IS THAT REALLY the best that we can do? Where is our analysis? Where is our research? Where is our intellectual curiosity? Is there no one who has the vision, sees the results and makes the links with well established best practices? Sexy sound bites will take us nowhere!
We listened carefully as the officials of the Ministry of Education once again lamented the fact that the mathematics results were inferior to the English in the Common Entrance Examination. This has seemingly been the case for quite a number of years.
We once again hoped that appropriate strategic action would be put forward to address this concern. Sadly, we were once again disappointed hearing only about the development of specialist mathematics teachers.
What does this mean? Do they mean that these teachers would be exclusively allocated to teach that subject and none other? Does that mean that specific training would be instituted for teachers in this area?Â
Although it would be nonsensical to be critical of any attempt to improve teacher training, we must be focussed and thoughtful. The profession is replete with examples of colleagues who did great work while at Erdiston and then reverted to the easy approach back at school.
The message should be clear, improved training is a must, but equally important are quality teaching, supervision and accountability. In other words, improvement must be driven by teaching methodology that is properly aligned and open to evaluation. We must teach with passion, with success as the only option!
We hear persons speak about the sage on the stage as opposed to the guide on the side, but even an understanding of this is problematic for some. One my favourite colleagues, who definitely has student interest at heart, seemed not to understand that the guide calls for more leadership than the sage.
Expected outcomes must be structured, and there must then be coordinated planning to allow students to explore and discover. This must then shape the work in the classroom. Instruction must be aligned to assessment. In mathematics, children must do, rather than be told!
Additionally, there must be a clear articulation of the different levels of instruction and assessment. Teachers must challenge themselves and focus on different order thinking. Simple recall will never work; the focus on understanding will not achieve excellence. Children must be put in situations to think, not only to arrive at an answer but to find solutions via process.
At the level of the Ministry of Education, we must be serious. The unions are continually clamouring for teacher appointments with seemingly no appreciation or respect for criteria. Appointments must be productivity-based (evaluation).Â
Before appointments are given, teachers must have proven identifiable work ethic and appropriate levels of performance. We cannot continue to condemn our children to low level teaching that simply leads to the annual complaints that come after the exam results are announced.
It is unfortunate that there is now a battle about public and private schools. I do not accept the notion that private schools get better students. I believe they emphasise supervision and accountability. Do what you are paid to do or goodbye to you. We really can do better!
Jeff Broomes is an experienced educator, principal and community organiser who also served as vice-president of the BCA and director of the WICB. Email: [email protected]
