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:
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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?
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7 comment(s) submitted
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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? 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? comment by - oadegun Ofsted inspections - Is the current process appropriate? Ofsted Inspection in which notification and inspection are in the SAME working week create too much pressure. Do teachers cancel out of school, personal plans as routine for Ofsted? Should teachers again have more idea which lessons will be seen? comment by - oadegun Is workload again becoming an issue for teachers AND support/office staff in schools? Has the issue ever gone away? comment by - oadegun What makes a good line manager? Are staff for the benefit of the line managers or are line managers for the benefit of staff - "He who would be greatest is servant of all." Should there be a good practice guide for all who line manage? Also linked - Who benefits most from school meetings? comment by - fonts With reference to the comment about primary teachers not being subject specialists I take exception to this. We do have subject specialisms and must have the requisite knowledge and expertise to teach maths and science to our children. This is rigidly quality controlled at least annually. |