6 Teaching Ideas To Bin in 2019

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What teaching ideas would you like to say goodbye to in 2019?

This is a collection of ideas I would like to see banished forever in schools across England. It builds upon past blogs I’ve written – some are new, others are awful concepts yet to be banished! You may disagree and some suggestions will not be a solution for everyone – write your views in the comments section.

1. Marking

On the matter of the ‘purple pen of progress’ or a ‘teacher must mark once, every two weeks’, where is the research to suggest this improves learning? We must challenge this dialogue. I would like to see every school move away from a marking policy towards feedback, which is meaningful, motivational and manageable for the teacher.

A top tip for all teachers here is to echo the wise words of Professor Becky Allen: “The best reason for teachers to become experts in assessment is to defend themselves against line managers making largely unwarranted inferences about their practice.” I’d argue the same for appraisal and work scrutinies.

Jury: What if we banished the word marking and replaced it with feedback? We could free up our teachers to get on with their job; spending more of their time planning and supporting pupils.

2. Graded Observations

This is old news, but believe it or not, it still requires a mention. According to my latest research, 35 percent of schools in England are still grading lessons and teachers. It’s unreliable and in today’s climate, a poor leadership decision. If a lesson is judged ‘Outstanding’ by one mentor/observer, research suggests that the probability that a second person would provide a different judgement is between 51% and 78%. (Measures of Effective Teaching Project). In other words, as Professor Robert Coe writes from CEM, “if your lesson is judged ‘Outstanding’, do whatever you can to avoid getting a second opinion.

If your school hasn’t yet abolished the grade, you could end up being a decade behind others by the time you pull the plug! Personally, I believe the Department for Education should ban schools from grading lessons. It may reduce our retention crisis!

JuryCoaching transforms teachers; it empowers them and is the perfect whole-school ingredient for those who have already moved away from grading lessons.

3. Appraisal

Having spent 10 years leading and researching whole-school appraisal for over 600 colleagues, I can conclude that performance appraisal does not lead to teacher improvement, it leads to better evidence gathering and a good degree of accountability. What is fascinating, is that the process varies so wildly from school to school, it has largely been driven by Ofsted requiring anonymised targets presented on the day of inspection. (N.b. when asking the watchmen (September 2018) for an anonymised sample of their own processes, Ofsted refused – how ironic!)

Research suggests (ASA, 2014) that teachers have a 1 to 14% impact on educational outcomes which can be attributed to schools e.g. teacher effect. However, there are still many other factors, such as class sizes, resources and school budgets that can influence a teacher’s impact. The remaining 86 to 99% out-of-school factors are outside the control of teachers and schools (Coleman et al, 1966). Perhaps we should be setting common-teacher-research goals instead?

Without sufficient funding, headteachers cannot free up their teachers to become research-rich and engage with deep and meaningful classroom reflection. Instead, we use performance management and the notion that performance appraisal is a useful approach to motivate and keep teachers in the classroom. It is purely mathematical intimidation.

Jury: I would be happy to work in a school who shifts appraisal toward a research-enquiry process.

4. Work Scrutinies

We still have people visiting our schools making subjective decisions, fuelled by bias or the things that Ofsted inspectors should not do, bad science or lack of subject knowledge. This notion that we can determine a child’s progress from an exercise book is dangerous, unreliable and a poor proxy for learning. I wish summative assessment were that easy! It is my conclusion, having conducted hundreds and hundreds of work sample scrutinies over the past decade, that book-looks are useful (if you are a subject specialist), but offer little indication of learning or quality of teaching taking place.

Recently, I have discovered more and more examples of large Multi Academy Trusts who are replacing grading lessons with graded work scrutinies instead. In the worst cases, this is happening to teachers once a half-term! Of course, looking at a book gives us a picture, but so does ‘looking at’ a lesson without grading it. I fear some schools may be stuck on the ‘looking for’ methodology when observers make an assessment of students, rather than ‘looking at’ a snapshot of teaching and learning, which ensures observers can avoid unreliable assessments.

Jury: School leaders must start to determine the agenda in our schools – they must change the narrative with external visitors. Whilst we wait for the evidence, let’s stop this nonsense!

5. Evidence Gathering

I’ve still got my teaching files from 1993, even though there was no formal induction period for new teachers and Ofsted was in its infancy. We appear to be a profession that quantifies a professional by the amount of paperwork a teacher can accumulate. In today’s world of technology, I think this demand is increasing rather than decreasing with online portfolios which enable verification from an even wider group of ‘rubber stampers’.

Ask any newly qualified teacher what drives NQTs crazy and new teachers will reply with ‘evidencing the Teachers’ Standards’ to achieve qualified teacher status. Ask any teacher, what drives them crazy and they will most likely reply with ‘evidencing feedback/marking for observers’ or ‘evidence files for appraisal’ and performance-related pay applications. Ask any school leader the same question, the reply will be safeguarding paperwork or school inspection processes.

It seems to me that we are a profession blighted with some very poor systems for proofing our worth to others – even years after qualification!

Jury: How do we ask for external organisations who ‘rubber stamp’ the work that we do for evidence and impact, to work more smartly instead of under the illusion of micro-accountability and value for money?

6. OfSTED reform

Ofsted recognise schools work in different contexts, but they still refuse to differentiate them – the irony is unbelievable! They also claim that their role is not to be popular or useful (I’m sure this a bullying trait?) who now wish to focus on curriculum and cognitive science! Why is a regulatory body suggesting to schools what a good curriculum is? More importantly, how do they really think they will be able to measure these complex factors reliably in one-day inspections? It’s bonkers!

