The task of teaching is multi-faceted, complex and never neatly contained. It continues long after the bells ring and the lessons finish. Most teachers work long into the night marking assessments, providing feedback and planning lessons. However, as we shift towards more evidence-based approaches, the goal is to become more effective to ensure we deliver value because working harder may not be working smarter.
The task of teaching cannot be reduced to simply producing effective and engaging lessons; it requires teachers to evaluate the impact of those lessons on each learner. To be able to use ask questions and use feedback wisely to move all learners forward wherever they are on the learning continuum. If not, then how else do we track student or teacher progress? We cannot take learning on face value.
It is astounding that many continue to view the use of feedback and data as a burden for teachers or worse, as an unnecessary task of teaching. The use of feedback, questioning and data is not a diversion from the work of teaching – it is integral to it. Second, there will always be those who are afraid of change and this strengthens the argument that we need to continually invest in the capacity and learning of teachers. The goal is to ensure all teachers are able to evaluate where students are, give constructive feedback and provide the necessary support and structures to improve learning outcomes.
There are and will always be a minority of voices that are anti-intellectual as observed recently in a journal decrying the use of data. All other professions seize the idea of obtaining data and feedback as critical to improving the work they do so why is it that some wish to see teaching locked into industrial thinking and processes?
Andy Hargreaves in his book Teaching in the Knowledge Society commented that ‘teaching is not a place for shrinking violets, for the overly sensitive….it’s a place for grown-ups, requiring grown up norms of how to work together.’
Grown up norms of how we work together as professionals includes grown up discussions of how we improve and extend the practice of teaching in today’s world.