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Centre mulls CAT-like evaluation system for teachers

by Loknath Das
written by Loknath Das

A file photo of Anil Swarup. Pradeep Gaur/mint

Kolkata: The Department of School Education and Literacy, HRD ministry, is set to roll out a central evaluation system for teachers, though it will not be binding on the state governments, department secretary Anil Swarup said Tuesday.

“There will be some sort of a central evaluation for those who wish to become teachers, an evaluation system like CAT or SAT. We want to create a platform like CAT,” Swarup told reporters on the sidelines of a seminar on school education system in Kolkata.

“The CAT-like evaluation will be a benchmark for teachers, but a lot will depend on discussion with the state governments. We wish to have talks with all stakeholders. Then the recruiting agencies will decide,” he said after addressing the seminar at Merchants’ Chamber of Commerce & Industry.

Swarup said to ensure attendance of teachers in institutions, every school will be given tablets containing the biometric data of teaches and it would be GPS-connected. “We are introducing the system first in Chattisgarh as a pilot from August and then hope to extend it all over the country gradually, but it is again up to the states to introduce the system,” he added.

“After Chattisgarh, some other states like Jharkhand, Andhra Pradesh and Rajasthan also showed interest to implement it on their own,” he revealed. “Apart from ensuring regular attendance, which will be linked with the salary of teachers, the digitally stored data will save teachers the ordeal of travelling to faraway areas like district headquarters on work-related reasons,” the IAS said.

Swarup said that to ensure proper infrastructure in B.Ed colleges, the government has decided to cancel affiliation of 40% B.Ed colleges in the country “If they continue to function the way they are now.

“The department had asked for affidavits from all affiliated B.Ed colleges and about 35-40% are yet to respond. We will act accordingly if they do not conform to the infrastructure standards,” he said, adding “the step will be taken by this year itself.” PTI

[“Source-livemint”]

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Education

Exclusive: High-stakes exams making a comeback, Scottish teachers warn

by Rajdeep
written by Rajdeep

National 5 changes will lead to longer question papers for most subjects

New and expanded National 5 question papers represent a resurgence of high-stakes exams that risks undermining pupils’ educational prospects, teachers are warning.

Concerns are being voiced as a TESS analysis shows that 28 out of 42 National 5 subjects will require pupils to sit longer exams in 2017-18, while nine practical subjects will now have an exam where none previously existed. The five other subjects will have new or increased coursework to contend with.

There are also fears that a move designed to ease teacher workload may have the opposite effect, while many teachers have complained that the profession was not adequately consulted about the changes.

Education secretary John Swinney decided last year to scrap unit assessments – starting with National 5 and ending with Advanced Higher in 2019-20 – amid union protests that they added unnecessarily to teachers’ workload by duplicating swathes of coursework.

But the publication last week of Scottish Qualifications Authority (SQA) information breaking down what the changes could mean for each subject (see bit.ly/SQAinfo) has prompted an angry reaction from teachers and education experts.

‘Many people are unhappy’

Chris Mackay, president of the Scottish Association of Teachers of History, said “many people are unhappy” about the N5 changes.

“The implications for pupils are a concern,” he explained. “The changes in the weighting of the assignment and the external exam could make it more difficult for borderline pupils to pass.”

Lengthening the time of exams could also affect pupils who already required special support, he feared.

University of Edinburgh honorary fellow and former secondary headteacher Danny Murphy said there was already “too much pressure” and “too much assessment” at the end of S4, even before the changes.

Seamus Searson, general secretary of the Scottish Secondary Teachers’ Association, said removing unit assessments remained the right thing to do, but that in the past week many members had contacted the union with workload concerns. There were also concerns that a greater emphasis on exams would disadvantage many pupils.

Mr Swinney told TESS that the new arrangements were “definitely not” a move back towards high-stakes exams, because the relative weightings of practical assignments and exams remained “roughly the same”.

An SQA spokesman insisted that the removal of units and the strengthening of course assessments would have a positive impact on workload for teachers and candidates, “while maintaining the integrity and credibility of the national qualifications”.

[Source:- tes]

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Education

Qualified nursery teachers make little difference to attainment, study finds

by Rajdeep
written by Rajdeep

Children with graduate nursery teachers achieve only slightly more by the end of Reception than children with unqualified teachers

Children who have access to a qualified teacher at nursery school do only slightly better at age 5 than those who do not, research suggests.

