I have noted with interest the discussion in the Observer this weekend on the morale of teachers. I am not in the slightest surprised that it is widely reported that their morale is low.
Teaching is a tough job, and has always been. It's tougher now than ever because of the growing, and maybe misplaced, self confidence of many children and young people is challenging.
That, however, is nothing like as challenging, I suspect, as being told, almost continually that as a state employee you're a drain on the national economy who is (according to most right wing politicians) inherently inefficient. Teachers may know that's nonsense, just as they know that their colleagues in the private sector are no different to them, but the reality is that being told such things is wearing, or worse.
And that's been exacerbated by the appointment of Sir Michael Wilshaw as head of OFSTED. Let's ignore for now the crass insensitivity of his comments about teachers over the last week or so, and let's instead look at the bigger management issues that this appointment exposes.
Wilshaw made his name as a tough head teacher, turning round difficult schools. Now that's something I know a little about. I was, as a new chair of governors, involved in turning around a school with a new head in Wandsworth 15 or so years ago. The objective when doing so is to effect a lot of change in a short period of time: it's also the logic of the Academy process. And during that change you hope to turnover staff who do not like the new regime and make way as a result for new personnel who you hope will deliver the change. Of course the management team has to be good or that's pointless stress; but have no doubt that in the micro environment of a particular school this is how the process works. It's Machiavellian, but that's how it works.
Now the logic might work for a particular school. There will be fed up teachers all too willing to leave (and hopefully get jobs elsewhere) and a pool of new ones willing to take their place. It may well be that the new ones are that much different from those they do replace; the process of change and the resulting enthusiasm for a new challenge that many will be taking together will be the biggest component in the success of the change process, and can be enough.
I know this can work for a school. I saw it work. I was quite proud that I helped it happen. And I suspect it's what Michael Wilshaw has done; and that's no bad thing.
But, and I can't stress it enough, whilst the process may work for a particular school to assume that it can be applied to the education system as a whole is a massive error of judgement, and one which Wilshaw, Gove and the Tories have made en masse. The fact is that you can lose the teachers from a school and import others with relative ease (although I do not for a moment discount the personal cost of the disruption). But you can't apply the same shock process to the whole teaching profession. There is no pool of new teachers out there to bring in and no way the teachers dispensed with can be replaced. But it seems highly likely that Sir Michael Wilshaw's plan is to apply this shock tactic to the teaching profession as a whole; no other explanation for his attempt to alienate as many teachers as possible so soon after his appointment can be offered. But it will not work; it cannot work, and that's because, I repeat: the micro logic of managing a school cannot be applied to a whole education system, not least because those who leave as a result of being alienated by him won't come back since he's, in effect, the boss of the whole system. They'll just quit.
Now, it's no surprise that Sir Michael Wilshaw was the chosen Tory candidate for OFSTED. And it's also no surprise that they bought his logic for management of schools. They have, after all, made exactly the same mistake in the management of the economy where they have assumed that the rules that apply to the management of a company also apply to the economy as a whole. That assumption on Osborne and Cameron's part is exactly the same as the logical error that Wilshaw is making about education.
A school, or a company, is what might be called an open system. It is relatively easy to lose people from a school; once they have gone they're not your responsibility. You don't pay them any more, and you know they're very, very unlikely to apply for a job again. You can ease your conscience with the hope that they will get alternative employment, but that's not the task you've been given to worry about; the task you've been given is to turn a school round and the focus is on that and the children you're serving (or in the case of a company the remaining employees, the customers, suppliers and shareholders).
An economy, or an education system is nothing at all like that. For all practical purposes the UK's education system is closed. Of course there are new teachers each year, but they replace the retirees. There is no net massive pool of teachers to be called on who'll rush into the profession if Michael Wilshaw pushes out masses of those teachers currently employed . Those people don't exist, and no can they be imported from abroad because first of all they're not trained, secondly they don't have the language skills and third there are now restrictions on immigration. So the shock tactic that might work in a school can't work in the system itself. Anyone who leaves will have to be re-employed, much disgruntled, and with the cost of the disruption as a result having no net impact on the system as a whole. I very strongly suspect that thought has never occurred to Michael Wilshaw.
Of course the same is true of the economy, where a company can lose staff and have little or no further responsibility for them, but in the economy as a whole Osborne can apply his shock tactics and then find (and he seems quite shocked by this) that he still has to pay them, even though they're now on the benefit system and are offering nothing back in return.
What's the result of this failed logic? Well in the case of education it will be a serious teacher shortage. That's inevitable if things go on the way they are. And we will, of course, have a worse sate education system and a small elite who will but themselves oput of it whose attainment will be even more removed from the rest.
