Let’s start by making a plea to education managers and school leaders: please ensure that any tasks you set for your teams are meaningful and productive.
If colleagues feel they are being asked to do things just for the sake of it,̀ưfeel they are being asked to things just because they are getting paid, then leaders are not taking the opportunities this new changed working situation offers.̀ưNow, more than ever, is the time to maintain -̀ưor̀ưbuild -̀ưa more positive work culture and work environment.
Teachers and school leaders find themselves in uncharted territory with the coronavirus pandemic, where the usual in-school̀ưstructures and processes don’t sit well with working remotely.̀ưThere have been examples - particularly before the Easter break - of headteachers “monitoringâ€̀ưtheir teachers’ work at home.̀ưThere were many examples of teachers having to report in and in some cases submit lessons or forward plans that no class is ever going to receive. This is meaningless and soul-destroying.
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Rather than have lesson banks and forward plans clogging up hard drives across the country, it could be a good time for professional learning activities to assist the teacher in building and honing their skills and abilities.̀ưOr teachers could just be using the time to recharge their batteries and get ready for what the new term̀ưbrings.
When schools do reopen -̀ưwhenever that is -̀ưthe pressure will be immense, with the timetabling, the budgeting, the resource building, the transition work, the additional nurture and enhanced provisioǹưneeded by children and young people.
The impact of lockdown on children and young people’s mental health̀ưis likely to be a growing issue. And the role of the teacher when schools do return will be a key one for̀ưsociety.̀ưIt’s to bèưhoped that family experiences during lockdown will have indeed enhanced the reputation of the teaching profession, and̀ưconvinced any doubters that teaching is as much a vocation as a job.
It is legitimate that teachers should provide learning opportunities during lockdown. However, while the number̀ưof children and young people logging oǹưto teacher-led lessons is increasing, it is still very low, sòưthere is teacher timèưthat can be used for other meaningful activity.̀ưMany teachers, of course, also have their own families to nurture.̀ư
There are so many other professional activities that could be enjoyed. Teachers should be offered̀ưfree online CPD oǹưdelivering online learning.̀ưOther opportunities should includèưadditional study, research, practitioner enquiry and the other aspirations we welcomed in Scotland with̀ư, but which̀ưmany teachers don’t find̀ưtime for in the hurly-burly of normal term-time workloads.
Recent found that children and young people highlighting̀ưthesèưcharacteristics in good teachers:
Nurturing: Teachers should create a happy, friendly and encouraging atmosphere in the classroom by being kind, offering support and using praise.
Rights-respecting relationships: Teachers should respect the rights and individuality of all pupils.
Professional skills and knowledge: Teachers need to have the knowledge and passion essential to teaching, but alsòưthe skills to deliver this in an engaging and balanced way.
Positivity/energy: Teachers need to show their love of teaching and an enthusiasm for the role, by being engaging, interesting, creative and inspiring in the classroom.
School leaders and education managers could take a leaf out of this research and apply such̀ưqualities when dealing̀ưwith̀ưteachers, too:̀ưnurture them, respect them, show positivity and empower them to be the best they can.̀ưDon’t ask for checklists or monitor work. Check in often on how they are,̀ưrather than checking up what they’re doing.
This is̀ưhow to build a positive work culture and work environment for the unusual̀ưdemands of the present̀ư-̀ưand the future far beyond it.
Isabelle Boyd is an education consultant who formerly worked as a secondary headteacher and local authority assistant chief executive in Scotland. She tweets̀ư@isaboyd
