on facing the Have

Tags

2018, 7*, being, block, blue, bone, cause and effect, change, choice, clothes, clouds, Darwin, death, depth, discipline, doing, dream, drifting, economics, emerald, extermination, faces, government, green, grey, hats, Have, head, hills, hinge, humanity, identity, iron, kiss, life, loss, making, mud, music, neck, peacock, photography, power, quotidian, river, roof, settlement, shadow, Shrewsbury, slow, society, statue, stone, streets, tectonic plates, time, trees, violence, walls, war, watching, water, woman, World War, writing

                bone to stone drifting
                catastrophic slow

                lee to face-ward drifting
                shadow to quotidian

                suggesting life
                only when settled

                under branch of roof;
                noticeable change

                comes at the price
                of sheild and pike:

                death-mask disciplined
                to the painted face

                open to the very depth
                of loss, later settled

                to economies of
                plea, barter and

                proliferation of fact
                artisaned superfluous

                to being – faces fixed
                in leer the rest of

                born days, where
                animals are skinned

                under abnegated face,
                where stone walls

                turn green, staining
                clothing and where the

                emerald poise of head
                and neck watches

                the peck of open flay, all
                “exterminated by

                 slow acting and still
                 existing causes …”

                … time begins
                to tick – well it had to

                start somewhere – and
                with time cometh writing

                and with writing the
                topography fades from

                hill-wide face to
                pock-mark street and settlement

                all fitted ingeniously
                with raised wall over arch,

                high to unresolved descant
                always left in minor;

                the woman bends
                to the laundry before

                the rush of water
                released from the mill:

                power is only explicit
                when blocked and

                channelled, tree to
                gable with date

                and signature, silk
                to valence with

                drape of repose and spreading peacock dream;
                so, is there choice

                of governance: cut
                through from neck to child;

                you stay unnatural-still
                your image will be caught,

                you turn, and your
                head will disappear,

                you climb the wall
                and stand still, you

                stay in the mud yard
                and stand still, … only

                hats stay constant, cast-
                iron flanges reach

                from cast-circular
                hinges, woven to corset,

                slave to youth; the
                memorial stone,

                painfully-carved,
                reflects the blue

                of grey cloud, under
                posts of wire

                the death-etched
                face stoops to kiss

                the face of
                wholly mud

 

291218 – spent the afternoon at the Shrewsbury Museum and Art Gallery to tread time from immemorial to the First World War; the quote is from “Thinking Path” by Shirley Chubb (2004), an exhibition that explores the life and legacy of Charles Darwin, an artwork and series of installations inspired by Darwin’s daily ritual of walking the same path at Down House; “Shadow Stories”, an animated short film by Samantha Moore is not directly referenced but weaves about the whole perambulation; references include the Roman conquest, medieval, Civil War, and industrial exhibits, up to the Open Art Exhibition commemorating the 100th anniversary of the First World War

 

 

^{————w}(O)rmholes_________________________________|—–

being & clouds & doing & identity & power wormhole: The Passage of the St. Gothard, 1804
blue & woman wormhole: SPRING AND ALL XI by William Carlos Williams
change & streets wormhole: to let be
death wormhole: What You Are by Roger McGough
dream wormhole: THURSDAY by William Carlos Williams
economics & society & walls & war wormhole: The Boats of Vallisneria by Michael J. Redford – Trees
faces wormhole: The Boats of Vallisneria by Michael J. Redford – With Cows
green & shadow & trees & writing wormhole: Lapping Reflections [Deep Within Waters] – pageant of the trees
grey & time wormhole: La Route de Louveciennes, 1870
Have wormhole: SPRING AND ALL VI by William Carlos Williams
life wormhole: ‘… and yet I think I am so modest: …’
music wormhole: JANUARY by William Carlos Williams
river wormhole: quiet river
roof wormhole: breakfast
stone wormhole: early // Minoan & Mycenaean Exhibitions in the British Museum – diptych
water wormhole: SPRING AND ALL I by William Carlos Williams

 

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The Future of Teaching: performance or capability (‘oh, not ‘teaching’ then?’)

