Too often, the great teachers are pressured to climb the career ladder to leadership – does it really make sense for these members of staff to spend so much time in an office, while children are taught by the less experienced, one author asks in Tes.
It’s all too easy as a rank-and-file teacher, to sit on the sidelines and take pot-shots at “the management”. To those free from such responsibility, those in that unfortunate position are sitting targets. It is worth remembering, though, that nobody is obliged to take those posts, with their irresolvable conundrums, difficult decisions and divided loyalties.
Neither is it reasonable for those in management to dismiss the rest as also-rans, ignoramuses who don’t know what they are talking about. All of us have experience of management – just from different perspectives. Given the power-imbalance here, regular teachers need a louder voice on this – it’s only what the “pupil voice” does for the children. When office doors are even metaphorically closed, misunderstanding is the likely result.
The management consultant Margaret Heffernan wrote a book called Wilful Blindness about the effects of this. When you put some people in charge of others, divide their loyalties between those above and those below – and then place them at a remove from the rest, in comfortable offices where they can see little and know less about the real human beings in their charge, it is hardly a surprise if decisions are taken “strategically” rather than with the actual human consequences in mind. That remove is the first stage of depersonalising the management process. The second is the all-too-easy assumption that those in charge know best, and are therefore infallible. The perceived need to listen to those who might be their “eyes and ears” on the shop floor rapidly fades.
Alain de Botton observed that a lust for status is a mark of how difficult life is at the bottom. By this measure, life as a British classroom teacher is not good. Very many who enter the profession seem to be making a decision either to climb the ladder as rapidly as possible, encouraged by what passes for a professional culture – or get out after just a few years. This is not good for the profession: it means that very many experienced teachers are spending large proportions of their time in offices rather than classrooms – joined by those who increasingly have little deep experience in the classroom role to draw on as managers.
Over the years, management has been used as the (only) means of career progression in a job whose essentials basically entail remaining ad infinitum in classrooms with children. The top-heavy structures and vested interests that have resulted have made basic problems worse: the cost of management salaries cuts deep into the budget for teaching staff. Their lighter teaching loads exacerbate the problem, adding further pressure to those who remain in the classroom. The use of space for offices and the demands of bureaucracy cut into resourcing and departmental budgets. It makes for a situation where even more are likely to seek respite from the classroom. And if we accept for a moment that those promoted may indeed be the most talented teachers, I wonder whether it really makes sense for them to be spending much of their time in offices, while the children are taught by the less experienced.
Perhaps the time is right for those who purport to lead the profession to show less “management” and more leadership. They could start by setting a better example in how they treat those at the sharp end – by both listening and trusting more, by consuming fewer of the sector’s scarce resources – and by getting back into the classroom more themselves.
Read the full article ‘It’s a mistake to assume that good classroom teachers will make good headteachers’
Do you agree? Should management get out of their offices more and experience what’s going on in the country’s classrooms? Please tell us your thoughts in comments or via Twitter ~ Tamsin
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