http://www.guardian.co.uk/teacher-netwo ... new_54&CMP
A teacher sent me the above link this evening and said this was an article that she could identify with.
I wrote something pretty much the same back in 2006!
http://www.syntheticphonics.com/article ... 20rule.pdf
England - inspection: Unappreciated, misjudged and in fear?
England - inspection: Unappreciated, misjudged and in fear?
Debbie Hepplewhite
This is an interesting development - an alternative inspection system 'Instead':
http://www.guardian.co.uk/education/201 ... ive-ofsted
My alernative - 'Consultancy' - which involves working 'with' the school to be supportive with plenty of practical suggestions and teaching and learning resources which are very practical and effective:
I really enjoy being invited into a school to observe the school in action, to talk to teachers, assistants and senior managers, to model lessons for phonics and handwriting, as required, with the children themselves of course - to give immediate feedback and to write up an Action Plan after discussions.
I often reflect on how very plain-speaking I am, but I am by nature and I am because I'm invited in to support the school and to help with the professional development. I must make a difference or the time and investment is a waste.
The reason I can be plain-speaking, however, is precisely because I'm not a formal inspector belonging to an 'institution' or 'establishment' - and I roll up my sleeves to help in extremely practical ways. School staff know that I am genuinely there to help them and can suggest very practical ways forwards where there is a real need. There is also no potentially damaging reporting in the public domain.
When one considers formal Ofsted inspection processes, judgements are made in the public domain, and no practical guidance and materials can be provided - that is left for 'someone else' to provide.
There is no 'public right to reply' - in other words, schools can be 'exposed' without giving their perspective in the public domain - and if the staff actually feel seriously misjudged - or judged harshly and not in a way that reports the very positive aspects of the school well enough, or the challenges well enough, then that is a recipe for disaster - mental and physical health issues and oft times the demise of careers and schools' overall reputations.
http://www.guardian.co.uk/education/201 ... ive-ofsted
My alernative - 'Consultancy' - which involves working 'with' the school to be supportive with plenty of practical suggestions and teaching and learning resources which are very practical and effective:
I really enjoy being invited into a school to observe the school in action, to talk to teachers, assistants and senior managers, to model lessons for phonics and handwriting, as required, with the children themselves of course - to give immediate feedback and to write up an Action Plan after discussions.
I often reflect on how very plain-speaking I am, but I am by nature and I am because I'm invited in to support the school and to help with the professional development. I must make a difference or the time and investment is a waste.
The reason I can be plain-speaking, however, is precisely because I'm not a formal inspector belonging to an 'institution' or 'establishment' - and I roll up my sleeves to help in extremely practical ways. School staff know that I am genuinely there to help them and can suggest very practical ways forwards where there is a real need. There is also no potentially damaging reporting in the public domain.
When one considers formal Ofsted inspection processes, judgements are made in the public domain, and no practical guidance and materials can be provided - that is left for 'someone else' to provide.
There is no 'public right to reply' - in other words, schools can be 'exposed' without giving their perspective in the public domain - and if the staff actually feel seriously misjudged - or judged harshly and not in a way that reports the very positive aspects of the school well enough, or the challenges well enough, then that is a recipe for disaster - mental and physical health issues and oft times the demise of careers and schools' overall reputations.
Debbie Hepplewhite