When I started, over fifteen years ago, I would have said it was a hectic job-loads going on, but I was never bored and wouldn't have wanted to work anywhere else.
Now-there is only one person left in my school who was there from my NQT year. The rest have been turfed out on capability, hounded out of the jobs they were good at or retired on ill health. Those left are, without exception cheap young things who seem to only last up to 3 years (many leave within the first year) and then vanish, burnt out and disillusioned.
The job always involved an amount of planning-but this seemed to change and now cannot be reused at all as the curriculum changes so ofte (for no good reason) and marking, but a lot of my time was spent sourcing fab resources and planning good lessons. Now, I think the planning has gone through the roof-every lesson needs every group of children catered for, for every part of it. How are you catering for each SEN child? Each PP child? Everything is evidenced and then has to be evaluated at the end. This takes such a long time-there's minimal time left to think of how to make it exciting.
The marking is no longer a tick, a comment and a smiley sticker. For every lesson, we have to provide a written learning objective (can be hand written by the children in their books, but you will be marked down on this in observations if it takes the children too long) usually typed out, then printed out and stuck in each books, along with the success criteria. We have to mark particular areas in pink when we see success criteria met and in green when it's not. Then targetted comments have to be written, questions for them to answer and next steps. You then have to find time for the children to respond to your marking and then possibly you respond again to that (triple marking). It's a bit like being pen pals with 30 children. This could be 30 books x 3 lessons each day, possibly more in KS2 (I teach in KS1). Even if it takes only 2-3 minutes per book, it's hours after school. My children can barely read what I write because they are 5. The best bit is when you do practical activities, which as you can imagine happen a lot with KS1 children. It is made very clear that unless SMT can see in their books what the children have done-how could SMT be sure that it actually had taken place!? So, this entails taking a photo of each child who is doing a practical activity, finding a printer that works with ink in it, printing the photos out, cutting them up, sticking them in children's books along with a learning objective and then marking it afterwards. Words fail me sometimes at the staggering lack of trust and waste of time, paper and ink.
Work then has to be levelled and you award levels for each child for each subject every half term. The SMT then pour over your data and force you to change it if they don't agree. I have had children's levels moved up by the deputy head (totally against my professional judgement) because SMT didn't think they'd made enough progress. This totally stuffed the next teacher who 'didn't make enough progress with them' and wasn't given a pay increment as they hadn't made enough progress with the children.
Then there are observations! These happen for various reasons-subject observations, peer observations, PMR, mock Ofsteds, NQT etc They are essentially stalking by SMT who appear to work under the premise that if teachers are not watched, they just stop moving. They come with the added joy of learning walks (stealth observations) and drop ins (suprise stealth observations). All can be used against you and if you are found wanting-they will be back within a week to observe you again, at a time of their choosing. Often 2.30 on a Friday afternoon or some such time when your class will be at their most abysmally behaved. Book scrutinites are used similarly. Sadly, whilst I have heard some teachers benefit from observations, I can honestly say they have never improved my teaching-they are a box ticking, hoop jumping exercise as far as I can make out.
The other thing that I find hard is the constant introduction of new initiatives (usually with baffling acronyms) which have to be implemented immediately (with no training) and then are slowly dropped when people realise they are crap and pointless. Nothing is every dropped, however, to make room for such new ideas in the curriculum. Such things I can think of include thinking hats, circle time, T4W, Big Maths, 5 part lessons, 3 part lessons, 7 part lessons, APP, AFL, MFL, think/pair/share, brain gym, P4C, R Time, Mantle of the Expert, APP, VCOP, VAK etc etc etc
News articles like this, just make me weep.
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Then there are adverts from the DFE suggesting it's easy to earn £65k.
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It just is not the job I trained to do :(