David Rogers

The three reports published in March by the workload review groups make interesting reading. They have been informed by the workload survey, although didn't contain a huge proportion of teachers nor make much reference to research (with the exception of the planning report). The recommendations, to me and the team I work with, are common sense. However, three activities that generate workload were missing and the process has failed to take a holistic approach because, let's face it, all issues are workload issues, indeed each report contains the standard phrase 'there is no single reason behind excessive workload.' The three areas missing are top down curriculum change, behaviour management and tutoring.  Now, before I start, all of these are essential, but do have major workload implications, especially if we want teachers to focus on the main thing, which is teaching and learning. Every decision made should ensure that teachers are able to collaboratively plan s...

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

I read the article by Nicky Morgan and Nick Clegg, ‘ We’re offering every teacher a new deal ,’ with interest.  First of all, I thought they’d be doing something really radical like.  Before reading further, if you’re not familiar with my thoughts on this, I would encourage you to read my Manifesto for Education , Teacher workload and well-being and my personal perspective on workload .  This post is a response, of sorts, to the article that appeared in the TES (although I did have a chuckle that the job titles written out). Before I go much further, I am a realist. I wonder how large and important in terms of general election votes teachers actually are.  I’m looking at that as a side issue, call me naive if you like. I found the proposals interesting, I’m not a natural cynic and negativity doesn’t sit well as anyone who glances through these pages will (hopefully) find. I welcome the idea of no changes to the inspection framework and curriculum.  But, thi...

Much has been written lately about workload and teacher wellbeing, and so it should.  Thing is, it’s really easy to talk and write about and bloody difficult to put into practice.  For a start, I can’t look at myself in the mirror when my official contracted hours are well under 40 hours a week.  I can’t complain about working excess hours until that’s straight. Yes, I do think that teachers work way too many hours, but I also think that the basics need looking at in a system and job that demands more from teachers than it did when the contracts were developed. Teacher well being and workload are paramount – the questions I ask myself about everything is: How does this make teaching and learning better? How does this enable teachers to make teaching and learning better? Of course, we have to balance the need for efficient systems for teachers and what is right to develop teaching and learning.  Data entry is a great example, streamlined, slick and happens all ...