Teacher panel page
We are keen to develop the omnibus as a forum for teachers to identify the issues and ideas that they would like to have researched. We want practitioners to be setting that research agenda and will try to reserve some questions for your suggestions. The findings will be reported on this website. If you have any ideas, or want to tell us your views on any topical issues, please let us know through the comment box below.
What to consider when submitting your ideas:
-
We want teachers to let us know about the issues that are not receiving the attention they should.
For example, what are your school’s most pressing concerns, or what would your priorities be if you were Secretary of State for Education? Alternatively, you may want to take the long view and explore how education should be responding to changes in society. -
How your suggestion could be researched through the Teacher Voice survey.
NFER will develop some ideas through to final wording of the questions, but it will be valuable for us to know what aspects you feel should be explored. For example, what level of importance do others attach to your issue? What strategies are currently available? What is the impact on various aspects of school life? Could the issues you raise be put to policy makers?
| Comments -
8 comment(s) submitted
|
|
comment There has been considerable upset for staff who had the old management points and have now lost them - only staff with the rarely handed out TLR points now get additional payments for the additional work they do. A survey on the fairness/disruption of this change in school structure would be good comment The introduction of MFL into the primary curriculum is a good idea but the expectation (in some schools) that the class teacher will provide immersive language lessons is barmy. I don't feel that my CSE 4 French or the 5 days of MFL training qualifies me in any way. Are others out of their depth? comment How can schools justify using TAs as cheap substitutes for teachers? What will the long term effects be of having classes covered by TAs rather than qualified teachers? How will the employment of HLTAs to cover PPA rather than qualified teachers affect the job situation for NQTs? comment Although a primary head, I have taught science to A-level and I am very interested that NFER might follow up the debate on 3 -separate sciences to GCSE v combined sciences (or core and additional). I know that this has a huge effect on future take-up of A-level. It would be great to study this more. comment The new requirement to have a school intranet that allows children and parents to access virtual classrooms is causing a lot of extra work for teachers. Fronter has been bought in by many local authorities - see comments on the TES website. comment Embedding ICT in Mathematics had made teaching and learning more collaborative and interactive to enable or disable single on a fly. The whiteboard had come to face out the chalk to bring about interaction. Collaboration between learners using the ICT had clearly altered the nature of the class room comment With primary teachers not being subject specialists (maths/science) would there be any mileage in having a team of specialists that could roam around primaries helping to teach such subjects? What about using some of our very bright and capable 6th formers/school leavers without degree to help? comment I think the emphasis in the testing debate has been, understandably, on the Y6 SATs. Yet I believe it is now a widespread practice for heads to require teachers in all years to submit levels for all the children (in some cases, I know that these levels must come from optional QCA tests rather than from teacher assessment, or even a mix of the two). So a situation arises (or may arise) in which the progress of children is tracked and the expectation is expounded/implicit that all children should make two sub-levels of progress each year. This is clearly nonsense. Rarely does anyone learn in such a linear pattern of smooth progress. I feel you should look into the way optional tests are used. Children's levels are boiled down to colours: blue, orange, red, green... While this system of tagging children (not literally!) by their colour does have some usefulness, it assumes the result of the test is accurate - if that's the only form of assessment used to give the level. This is an over-use and over-reliance on one form of summative assessment across the ages. Do other teachers feel the same? |
Bookmark with:-
Facebook
Google
Delicious
Digg
reddit
StumbleUpon