A new study concludes that a child’s educational achievement at the end of their Reception year is only very slightly higher if they have been taught in a nursery with a teacher trained to graduate level.

There was also little difference between those attending a nursery rated “outstanding” by Ofsted and others.

Researchers from the Centre for Economic Performance at the London School of Economics, the University of Surrey and University College London, compared data on children’s results with information about the nurseries they attended in the year before starting school for around 1.8 million people born in England between September 2003 and August 2006.

Literacy and numeracy

The findings showed that children who attended a nursery that employed a graduate had a teacher assessment score that was around a third of a point higher than those whose nurseries did not employ a graduate, where the total number of points available was 117.

And attending a nursery judged as “outstanding” was linked with moving up less than one level on one of the 13 scales that make up the early years foundation stage, which assesses what children can do in areas such as literacy and numeracy at age 5.

The researchers estimated whether similar children who attend different nurseries then achieve different results in Reception, and found that the results vary depending on the nursery attended, but not in a way that is predictable by staff qualifications or Ofsted judgements.

‘Only a tiny effect’ on nursery outcomes

Jo Blanden, senior lecturer in economics at the University of Surrey, said: “Successive governments have focused on improving staff qualifications, based on the belief that these are important for children’s learning.

“Our research finding that having a member of staff qualified to graduate level working in the nursery has only a tiny effect on children’s outcomes surprised us, given existing research that finds well-qualified staff have higher-quality interactions with children.

“It is possible that our results are partly a consequence of the types of qualifications held by those working in private nurseries, as these are not generally equivalent to the qualifications of teachers in nursery classes in schools.

“Some nurseries are helping children to do better than others, but this is not related to staff qualifications or Ofsted ratings.

“It is extremely important to discover the factors that lead to a high-quality nursery experience, so we can maximise children’s chances to benefit developmentally from attending nursery, particularly as the government extends the entitlement from 15 to 30 hours.”

[Source:- tes]

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Education

The lost art of doing nothing in the classroom – a guide for teachers

by Rajdeep
written by Rajdeep

Teachers are trying to do too much when it comes to student learning, says this teacher. They need to take a step back and give students the room to grow

Even in an already incredibly hectic jobs such as teaching, we tend to feel at fault if we are not doing something all of the time during the working day. While useful in some instances, this can be counter-productive in the classroom.

There are times when a teacher needs to step back and allow the important work of learning to commence. Our temptation too often is to interfere in order to ‘make sure’ or ‘guide’ when actually all we achieve is a disruption of the working mood of the room. What the students actually need is for you to leave them to it.

How do you spot those times when you should amuse yourself so the kids can all get on with learning?

Common problems

What we can do is learn from how others’ busyness makes us feel.

Surely everyone hates the feeling of being watched while typing – suddenly the typos become more common and we lose concentration. Yet as a matter of course, we wander the classroom looking over pupils’ shoulders as they work quietly. This often puts the child off their work or causes them to stop working altogether. Our desire to be doing something interferes with the purpose of the activity that has been set up. Furthermore, it hampers their ability to learn from their mistakes in private, as they fear their working things out is being appraised.

Or what about the over-attentive waiter asking how we are enjoying our meal, just as we are about to put the first forkful in our mouth? In the classroom, we can be guilty of doing similar when questioning. If a response is not forthcoming quickly enough, the hyper vigilant teacher fills the dead-time by giving the answer after a moment’s pause or switching to someone else. Really, we should be comfortable in the silence and wait for the student to work things out.

And one final example: have you ever had a minor argument only for someone nearby to attempt to defuse the situation by asking you to calm down, when actually all parties were very calm already, thanks very much? Similarly, a minor squabble between two pupils can be blown into a full-on disciplinary issue if an overly busy teacher decides to intervene, when sitting back would allow the pupils space to resolve the dispute themselves.

These are just a few instances where we should take the time to let children get on with it. We’re busy enough already without being a constant pest. So get a grip on your interfering impulse: give yourself a break so the kids get a break, too.

