|AEU News Vol 21, Issue 4, June 2014|
I am a believer in lifelong learning and development, but I really question whether the recent changes to the performance and development process will achieve this? I worry that it will achieve the opposite if we don’t manage it locally. Instead of a climate of collegiate collaboration, this creates an aura of self-interest where ironically our prime focus is ourselves, rather than our students.
John Hattie suggests that the greatest point of influence on education is teachers and that our goal should be to help improve every teacher. Yet I wonder if a process with the spectre of fear hanging over it is going to achieve this? If we really want the best then schools need to foster an environment that not only challenges teachers, but also welcomes error and provides adequate feedback. In this scenario, teachers are able to passionately engage with their teaching based on the evidence at hand.
The problem is that a focus on pay means that we miss the point. Instead of saying ‘how can I be the best’, the focus is on ‘what do I need to do to achieve my next increment’. Our view then is of today, not tomorrow.
With a new system being implemented we have an opportunity to make this review process work for us. We need to demand that the implementation be consulted on at our schools and that it support and advance the work we do, rather than let it be something that is done to us.