Ofsted as the rationale for doing anything Our reflecting, thinking back and reviewing Another is to know what’s not in our control, to understand it and to limit its pressures. One way to see the problem is to see what’s within our control. Prodigious and pervasive problems can’t be solved with the same thinking that created them. Workload difficulties are wellbeing opportunities in disguise.Īnd they give us the chance to rethink things. Norms and beliefs: teachers may see autonomy, student engagement, marking, resourcing from scratch, differentiation, and report writing as what they do and even who they are school leaders may see Quality Assurance, monitoring lessons, evidencing progress, analysing data, prepping for inspectors and governors, as what they do and who they are.ĭifficulties can be opportunities in disguise. Looking, worrying & copying: school leaders look anxiously to each other and proliferate workload to cover themselves in high-stakes accountability regimes.
Pressure and fears: school leaders and teachers feel they have to evidence what they’re doing in case they’re inspected. She sees several reasons for workload overload: Harried and hassled, we don’t often take the time to think deeply how we, how middle leaders and teachers are investing our time.īecky Allen, co-founder of Teacher Tapp and co-author of The Teacher Gap in 2017, has been thinking about teacher workload for years. Teachers and school leaders are strapped for time. Three in four teachers here feel their workload brings them stress and unhappiness. One in three teachers leaves teaching in the first five years of teaching. Teachers work some fifty hours a week many work sixty or more, especially school leaders.ģ0,000 teachers leave teaching every year in England, for reasons other than retirement. Teacher and school leader workload is high. Overload, burnout and turnover are problematic. Where are we overloading and overstretching ourselves? What can we best stop doing, limit and simplify? One of the most scarce and precious resources of our people in schools, like water in a desert, is our time. Nothing matters more than people in schools, and each other. How can we as school leaders support teachers and staff? How can we as teachers and staff best support each other as colleagues and allies?
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