[Source:- tes]

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Education

Schools have no funds to train teachers, says study

by Rajdeep
written by Rajdeep

training session

There are 20,000 teachers in schools in England without any budget to train them, according to research by the Teacher Development Trust.

Teacher quality has often been highlighted as the key to raising school standards and this research warns of a serious gap in funding.

David Weston, chief executive of the Teacher Development Trust, said the findings were “extremely concerning”.

The Department for Education said such training was “vital for all teachers”.

But it was up to head teachers to “make the right decisions for their staff”.

The study says 600 schools have “wiped out” their budget for professional development.

Head teachers have warned about pressures on school funding and the education charity warns that training budgets can be among the first to suffer when there are cuts.

“It is shockingly short-sighted for schools to be slashing these budgets at a time when there is more pressure than ever on recruiting and keeping staff,” said Mr Weston.

“We work with schools who have invested in this area and seen huge improvements in pupil results and teacher recruitment.”

‘Pitifully low’

He said that investment in professional training should remain a priority and that pupils deserved to be taught by teachers with up-to-date skills.

The research found lower-achieving schools were likely to spend less on training than those which were more successful.

Secondary schools on average spent 0.37% of their budgets on staff training and 0.65% in primary schools.

Funding levels for training were “pitifully low”, said Prof Robert Coe, director of the Centre for Evaluation and Monitoring at Durham University.

“Research evidence is very clear that investing in high-quality support for teachers’ professional learning is not just one of the most effective things schools can do to raise standards, but one of the best-value choices they can make.

“Cutting spending on CPD, even in a time of tight budgets, would be one of the most counterproductive, short-sighted and evidence-averse things a school could do.”

The deputy head of Quintin Kynaston school in north London, Ross McGill, said it was wrong for schools to be “squeezed into a corner, forced to make a decision to cut, or have no continuous professional development budget available to their staff”.

He said that the staff development budget was “always the first thing to be cut when unplanned financial circumstances arise throughout the academic year”.

“With rapid reforms in curriculum, examinations and assessment, every school will need to invest a huge amount of time for all staff to be one step ahead of their students in class,” he said.

A Department for Education spokesman said: “Continued professional development is vital for all teachers to help improve their knowledge and skills.

“Thanks to our investment in school funding, which at more than £40bn in 2016-17 is at its highest level on record, we are giving all schools access to the resources they need.

“We trust heads to make the right decisions for their staff and use those resources to invest in high quality training and development.”

[Source:- BBC]

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Education

‘Teachers love to take the mick out of themselves – but it demeans the profession’

by Rajdeep
written by Rajdeep

Teachers' reputation

“All we need is biscuits and tea bags…” Teachers are always happy to demean what they do and their own professionalism, but such an attitude undermines the whole profession, writes one senior leader

Teachers seem to be fair game for anyone. The “witty” adage “those who can’t, teach” is as old as the hills and it often feels like the government do their utmost to make a laughing stock of us.

Non-teachers relish their little “Oh, but 9am ’til 3:30pm is a cushy number and think of all the holidays” type of “jokes”. But there’s no one who likes to ridicule teachers more than teachers themselves.

I know it’s good to be able to laugh at oneself – that wise old sage Mickey Mouse once said, “To laugh at yourself is to love yourself” – but what would he know? He’s a cartoon; he’s supposed to be laughed at.

Yes, we must have a sense of humour – it’s one of the characteristics I most admire in teachers – pupils appreciate it too. But this is a serious profession – not that you’d always know it.

Changing perceptions

You know you’re a teacher when you get a secret thrill out of laminating things and think the staffroom should serve gin and tonics on tap. “I didn’t realise it was the end of term,” said no teacher ever. That picture of a supermarket’s wine display mistakenly labelled as “Back to school”. A picture of a teacher who is on top of their workload – sorry, this image does not exist. All very hilarious, I’m sure.

But if we don’t take ourselves seriously, why would anyone else?

Countries who top the Pisa tables don’t get there with teachers who are ridiculed, they get there with teachers who are members of the most highly respected profession.

But surely a tote bag emblazoned with the phrase “Crammed full of essential teacher stuff! (mostly chocolate and tea bags)” isn’t what’s stopping us from suddenly rocketing up the charts?

Well, no, probably not, but I can’t help but wonder how we could change the perception of teachers if we quit being so self-deprecating in the name of humour.