Tags

Academy status, capability, career, compromise, consultation, government, money, obligation, performance, performance management, politics, professional development, professionalism, recognition, slogans, teaching art, teaching craft

Preface: the UK government is driving all sorts of misery right through the art of living in the name of preparing national life for the future and responding to The Economic Situation That We All Find Ourselves In!!!   Nowhere more so than in public service, and most keenly felt by myself in Education, where the reform seems to be aimed at disenfranchising the professional teacher from the very exercise of their own skill: teaching.   Schools are being put in a position whereby they have become reliant on providing an education service which can only run on various extra fundings (erstwhile specialisms); the fundings have now disappeared – ‘wail, what can we do?’ – and ‘never fear, we offer you … Academies’.   With what seems a lot of money – we were made an offer we couldn’t refuse.   However, legally, these Academies have now haemorrhaged from local authority control – big saving of money.   Management of Academies has devolved to the Academies themselves.   “Freedom,” bannered our school when it became an Academy at the beginning of this year (‘aha,’ I thought ‘this could be creative’) “… to all think along the same lines” (‘wail’).   Towards the end of this year the government has made proposals that Performance Management (through which a teacher is targeted and measured how well they do their job) and Capability Procedures (through which a teacher goes if their work is perceived as inadequate) should be grafted together into one procedure.   Our Review would henceforth start with the check to see if we are still capable, and that if there is the slightest question over any aspect of our performance our review would suddenly become a struggle for our jobs.   Our Academy would like to take this up.   We have a period of consultation.   The following is what I offered to the discussion:

Of course the government document highlights and emphasises that grafting performance management and capability is the way forward in management of teachers.   The ‘way’ ‘forward’ is to streamline the teaching workforce into a unified cadre of Education Deliverers and the only way to do this is to nullify teacher thought and experience – the very vocation that has moved a person to turn their life to teaching in the first place – to sterilise it by declaring it an obstacle to progress, to make it un-relevant.   But this does not fore-decide that we should do likewise.   We are an Academy now.   This means we have the freedom … (oh, ‘to all think along the same lines’, damn, I thought I had a good point there – even the opportunity to pursue a dialogue is now denied me).   In pursuing this ‘reform’ the school is demonstrating its willingness and determination to weed out those who are not ‘like-minded’ (as narrowly and ineffectively defined by the school), quite independent from whether they are good and effective teachers or not.   How ironic, now, that this would be performed under the aegis of what was formally known as ‘professional development’.   This move would simply make it easier to define individual teachers out of their jobs – it would complete the bypassing of the organic, sharing, collegiate creativity that is the craft and art of teaching.

‘FREEDOM … to all think along the same lines’ isn’t this the most oxy-moronic slogan to have been heard?

More and more, a career in teaching feels like life in a cult: the over-riding and rendering-irrelevant of the very basis and reference that formed an individual’s teaching identity in the first place.   If my thought and creativity do not comply with the ‘acceptable’ practice of the organisation I am immediately rendered anathema by the organisation which holds tight to the only means of endorsement of my work and identity: performance management.   My thought and creativity will be banished, excluded, rendered untouchable, polluted, much like the ultimate punishment of early societies – to be banished was to lose your very identity, it would have been far better to have just been killed.

This is not what I came into teaching for and yet I am obliged to have to respond to it.   I am obliged to have to conform in it.   And the proposed streamlining of capability and performance will complete the alienation from my own endeavour in teaching that has been making me ill, now, for the past decade.   How on earth can I be expected to believe that this is in the ‘best interests’ of teachers, let alone pupils or their parents?   When the proposal goes ahead – as it inexorably will – will my objections in this consultation render me ‘incapable’ unless I change them?   And will I then be ‘performance managed’ out of my career?

