Catch 21

The Guardian's education section recently reported that the 21 tasks that teachers should not be required to do was probably on the way out. This would likely mean more clerical work for teachers.

There are two appropriate reactions to this. The first is, of course, frustration. More work for teachers, from a government (and Secretary of State in particular) that has spent much time being fiercely critical of teachers and their professionalism. Considered with the pay limitations already made in the wake of the economic difficulties, and the proposed dismantling of what little security is now provided by the standard pay spines, it seems like a kick in the teeth. Again.

The other reaction is incredulity- almost amusement. Does Michael Gove really think we don't already do a lot of these things ourselves? Most TAs in my school work almost entirely during teaching hours. By the time we have dismissed all the kids, returned to the classroom and confirmed what needs preparing for the next day, there isn't much time left for a TA to receive and complete all the required resourcing and photocopying requirements. And as for putting up classroom displays- if they are going to be high quality, it can't be a rushed job. The alternative is to get the TAs to do it during teaching time. But hang on- aren't additional adults supposed to used effectively in class to drive up those results and accelerate progress? Ofsted's lesson observation schedule certainly indicates as much.

Some simple arithmetic indicates that if you spread the 1,265 hours for which teachers are paid across the 195 days in the school calendar, it equates to working something like 8am to 3.30pm. And not a jot more. Admittedly, there is also an official requirement to work for additional hours as appropriate- these relate to parent consultations and the like- but when the real hours worked are stacked up, the unpaid overtime is astounding. A teacher doing a 7.30am-6pm day, then doing another couple of hours of work at home is getting close to working as much for free as they are for a salary.

The philosophy seems misguided; the knowledge of the real working methods of the education sector  seems deeply lacking. It is a concern.