Now it’s clear to see why teachers indulge in self-abasing comedy – it is well documented that developing a sense of humour about life’s challenges helps us to cope, and there are few jobs as stressful as teaching; teachers do need to have a laugh.

Laughter therapy

Seeing the funny side of the job helps us to bond with colleagues and keeps the constant threat of some kind of scrutiny or other from appearing too overwhelming or scary.

Sharing a joke can actually be a great way of looking at a difficult situation from another viewpoint, allowing us to weather the storm. In short cracking a joke is good for our wellbeing as teachers.

But should we be doing this to the possible detriment of the profession? Surely it’s possible to have a laugh without demeaning teachers and teaching.

Instead of confirming the suspicions of the general public (whose children are entrusted to us) that we are alcohol-swilling, stationary-obsessed good-for-nothings with poor time management skills, we could be presenting a much more positive image.

Rather than adding further flourishes to the picture the media has painted of us over the years we could be providing an alternative image – together teachers are a large and powerful body whose voice will be heard if we all speak up. But if we keep telling ourselves, perhaps subliminally, that we are a joke, then that will never happen.

You see, it’s a mindset thing: the more we joke about the profession, the more we become closed to the idea of it being anything other than a joke – it becomes a self-fulfilling prophecy.

The un-funny side

This is the point at which self-deprecating humour (which psychologists say does have its benefits, admittedly) becomes negative self-talk. The more we joke, the more we risk speaking negatively about ourselves and our colleagues.

The less we take it seriously, the less likely are we to believe that we can make the changes the profession is crying out for: exam reform, easing of workload, increase in respect, improved recruitment and retention.

Don’t down play the possible knock on effects of teachers constantly taking the mick out of themselves – it really doesn’t look good to others: politicians, policy makers, parents, pupils, potential teachers.

Even if making a joke about your job online or to an acquaintance doesn’t directly affect you, it could give the wrong impression to others – a wrong impression that our profession really doesn’t need right now.

Of course, many will dismiss this as humbugish and go off to search for some more teacher memes to post on Facebook. But there are others who will recognise the need for us to put the professionalism back into the profession.

Believe it or not, there are other ways to have a laugh – teacher jokes aren’t the only sort of jokes – and it’s important that we teachers do have a sense of humour.

But don’t take the joke too far because there is every chance that no one else is laughing with you; only at you.

[Source:- tes]

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Education

Teachers take the strain after ‘depressing’ decline in support staff

by Rajdeep
written by Rajdeep

Profession has ‘more to cope with than ever’ after years of cuts to crucial posts

The “depressing” decline in school support staff over the past decade has been laid bare by new TESS analysis, amid claims that teachers have been left with greater levels of responsibility and higher workloads than ever before.

Almost every category of support staff has seen a sharp fall in numbers and even one group that has not – classroom assistants – is widely seen as unable to provide the same help that it once did.

The period since the SNP was first elected in 2007 has brought falls in school-based staff, including administrative and clerical staff (down by 20 per cent) and additional support needs (ASN) auxiliary or care assistants (9 per cent), a comparison of new figures and previously published statistics shows. Centrally employed staff such as quality improvement officers (down 34 per cent) and educational psychologists (13 per cent) have also declined.

However, since 2007, the pupil population has only decreased marginally (by 2 per cent). The proportion of children recorded as ASN has risen from 5.3 per cent in 2007 to the current 22.5 per cent, after a change in how additional needs are recorded, with concerns raised regularly about their welfare.

Louise Wilson, assistant secretary of the EIS teaching union, said: “In terms of workload, in terms of responsibility, teachers have more to cope with than they ever have.”

She said that this was partly a result of declining support staff – an issue that Ms Wilson said had cropped up with increasing regularity at the union’s annual conferences over the past five years.

But she added that the situation was also down to ASN issues, the Named Person policy, new qualifications and increasing bureaucracy.

Dougie Atkinson, professional officer for the Voice Scotland union, which represents many support staff, said the overall picture was “a depressing one”, with staff being “steadily taken out of many mainstream classrooms” and the educational experience for all children now “compromised”.

He added: “If support staff are disappearing, who has to pick up the additional needs work left behind? Our teachers, that’s who.”

