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TEACHING & PROFESSIONALISM: MAKING A DIFFERENCE. GYC Conference – December 2013 Professor Neil Cranston, Faculty of Education, University of Tasmania. Overview. look at some of the key challenges facing teachers/teaching critique some of the policy responses to these
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TEACHING & PROFESSIONALISM: MAKING A DIFFERENCE GYC Conference – December 2013 Professor Neil Cranston, Faculty of Education, University of Tasmania
Overview • look at some of the key challenges facing teachers/teaching • critique some of the policy responses to these • examine some “alternative” ways to respond to the challenges professional responsibility • TONE making a difference versus “alas, woe is us”
A FUTURE FROM 1997 (HARGREAVES) • “Will we see exciting and positive new partnerships being created with groups and institutions beyond the school, and teachers learning to work effectively, openly and authoritatively with those partners OR • Whether we will see the deprofessionalisation of teaching as teachers crumble under the multiple pressures, intensified work demands and reduced opportunities to learn from colleagues”
Some pressures, challenges • the world we live in has, and is changing – this is the world we are preparing young people for • young people have, are changing • traditional notions of the teacher/teaching have, are changing • Qs for us = How, if at all, are we changing to ensure we are genuine leaders of learning? Are we making a difference? Are we doing the best we can?
THINK ABOUT … • increasing globalisation & competition, with greater global economic, social, political turbulence – national boundaries fading; new “threats” e.g. GFC, terrorism, climate change … • emerging (new) nation “giants”- challenges to the “west” as the dominant economic driver, decision-maker, leader … • impact of knowledge revolution and information age – techno-tot tweeters, information access explosion • increase in consumerism, customer orientation and customer expectation – lack of personal accountability, complaint/blame others mentality, “me” focus
politicisation of education - uncertainties, shifting commitments • growing short-term focus, profit/ accountability focus in both private & public sector –short term v longer term ► “now” generation • growing use of private sector principles & practices in the public sector – government intervention, corporate managerialism
THIS MEANS FOR US, AS EDUCATORS … • some argue much of what we currently do in education is already irrelevant to the future & education of young people • Choices for us, we can … become irrelevant OR wait for others to “fix” everything for us (it won’t happen!!) OR we make and lead the changes ourselves (we take professional responsibility)
Policy responses to “force” change • increasing “accountability” processes, such as Standards approach: • Standards for teachers, for principals • Standards for professional development • Standards for teacher preparation • NAPLAN, My School – fixation on student achievement as measured by limited/limiting tests • reporting data to someone on just about everything
continuing search for the “silver bullet” for success • Finland, Asia, USA … • criticisms from business that education is in crisis – as though all businesses are successful! • leads to a response that is characterised by: • defend, rationalise & deflect
Global Education Reform Movement = competition, standardisation, choice, test-based accountability etc does effect change in a sustainable way - in some places it has become “corrupted” • we also know that collaboration, focussed teaching, equity built around a trust-based, well educated profession does (see Sahlberg, 2012) i.e. enhanced professionalism & professional responsibility
accountability & professionalism Hargreaves et al (2009): accountability • external professional responsibility • internal • individual and collective • This about putting the professionals back in charge! But they need to lead that charge!
A WAY FORWARD … • we know that change in education is difficult • this, in part, is because changing educators is difficult • “dumping” silver bullets, a-contextually – leads to failure • we need take seriously: → the challenges of professional learning/ development – time, $s, resistance … that sustainability is critical in change
Implications FOR US • educators (i.e. us) need to be leading & engaging at deep levels in/with their profession ↓ • educators need to know why they are educators and for what purposes i.e. the for what andabout whatquestions • this is about our professionalism
These relate to • broader societal responsibilities of educators ↓ • the inappropriateness of the formulaic and list-group-label accountability approach to education as the dominant discourse e.g. Standards ↓ • shifting from the superficial “what” of education and educating to examining the “why”
Melbourne declaration (2008) As a nation Australia values the central role of education in building a democratic, equitable and just society - a society that is prosperous, cohesive and culturally diverse .... Schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians, and in ensuring the nation’s ongoing economic prosperity and social cohesion.
A PROFESSIONAL REPONSIBILITY APPROACH REQUIRES US TO DEMONSTRATE PROFESSIONAL CAPABILITIES SUCH AS … • we must be vision-driven - this should be a vision about creating a better future for all students Q =what do I stand for? • our work must be purposeful,values driven Q = why am I doing what I do? • we must be learners Q = am I at the cutting edge of teaching- learning?
we must support (internal & external) educators in their pursuit of change, excellence and learning for all • Q = where/what internal/external resources can we access for our professional learning/development? • we must be able to articulate what we mean by quality education and be able to communicate that across many diverse stakeholders Q = what do we understand by quality in education?
we must accept responsibility, moral responsibility for our work Q = Is this the best I can do? Am I prepared to take responsibility for my actions? • our work is an on-going journey & requires risk taking, creativity - commitment and conviction are mandatory Q = Would I be happy for my child to be in my class and to attend my school?
if we want to be taken seriously in the future we need to engage with these types of issues now • we need to open up what we do to professional scrutiny – and be prepared to defend what we do in the name of education • we need to connect with, and shape, our profession • These are what define us as professionals, they are what PROFESSIONAL RESPONSIBILITY is about
SO WHAT NEXT… • there is no place for complacency in education • start some conversations about these issues • challenge, challenge, challenge – get back to basics • what are my non-negotiables • listen, engage, learn, grow
SOME PARTICULAR CHALLENGES ACROSS THE AGES … • FOR THOSE NEARING RETIREMENT • cynic or sage • FOR THOSE IN MID CAREER • follower or leader • FOR THOSE EARLY IN CAREER • got it sorted or getting it sorted
SOCIETY IS DEPENDING ON THE WORK EDUCATORS DO FOR ITS FUTURE • Durkheim put it this way 150 years ago: education is an eminently social matter … forming the child into an “ideal adult”, ready to take his or her place in society … and, through education, society prepares the conditions for its own survival • Dinham put it this way earlier this year: Life isn’t fair, but good teaching and good schools are the best means we have of overcoming disadvantage and opening doors of opportunity for young people
Some dreams … from 2001 • “Parents will continue to dream of schools that are vital, democratic, interactive, self-motivating learning communities” (President ACSSO) • We need “school cultures where teachers also ask hard questions of each other and are prepared to provide disconfirming feedback and take a stand or at least debate their bottom lines in terms of good practice. … professional respect is also about having enough professional trust in a colleague to challenge to listen and to focus on quality outcomes for kids” (Principal, SA)