I will say it now, and I will say it here, (even though it will not have immediate sway over what is happening anyway, but being one in a million who marched on the streets of London in 2003 saying ‘NO’ to Tony Blair obliged him to become so ridiculous in his determination to go to war that it rendered him a liability, I can hope): government-nurtured management of education/schools/teachers is just plain, simple wrong.   This current proposal is the epitome of wrong management, of either people or public service.   It is demotivating.   It is mechanised only to identify the lack (or even just the ‘satisfactory’), it absorbs the good and immediately takes it for granted, rather than seeing how it works and cultivating it.   Teachers work hard now to cover their backs and stay out of hassle rather than culture their practice.   Lazy management just demands over recognising or understanding or nurturing; it doesn’t bother working out how to meet (and therefore manage) the demands itself.   It narrowly pre-defines success criteria – extracting from the whole community that is communication – reducing education to a process rather than a growth.   It practises outcome-led management to the detriment of value-informed practice, and in this way exploits endeavour rather than nurturing it.   Management does not recognise teachers as a resource but as mechanisms (reductio’d ad absurdum) to those imposed outcomes in which they have no investment and in which they had no decision.   Management has become dictatorial and inconsistent and determinedly non-democratic or non-nurturing.   It may be the way the government wants management to be, but it is wrong.   Governments are often wrong.

Am I saying all this simply because of my own experience of being ignored rather than managed during the last decade?   Yes.   Are my words therefore rendered irrelevant because of this?   No.   Unless the way I have been treated was all a very long-running mistake.   And unless the litter of other teachers’ careers I have seen discarded by the roadside, crumpled and shaking, was wrong as well (I have seen teachers with decades of successful experience reduced to ‘satisfactory’ and then retired; I have seen teachers hounded to cure a hastily diagnosed symptom until they became ill and left the profession; I have seen passionate teachers walk out of their career with no forwarding post, during a recession; I have seen teachers shift out of their job to become successful elsewhere where they were listened to; I have seen teacher’s whole legacy rubbished once they were retired; I have seen teachers dis-abled in their career because they hadn’t been practising the sudden advent of a new initiative for years previously; I have seen teachers shifted into teaching wholly different subjects as a reward for evading being made redundant; I hear, every day, the attrition of spirit every time an e-mail is opened).   Wouldn’t it be better for my career if I just shut up and didn’t express my unhappiness and reservations about this ordeal which is my career?   For the decade past, it makes no difference; if this proposal goes ahead: yes.

If I don’t send this, it is because I need to look after my health.   If I do send it, it is because I believed the word ‘consultation’ and because I shouldn’t be thinking only of myself.

(I did send it – it presumably got consulted, although I have not talked to any manager about it.   We hear the results on Monday 16th July – the week we break for the summer holidays.)

 

^{————w}(O)rmholes_________________________________|—–

career wormhole: Child of Illusion
compromise wormhole: really
money & performance & politics & teaching craft wormhole: teaching: which is it going to be, procedure or nurture?
obligation wormhole: the / pyrrhic / play
performance management wormhole: teaching performance
professionalism wormhole: responsible
recognition wormhole: across the room / through the patio doors / through the conservatory windows / at the bottom of the garden / the still bifurcated trunk of / the oak / before the let-grown hair and fringes / of the fir tree / blown every lifetime in a while by the winter sun // actually
teaching art: Resource

 

teaching: which is it going to be, procedure or nurture?

Tags

government, managerialism, money, organic education, performance, politics, professionalism, resource, spending, structural time, teaching craft, value-led education, workload

The only solution to teacher workload is to structurally invest time.   Any other spending on education without investing in structural time costs less but is not cost-effective because it doesn’t enhance the provision of education.   The provision of education can only be enhanced by recognising and resourcing the central resource to teaching: the teacher.   The principle resource a teacher needs to do her job is structural time.   The job of a teacher is a holistic job which incorporates many aspects.   The individual teacher must manage those aspects pro-actively, not in crisis, and certainly not compromised into a situation of being exploited.   The teacher does not need to be managed by a system which doesn’t recognise the holistic nature of her job, nor by anyone who is not directly involved in her teaching.   When the job of teaching becomes divided, time-managed, finance-managed, politically-managed, pressure-managed, productivity-managed, then the workload becomes too much.   The cup is not even half-full it is leaking very slowly through numerous hairline cracks and the sellotape used to mend them.