Stuart Jacob, a member of the Scottish Children’s Services Coalition (SCSC), said that while his group supported the policy of educating children in mainstream schools wherever possible, “this is clearly challenging against a background of these cuts in support.”

A Scottish government spokesman said that it wanted “all children and young people to receive the support that they need to achieve their full learning potential.”

He added: “The Additional Support for Learning Act places education authorities under duties to identify, provide for and review the additional support needs of their pupils.”

Decisions about employment of support staff were the responsibility of individual education authorities, he said.

[Source:- tes]

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Education

Teachers in all secondary schools to be offered mental health training

by Rajdeep
written by Rajdeep

mental health training for all schools

Funding for previous measures has failed to reach schools, says former health minister

Mental health reforms being announced by Theresa May today will help tackle the “blackspot” of treatment for children who self-harm and suffer bullying on social media, the health secretary has said.

Jeremy Hunt said three children in every classroom in the country have a mental health condition but only a quarter of them receive help, stressing early intervention can give patients a much better chance of a full cure.

He said measures being announced by the prime minister will also help those with eating disorders or who are “behaving in a strange way” and sometimes have to wait six months for treatment.

Mr Hunt admitted the £1 billion already earmarked for mental health services in February was not yet fully filtering through the system.

But he stressed Mrs May’s announcement, which includes extra training for schools, would improve the situation for children.

Under the plans, mental health training for teachers and staff will be rolled out to a third of secondary schools in England next year, with the remaining two-thirds of secondary schools offered the support in the following two years.

Mr Hunt told BBC Radio 4’s Today programme: “We’ve had a slightly patchy start… but overall this year we are seeing the amount clinical commissioning groups spend on mental health is about £1 billion more than it was two years ago, so I think things are going in the right direction.”

He went on: “But I think the sort of blackspot is what we do for children and young people.

“Because if we are going to have a society that works for everyone we need to be there.

“And what is more worrying for a parent than if you’ve got a child with an eating disorder, a child who’s self-harming, a child who is behaving in a strange way and as sometimes happens now, people are having to wait for six months to get the help they need, or having to travel to another part of the country.”

‘Hidden injustice’

Mrs May is due to announce:

* Secondary schools will be offered mental health first aid training;

* New trials to strengthen links between schools and local NHS mental health staff;

* A major review of children and adolescent mental health services, led by the Care Quality Commission.

The prime minister will set out the plans as part of her vision of a “shared society”, with an increased role for the state in addressing issues of social injustice.

Mrs May will say: “For too long mental illness has been something of a hidden injustice in our country, shrouded in a completely unacceptable stigma and dangerously disregarded as a secondary issue to physical health.

“Yet left unaddressed, it destroys lives, it separates people from each other and deepens the divisions within our society.

“Changing this goes right to the heart of our humanity; to the heart of the kind of country we are, the values we share, the attitudes we hold and our determination to come together and support each other.”

The focus on schools is driven by figures showing over half of mental health problems start by the age of 14 and 75 per cent by 18.

‘Chaos’

Russell Hobby, general secretary of school leaders’ union NAHT, said: “Just as we are becoming more aware of children’s mental health issues the resources are being taken away. School budgets are being cut by £3bn so it will become increasingly difficult to fund in-school care for children unless these cuts are reversed immediately.

“This problem is exacerbated when the school seeks to access help itself, because of the chaos in the health and social care system.”

Joint research between NAHT and mental health charity Place2Be has revealed that seven out of 10 school leaders found that funding was the main barrier to putting in place professional mental health support for pupils. Six out of 10 cited the lack of services or qualified professionals locally as a significant barrier.

Mr Hobby added: “Schools have always been on the front line with children’s mental health because school is often where issues first become apparent and a school is often a parent’s first port of call if they are looking for support.

Sir Ian Cheshire, chairman of the Heads Together campaign, an alliance of charities and businesses interested in mental health, said: “The prime minister’s announcements today are extremely important and very welcome, as they show both a willingness to tackle the broad challenge of mental health support and a practical grasp of how to start making a real difference.

‘Puny response’

But Liberal Democrat former health minister Norman Lamb said Mrs May was reannouncing policies agreed under the coalition government.

