Teachers for Tomorrow
‘The quality of an education system cannot exceed the quality of its teachers’ (McKinsey & Company 2007)
Scottish Ministers have asked Graham Donaldson, former HM Senior Chief Inspector of Education, to look at teacher education in the round, the initial teacher education degree, the training and support received by teachers when they first enter the profession, and the opportunities to continue to develop their knowledge and skills throughout their careers.
The Review will look five, 10, 15 years into the future, developing a picture of the learning needs of young people, and thus the teachers we will need to support them.
Now over to you. Let us know your views on what makes a great teacher, what qualities we need our teachers to possess now and how these may change in coming years?
For more information on the review click here
To these I would add that great teachers habitually keep an eye on the horizon beyond their immediate class room door. They keep the bigger picture in mind. Great teachers are not thinking only of today’s lessons, but also of the world beyond, and a time ahead. They are able to give learners a sense that they matter, that their actions have an impact, for themselves and for others, so that the interaction between them and the world is as positive and constructive as it can be, both now and in the future.
Despite this, I feel that I could contribute to this debate by suggesting three top features…
1. In it for the kids: I feel that great teachers like the young people in their classes and realise that the fundamental purpose of the teacher’s presence in the school is to help young people to learn and develop. As a result of this, they converse with pupils, find out about their lives, develop good relations and see the young people as partners in their learning.
2. Reflective: Great teachers are always questioning their own practice. They want to know if what they’ve done can be improved, and set about improving it. If a lesson goes well they think about why, and if it goes badly look at themselves before looking at the class. They look for new ideas wherever they can find them and see if they can develop their own practice as a result.
3. Critical: This relates to the first two. Great teachers don’t just accept things. If a policy comes from their Head Teacher, the Local Authority, or even the Government, they question it. They are driven by the young people’s best interests and this ensures that they speak up if they disagree. If they find some new idea or interesting research, they interrogate it rather than following blindly.
There’s much more than these I know…but I think these would be my top three.
Love point 3! Totally believe in professional dissonace with a view to improvement but, as with many others, it has held back my career and many others as alternative viewpoints are frowned upon. The number of DHT/HT who have told me that they have had to pretend that they believe the latest dogma just so they can progress their careers and advised me and others to do the same is risible. I look forward to the day that alternative viewpoints become a QI!