Teachers need to be managed as a human resource rather than as an a-human means of productivity.   When this is done the ethos of teaching will take care of itself.

I see these two strategies (management of human resource; nurture of the ethos of teaching) as being symbiotic: having additional staff to teach the same number of classes will mean that each teacher will have more time to prepare, assess and feedback on the lessons they teach.   It is simply no use at all giving a teacher a full timetable and no structural support time to deliver that timetable.   When no structural time is given to the preparation/feedback of lessons it is left to the individual teacher’s sense of professionalism – in their own, unpaid, time – to provide that preparation/feedback.   If the management of teaching comes to rely on – and expect – that level of professional commitment without either paying for it or supporting it, then it is exploiting teacher’s professionalism.

You would need to halve every teacher’s timetable (// double the amount of teachers) in order to support professionalism rather than exploit it.   Only then could you expect (and receive) true, clear attainment in a school, a year group, nationally and for each individual without at all having to manipulate statistics.   Yes you would have to double expenditure on education but it would be the only cost-effective way of spending that much money.   Saving money by spending smaller amounts on peripheral items of education (yes even on new buildings, computers, status) makes little difference and is soon used up.   A teacher is integral to teaching and lasts for 30-40 years if well-maintained.

The national government ought to do its job (define the Education Act, provision/entitlement – not to stick pins into the system while seeking some other goal); the local government ought to do its job (provide the resources to schools with which to serve the provision/enablement and not have to find ways of saving money but simultaneously expect the same service); and the schools can then do their job: enable.   If this happened there would be no exploitation of teacher professionality, education would happen and there would be no need of bolt-on interaction between governments and schools.   And teachers would work primarily – and happily – with the true sense of professionalism (i.e. vocation) rather than the peripheral effect of professionalism, committed (obliged) hours of (result-only-measured) work.

^{————w}(O)rmholes_________________________________|—–

managerialism & money wormhole: Put service back into people rather than productivity
performance wormhole: Continuing / Professional / Development
politics wormhole: management and managerialism
professionalism & workload wormhole: Professionalism … in teaching
resource wormhole: teaching performance
teaching craft wormhole: Put service back into people rather than productivity
value-led education wormhole: I think I know why I don’t like teaching, even though I quite like teaching and am quite good at it, even if I do have to say so myself

 

Struck

Tags

2008, 4*, giving, government, professionalism, strike, teaching, teaching craft

 

 

 

                      Struck

                I went on strike today.
        For the first time in almost twenty-one years of teaching I went on strike.
        I withdrew my work –
        I didn’t go in and collect nuggets to show
        I didn’t strategise how I would show them
        I didn’t find in myself the way to ‘say’ the nuggets
        I didn’t ‘OK’ and then give them again
        I didn’t quickly paint a picture and ‘arm-wave’ it to the class
        I didn’t chip away at my comfort and maintain my professionalism
        I didn’t jump aside and think a second to give the focus
        I didn’t sit to one side and give yet another bridge
        I didn’t hold my breath a little and give another tool –
                ‘hope they’ll be careful with it –
        I didn’t make eye contact by marking work
        I didn’t share a vision by building yet another step-up
        I didn’t clap or smile or care when I recognised or reported
        I didn’t remember to do the tracking
        I closed the gate to a world when I didn’t plan
        I didn’t practise patience when they failed my aspiration
        I let the gate open when I didn’t tutor.

        I didn’t do ALL of this
        because the government
        shuffled around in its pocket looking for the
        small change while I –
                even though I know my place –
        shake the tin one more time and
                yes I would rather spend it
                in Starbuck’s AND have a slice of cake with it
                as well …

        and for one of the
        first times in twenty one years
        I felt that what I do in teaching IS still noble.

 

 

 

^{————w}(O)rmholes_________________________________|—–

professionalism wormhole: listen willya
teaching wormhole: wanting to be loved
teaching craft wormhole: quiet