“This is a puny response to a burning injustice and an attempt to cover up for this government’s failure to deliver on promised investment for children’s mental health,” he said.

“Measures to improve mental health care in schools were already agreed during coalition, and the current government has failed to ensure the investment needed to implement them has got through.

“Much of the additional £1.4 billion of funding secured for child mental health care is being diverted to prop up other services. This amounts to theft of money intended to improve the lives of vulnerable young people.”

It comes as a survey by the Prince’s Trust charity, released today, found that almost half of all young people experience so many emotional problems at school that they are unable to focus on their studies.

[Source:- tes]

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Education

Scottish teachers and lecturers paid £600,000 in compensation

by Rajdeep
written by Rajdeep

Teaching

Teachers and lecturers across Scotland were paid more than £600,000 in compensation for injuries – including from assaults and accidents – at work in the past year.

Payments to members of the Educational Institute of Scotland (EIS) union included £55,000 to a teacher assaulted by a pupil.

It was said to have happened when the teacher attempted to calm the pupil.

Many payouts were due to injuries caused by accidents.

They included £12,000 for a knee fracture caused by tripping over a metal door wedge and the same amount for a broken arm caused by slipping on black ice in a school car park.

Another award was £12,500 for back pain caused by carrying a heavy box without handles.

The total payouts to EIS members for the year reached £608,925.

‘Entirely avoidable’

EIS general secretary Larry Flanagan said: “This year’s figure of over £600,000 in compensation for teachers and lecturers injured at work demonstrates that there is still a long way to go towards the aim of eliminating workplace injuries in our schools, colleges and universities.

“The most common cause of injuries continues to be accidents such as slips, trips and falls.

“These are also the types of incidents that are entirely avoidable with correct adherence to appropriate health and safety procedures in the workplace.

“Schools, colleges and universities will never be entirely risk-free but it is essential that all facilities are as safe as possible for learners and staff alike.”

Mr Flanagan denied the payouts were an indication of a compensation culture.

He said the compensation amounts would be reduced if insurance firms took less time to admit liability.

[Source:- BBC]

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Education

Female secondary teachers earn 6.4% less than men

by Rajdeep
written by Rajdeep

Unions say female teachers are being ‘denied thousands’, as new gender pay gap data released

Female teachers working in secondary schools are earning on average 6.4 per cent less than their male colleagues, new government figures reveal.

However, in primary and nursery education, female teachers are paid on average 0.5 per cent more than men.

Justine Greening, who holds the ministerial brief for women and equalities as well as being education secretary, has launched a new online tool showing the gender pay gap in different occupations.

The figures have been calculated using median hourly pay rates, excluding overtime, and relate to teachers across the UK. They do not include headteachers but do include deputy and assistant heads.

Women teaching in secondaries earn on average £22.34 per hour, compared with the £23.87 received by their male colleagues – a 6.4 per cent difference.

The gap is slightly smaller for those working full-time in secondaries, at 4.7 per cent, and much larger for those working part-time, at 14.2 per cent.

Chris Keates, general secretary of the NASUWT teaching union, said: “The cost of the gender pay gap equates to female teachers being denied thousands of pounds each year in lost income. Gender inequality also signals the failure of employers to recognise and value the potential of all teachers in meeting the needs of children and young people.”

Women paid more in primary schools

But the picture is different in primary and nursery education, where on average women are paid 0.5 per cent more, receiving £21.46 per hour, compared with the £21.35 per hour received by men.

However, there is a big difference between those employed full- and part-time.

Part-time primary female teachers are paid 2.4 per cent more than their male counterparts, but women working full-time are paid 2.5 per cent less.

The figures do not show the difference in rates of pay between women and men doing the same job, but rather an average of what people are earning across an occupation.

Malcolm Trobe, interim general secretary of the Association of School and College Leaders, said that the data for teachers reflected “quite a complex situation”.

He suggested that the gap in secondary schools could be linked to teaching and learning responsibility (TLR) payments and the higher number of female part-time teachers.

“With the part-time [teachers] it will be often female returners, who often may well then not be holding TLRs,” he said.

Ms Greening said: “To help women to reach their potential and eliminate the gender pay gap, we need to shine a light on our workplaces to see where there is more to do.”

[Source:- tes]

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