Today was my final day at the Wren Academy and as I left the school, I had more questions than answers. This is a good thing.
After my first lesson, Ruth and I had a discussion around differentiation and checking progress in the lesson. On the first point, I do differentiate the work for my students lower down the school yet I do not do as much at A Level (I currently teach Politics to the Sixth Form). This is something that I will consider carefully over the next few months as I prepare to teach Unit 2 AS Politics. On the issue of checking progress, there are a few things to ponder. Many of the ‘progress checks’ I am aware of in terms of lesson observations seem to be an example of performativity rather than a substantive check on learning (hinge questions aside). I say this because learning is not necessarily reducible to a timetabled lesson. However, I also believe that you should know where your students are coming from and where they are now so you can point/push/cajole them in the right direction in the lesson and if there was one thing that came out of my visit to the Wren is that to really help the students and my own teaching, I should have visited a number of their lessons first and read some essays. Something to consider for next time.
I also felt a little dissatisfied because if I had taught the sequence of overview lessons the Russian Revolution to the students at Berkhamsted, I would have set them an essay. This was my fault for not really thinking through the learning process before I arrived and if this is to work well next time, I might suggest a definitive task so I can actually see where the students are and start the feedback process (a genuine collaboration).
The conversation on progress also made me reflect upon the differences in inspection regimes and the issues can be seen through the lens of Liverpool College. Earlier this year, Hans van Broekman the Head of the former independent school (now an Academy) stated that ‘joining the state sector has improved our teaching’. You can read his article in the TES here. I’ll leave you to make your own judgements about the purpose of the piece yet what came across strongly for me was that before the move, Liverpool College did not think carefully about teaching and learning. More importantly, the changes they have implemented seem to be driven by the inspection regime rather than any substantive notion of what good teaching and learning looks like. For me, this is a dangerous path because if you survey what Ofsted has stated makes good teaching and learning over the last 10 years, you will find that they are consistently inconsistent (although they seem to be doing some hard thinking of late which is very encouraging). What the Independent Schools Inspectorate has been good at is thinking about the learning they encounter and seeing how it fits within the stated aims of the school (which will help Professors Becky Francis and Merryn Hutchings who, rather worryingly, missed out the Independent Schools Inspectorate when they conducted research into the quality of teaching in the independent sector for a Sutton Trust publication) . That is not to say that the ISI system is perfect because it is not (and expect another blog post on this soon). However, what ISI is good at is recognising the accountability/quality assurance processes within the schools it visits. To my mind, Good schools (in all guises) have robust internal accountability procedures because they are driven by their core purpose.
So, as I head off this weekend for some more CPD with 200 other History teachers at the Schools History Project Conference in Leeds, I have a few more questions to consider. A great starting point for further reading and thinking.
I want to thank Ruth, the History team and the other staff members at the Wren for their warm welcome. I would also like to thank the students for their time too. As an A Level group left a lesson today, one of them asked if I was teaching at the school next year. When I replied negatively, the student said that I should. They have no idea that they made my day.