this is mastery, so we need a new word. That’s why our work for the next two years is on curriculum content and design for 5 and 7 years, making our young people into independent learners and long-term, confident thinkers. We would have done this in any case: great teachers going not too fast, not too slow. Continuous Goldilocks (as we say). 

Young persons rushing across the yard from PE to Music last week didn’t manage that.  An entire class skidded to a cartoon halt distracted by the tiniest of mice, under a birch tree in the yard. They shrieked and cooed as I sheepdogged them away: ‘A mouse! Can we have it as a school pet?’ and all the warmth and wonder of childhood flooded around us. One big family, one exceptionally small and unperturbed pet.  

Last week we had the US Ambassador in school (home and foreign policy, stars and stripes).  This week it’s Deaf Awareness (t-shirts, badges, cakes, videos, guess the sweets in the jar). We’re fundraising for our families in Nepal. The Rubik’s Cube man came to maths, but I missed it (he can do it in seconds). Our year 11 footie boys won the London Cup. Governors thought about the future shape of the curriculum. We had a mock election: a Labour landslide in our PE classroom Polling Station.   

My grandfather used to say that a young conservative was a sad-looking thing. Why would the young be conservative? Young people should be filled with hope and argument, ready and willing to chain themselves to anything in the hope of a better deal for all. They need to keep hold of that as adults and not have it flattened out of them by teachers or the press. They need to understand the world so that they can change it for the better. To do that we need properly-funded schools, planned teacher supply, sensible curriculum agreements, benefits that keep food in the stomachs of the poorest and the heating on in the winter. Schools and teacher have been spending millions feeding and clothing children: I don’t know where that’ll come from with 10% cuts. 

We’ve been interviewing English teachers here this morning so Gatsby comes to mind as we beat on, boats against the current, borne back ceaselessly into the past. You heard it here first.

CR 8.5.15
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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: headteacher@thomastallis.org.uk
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