As a freelance education professional, I am lucky enough to find myself in schools in a range of contexts: supporting colleagues to develop specific aspects of provision, evaluating educational quality, assisting inspection preparation and documentation, sitting in a regulatory role or delivering training. At other times, I have the privilege of visiting as an inspector.
Since qualifying as a teacher over twenty years ago, I have been based in one setting or another for extended periods of time. These settings have been varied, in the UK maintained and independent sectors or internationally. I have enjoyed the benefits of being part of a school community, the satisfaction of professional collaboration, the building of relationships and all the personal enrichment that this brings.
During my time as a senior leader in schools, it wasn’t always possible to keep in touch with the everyday minute to minute detail; the ongoing minutiae of functions and processes. The demands of thinking strategically and considering budgets and priorities meant I lost direct touch with the personal details that class teachers work with all the time. It was for this reason that recently I decided I would like to return to spending time in schools as a class teacher. I signed up to a supply teaching agency and eagerly awaited my deployment.
Parachuting into a range of different schools for a few short hours, and teaching children of all ages has been one of the most insightful but also challenging tasks I have undertaken…
I have been reminded that all teachers, regardless of gender, age, specialisms, experience and context are quite simply: Superheroes!
Parents made similar comments over the lockdown period, the media briefly acknowledged it: Teaching is incredibly hard work! There is no off switch. It’s relentless. There is no option to take time out and catch a breath. A classroom is like a busy motorway with something going on at all times; and the ever present risk of something going wrong at any point. A range of pupils – all unique individuals, with bespoke learning needs. Each one requires a specific form of adaptive teaching to ensure they can access the curriculum and thrive. Like an instrument in the orchestra that needs to be played differently, each pupil is both played and conducted by the class teacher who has to be both ‘in the depths of the activity’ at the same time as taking an overview. And this is happening every single day of the academic year in schools up and down the country.
Each day I have entered a classroom as a supply teacher has left me physically and mentally exhausted; a reminder of a feeling I know very well, but with a different flavour: That of renewed admiration and utmost respect that I must never, ever, lose sight of.
Because, as an inspector and education consultant, it is only right that whilst I comment on provision, the standard of teaching and the quality of learning outcomes for pupils in any other setting; I need to have the enhanced understanding that comes with ongoing and relevant teaching experience. An appreciation of the challenges faced by teachers means:
- I assess schools more effectively and provide more relevant and practical recommendations for improvement.
- I have contextual Insight: I am fully aware of the current educational landscape in all settings, not just those I am inspecting. The impact of policies, curriculum changes, and teaching methodologies means I can make informed judgments about the effectiveness of these initiatives during inspections.
- I can contribute to the continuous professional development of my fellow inspectors – staying connected with the ever developing needs of learners and teachers means I have first hand experience of the expectations of specific teaching practices, terminology and how it works in practice. Sharing this knowledge in an inspection context means the entire team is informed too.
- I can, most importantly, build trusting relationships and encourage collaboration with colleagues in the schools I visit and inspect. Teachers may feel more comfortable discussing challenges and seeking advice from someone who appreciates the challenges of walking in their shoes. Surely that can only lead to more constructive dialogue and more targeted, impactful school improvement?
Time is the ever present commodity and juggling the different aspects of my consulting, training, regulating and inspecting role means I have to work hard to prioritise this vital element of my ongoing professional development. But prioritise it I will, because inspectors that ignore such an opportunity do so at their own risk…
Superheroes have super powers. We don’t want them to flip into super-villains!!
