Following on from my post about the case of Miss M who gets fantastic results but doesn’t do anything you might expect from a teacher, I planned to address the key question of results vs quality of teaching however as I’ve thought about it further, many more questions have been raised by this case.
Lessons & Teaching
If a teacher is getting consistently good/outstanding results, does it matter what happens in their lessons?
- Does student opinion of a teacher matter?
- Do all lessons have to have shared objectives, starter, plenary etc for them to be effective?
- What does ‘quality’ teaching mean?
- If a lesson doesn’t need to have a teacher in it to get ‘good’, do we really need teachers?
- Is it acceptable for every lesson for a class to be exactly the same?
- Was Miss M actually using pedagogical methods without realising?
- Is 100% A*-C enough?
Whole school & professional duties
- What is the purpose of a school?
- What is the purpose of a teacher?
- Should all teachers have to take part the same CPD/meetings?
- Other than teaching in a classroom, does a teacher have a professional duty to engage in anything else in school?
- Should teachers that get good results be ‘left alone’ by senior management?
- Should teachers that get consistently good results be ‘made’ to lead or support other teachers?
More questions that are probably for another blog..
- Should a teacher ever leave a class?
- How did these students learn without teacher ‘input’?
- Does it matter what a classroom looks like?
- Should we be suspicious of a subject that gets 100% A*-C?
Please feel free to add any further questions as comments to this post.
In part 3 I will share some thoughts and invite you to comment.