Despite impending reform, we are still waiting for the high-stakes inspection model to be abolished. A peer review model has been cited for almost a decade, already successfully operating in the Isle of Man, yet we are another generation away from removing the greatest barrier for school improvement – grading schools! Worse, what happens if your school requires a second inspection because an inspector has messed up? Ofsted won’t tell you which inspector is to blame because it could have a negative impact on the inspection process! (They clearly don’t care about how this model works for schools.)

With all this reform, what I’d like to know is, will Ofsted continue to police its own complaints process? A school can complain about an Ofsted outcome. This results in Ofsted appointing an ‘independent review panel’ made up of independent advisors and some members of Ofsted leadership. Following this review, if Ofsted upholds its decision, a state school cannot do anything about it, nor take it further with the Parliamentary and Health Service Ombudsman. An act of parliament dating back to 1967 states that:

“We cannot look at complaints about schools, further education institutions or universities. We can look at the government departments responsible for education, but this is often limited to how they handle complaints.”

Not many people know, that only 19 percent of parents read a full Ofsted report, so why continue to waste taxpayer money? A tick-box process will never anything about how well pupils are learning and worse, cue school leaders evidencing ‘intent, implementation and impact’ in all their documentation as the new curriculum buzzwords take hold. I’ll report back in 2020!

Jury: Show me the research to suggest Ofsted improves learning? C’mon! Where is it?

6 Teaching Ideas To Bin in 2019 Sketchnote

@TeacherToolkit

In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account in which he rapidly became the 'most followed teacher on social media in the UK'. In 2015, he was nominated for '500 Most Influential People in Britain' in The Sunday Times as one of the most influential in the field of education - he remains the only classroom teacher to feature to this day ... Sharing online as @TeacherToolkit, he rebuilt this website (c2008) into what you are now reading, as one of the 'most influential blogs on education in the UK', winning the number one spot at the UK Blog Awards (2018). Today, he is currently a PGCE tutor and is researching 'social media and its influence on education policy' for his EdD at Cambridge University. In 1993, he started teaching and is an experienced school leader working in some of the toughest schools in London. He is also a former Teaching Awards winner for 'Teacher of the Year in a Secondary School, London' (2004) and has written several books on teaching (2013-2018). Read more...

12 thoughts on “6 Teaching Ideas To Bin in 2019

  • 2nd January 2019 at 6:10 pm
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    Thank you for this excellent article. Couldn’t agree with you more. I always debated with colleagues that marking and book look scrutiny is a waste of valuable time especially in my subject (maths). I’m also a firm believer that Ofsted is the reason for our sad state of affairs in education. They do not help our students nor do they help the teachers. Without Ofsted our education system would be in a much better state. Just like lesson observations feedback can vary, likewise Ofsted judgment varies from school to school. Ofsted have turned schools in to ‘show offs’, ‘tick boxers’ and ‘evidence gatherers’ instead of focusing on students learning (students is the last thing in their list of priority). And then the introduction of Academies and MATs adds to the drama. Don’t know where to start but to put it simply, it’s a ‘business’ and an opportunity for the rich to steal taxpayers money.

    A request, can I share this article on LinkedIn?

    Reply
  • 3rd January 2019 at 9:27 am
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    Yep to all of this. Now to the how to influence it.

    Reply
    • 3rd January 2019 at 4:28 pm
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      Good question. That’s why I started using social media. If everyone reads this and does nothing about it, we’ll never make headway. The issue is the accountability system has to change in order to stop these bad ideas. Schools with much less Ofsted pressure tend to do these things well – for obvious reasons.

      Reply
  • 21st January 2019 at 7:29 pm
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    My department has recently stripped back our marking process and I immediately felt the difference. My lessons have improved and as a result I am seeing greater progress within my classes. Pupils are given detailed verbal feedback as to their errors and misconceptions following short topic tests and then tasked with addressing their individual areas of weakness. The onus is on the pupil to do the leg work!

    This may be fanciful, but rather than the current structure, it would be interesting if on HMi/Ofsted inspector was allocated to a group of say 15 schools. They could visit each one for a week in the first term and then revisit later in the academic year. Spending a week in the school would give them a good feel for the actual realities in the school, they could then coach the school in order to help in improve. On the second visit they could see if there was improvement. Surely this would lead to a much more collaborative approach and any school failing to address its own areas for improvement could then be passed on up (I’ve yet to come across a school that isn’t trying to improve). Heads/staff of “struggling” schools could accompany the inspectors to see good practice and it would be a natural progression for successful headteachers towards the end of their careers.

    Reply
    • 22nd January 2019 at 12:42 pm
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      I am really happy to hear this! On Ofsted, a peer-led model (operating in regions/hubs) was proposed some time ago. It’s all about money and headlines e.g. what parents want. Since 2010, schools are XYZ and we are spending less/more = whatever the sound bite.

      Reply
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  • 8th February 2019 at 3:52 pm
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    Great advice, thank you so much for discussing this topic. Tell me, how important is it if the teachers are new, that is, the group is new and not yet worked out? I’m worried that because the coaches don’t get along so well with each other, so that it doesn’t reflect on the students’ academic performance. Please tell me, how can you improve relations between teachers? I am glad that there is progress in the educational system, but I am afraid that all employees will have time for progress. It can hurt the school. I need to think about how to implement changes better. Thanks to the author for the article!

    Reply
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