OK, it’s the holidays and the start of a brand new decade, I’m well-fed, well-rested and feeling fairly relaxed. I’m at that point where I can now contemplate the new term with a sense of relative calm and positivity. It may be that everything I write here is written under an illusory fog of goodwill which will disappear in first contact with reality.
However, I’ve always believed that relentless and indefatigable optimism is a necessary condition for leadership. If as a leader, you don’t believe that the future is bright, then you have to be very good at pretending you do – how much more sensible to look for the positives so that your first day back smile is genuine.
For the sake of clarity, I’m aware of the issues surrounding accountability, funding, SEND, online dangers, the climate crisis, the growing dangers of racism and prejudice, threats posed by crashing out of the EU, knife crime, mental health disorders, workload, curriculum change and all the other issues we face. I’m not denying that problems and challenges exist, and I apologise to those who will no doubt find this a ridiculously Pollyanna-ish outlook, but even when challenges face us, there is always joy and satisfaction to be gained from working with children and young people.
So, here’s my five reasons to be cheerful about working in schools at the turn of the decade:
- The argument about funding has been won
Ok, winning the argument is not the same as having the cash in the bank, but in the general noise and nonsense of the election campaign, one thing about education was clear – every party knew that they had to promise more funds for education. The colleagues who have taken this fight to the government have done a brilliant job, and the connection between sensible funding and school standards has become much more accepted. Even a government with a comfortable majority knows that there would be a price to pay for reneging on their education funding promises.
- The teaching profession has never been so well-informed
For those who have known nothing different, it may seem fairly unremarkable that teachers routinely refer to the research that informs their practice. For those who have been around for some time, following the research-informed debates on social media is an eye-opener. In my early years of teaching, I would have struggled to identify any current research – that was the province of the university, not the humble classroom teacher. Today, teachers are not just aware of the research, they question, debate and critique it; they reference it against other schools of thinking and come to an independent conclusion.
The much-maligned National Strategies articulated a philosophy of teaching that linked to learning and progress, and shared that with the profession. Once the genie is out of the bottle, it’s hard to contain it, and the bottomless resource that is the internet provides all the source material anyone could ever need. It’s no coincidence that the rationale for the new Ofsted framework is linked to research, not policy. Now teachers not only know what to do, they also know why, and how to do it better. It also means that the education debate is focusing on the things that matter – curriculum, pedagogy behaviour, SEND, leadership.
- Young people are leading the way
In the immortal words of Whitney, I believe that children are the future, teach them well and let them lead the way. This year of all years, that’s been the case. On a global level, it’s humbling to see adult politicians tying themselves in knots as they try and unravel political crises that are entirely of their own making whilst scoring points and levering their own advantage – meanwhile the fight against climate catastrophe, the true global challenge of our time, is led by young people.
On a local level, I see students engaged in supporting local foodbanks, helping out in street kitchens for the homeless, challenging racism and homophobia, engaging in political discussion. During the recent campaign, I watched a lot of electoral debates – I can honestly say that the audience that was most reflective, open-minded and prepared to listen and engage with arguments was our KS4 and KS5 students at the constituency hustings we hosted. Working with young people brings challenges, but is continually surprising and rewarding.
- The quality of education in our schools has never been better
A colleague on twitter (thank you @MrPran Patel) recently posted something along the lines of ‘A controversial opinion: Behaviour has not got worse in the last 20 years.’ Judging by the responses, it was not as controversial opinion as expected – most people agreed that things had indeed got better. Every available metric – standards, inspection outcomes, attendance – demonstrates a gradual but inexorable improvement in school performance since James Callaghan’s famous Ruskin College speech of 1976. Admittedly, it’s been a bumpy ride, and there’s been a price to pay, but the improvements have been real. I started teaching in the late 1980s – I think it’s true to say that the best teaching at that time was probably comparable with the best teaching now, but at that time the worst teaching was far worse, far more widespread and far less likely to be challenged.
One of the most frustratingly predictable events of the year is the way that improved exam results lead to commentators opining that such continual improvement is nonsense and proves only that exams are getting easier. However, given the focus on educational standards over recent decades – improvements in knowledge, greater accountability, use of technology, etc – surely it would be more surprising if things weren’t getting better over time? In the same period of time the 100m world record has been improved significantly – should we conclude that Usain Bolt was racing on a shorter track?
- The support and fellowship provided by our professional community
Finally, teaching as a profession is essentially a collaborative endeavor. For decades, there have been attempts to embed competition and a market dynamic into the system, with, it has to be said, some success. However, there is an enduring willingness of teachers to appreciate that we are all in this together, with the shared aim of changing young lives for the better. I know that I’m fortunate to work with talented, hard-working and principled colleagues, but I also know that this is not unusual. I believe that generosity, openness and willingness to help is hard-wired into teachers – that’s why we have chosen to do this job.
Happy New Year!