Think of what Wilshaw is doing as being like the football manager who has been promoted to run the whole league, Premiership and all. You can apply the shock and change players and staff tactics at a club and change fortunes. That's apparent and happens many times (not always successfully) a season. But if you're then appointed to run the whole league and are told to raise standards you can't say there are hundreds of players you want to get rid of immediately and still hope tere will be a functioning league. The reality is that there is a scouting system in existence that means most of the best available players are already in the league - alienating or sacking them will not change anything except some clubs will be left with too few players to play viable, or entertain crowds whilst a few clubs would exploit the mess to pull even further away from the crowd, in the process demanding that their league be made smaller so they can play clubs of equivalent standard, of whom there will be fewer and fewer. Such a policy would destroy football whilst serving a few very well.
The same is true in education. The Wilshaw approach then is not the answer. The answer is to ask why we have the problem; what are the social factors that have left schools under resourced, teachers underpaid, pupils alienated and the outcomes ones that no one, whether they be pupils, parents, schools, universities or business really wants. That requires real change. But the Tories can't get their heads round that, so they shout at people instead. It's possible the worst management style of all time. But that's just what, I am sure, they asked Sir Michael Wilshaw to deliver and it's just what he's doing.
The trouble is teachers are paying the price now and we all will later. And all because they have no idea at all about managing system rather than micro scenarios, which reveals them as the real incompetents here.
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Hi Richard, you always write intelligent articles but this is one of the best in terms of analogies to which most people can relate. State employees are in some cases greater wealth creators than some in the private sector, RBS e al anyone?
One could say that wanting apply micro solutions to macro problems is the fundamental design flaw of much Tory thinking – not that some on the Left don’t suffer from the reverse problem.
The argument you use here, so far as I can see, is exactly parallel to the argument about state debt vs household debt.
The school, like the household, has a low external boundary so that it can offload unnecessary cost outside itself. The teaching profession, like the national economy, does not have such a boundary (or if it does, it’s a far higher one) – consequently cost savings in one place will result in cost increases in other places.
I’d imagine that the medical profession is no different.
Is it this that defines Conservatism – the failure of imagination that it cannot or will not see the big picture of how we are all interdependent?
You are right throughout your commentary
@stephen by setting parameters one can let people creatively decide the means to solve problems. Tradable energy quotas, wealth taxes, financial transaction taxes and appropriate regulations will help, at least when the economy is better but even now, with the right targeting of those measures and investing appropriately, the payoffs would be fantastic. I understand Sweden has been doing relatively well even throughout 2008-09, and either last FY or this FY has been running a modest budget surplus and still growing. Correct me if I am wrong, and do send a link 🙂
Matt
In football you can relatively easily replace large numbers of players quickly by recruiting abroad, in a way that, as you correctly state, cannot be done in teaching. You just have to throw lots of money at the problem in order to do that, and the government wouldn’t be prepared to do that. If it did, it would provide a long-term solution by making teaching an attractive profession by paying higher salaries.
Thanks for this, Richard; I was a teacher for a number of years, most recently teaching “A” Level Law at a first class state school, which alas has now become an Academy, and that’s one point I want to pick up on. You say “The objective when doing so is to effect a lot of change in a short period of time: it’s also the logic of the Academy process”, and there’s little doubt that on the micro level such a strategy can work, as your experience attests.
However, the whole Academy scam is a particularly pernicious nonsense dreamed up by Blair, and imposed on New Labour and Parliament with very little forewarning – at a late stage of one of Blair’s Education Bills the idea was brought in at the Committee stage, allowing virtually no time for debate and discussion), so bearing all the fingerprints of our Tony and his “sofa and kitchen cabinet”. (See, almost chosen at random, this article from the Socialist Education Association website http://www.socialisteducation.org.uk/article/blairs-legacy-education)
For three things stand out about the whole Academy project (and searching the SEA website for Academies will provide articles offering evidence of these three things):
1) They do NOT improve standards
2) They seriously undermine the financial viability of Local Education Authorities, since every Academy takes away funding from the LEA, and usually more than its fair share.
3) They seriously undermine local democratic accountability, both in terms of the sponsors to whom they are handed over, and in terms of the communities from which they are wrenched.
And it is this third point that chimes in closest with your article, Richard; for there is no doubt that Michael Gove’s objective, as Education Secretary, is to have ALL schools as either Academies or “Free” (hah! what an Orwellian term!) by 2015. Further, he hopes to have ALL schools transformed into privately owned and run, profit-making enterprises. The only exceptions to the above will be those “Academies” that are centrally owned and managed by the Department for Education, and, of course, the faith schools, which the Christian, Jewish and Muslim (and a few Masonic) authorities will never hand over.
So:
1) OUR taxes will be handed over to line the pockets of privately run, profit-making enterprises
2) Such privately run, profit-making enterprises will almost certainly protect themselves from public scrutiny on the grounds of “commercial confidentiality” and accordingly will seek to be immune from the Freedom of Information Act, in which aim they will probably succeed.
3) ALL local input, oversight, management, direction and control will therefore be taken away, either into the Boards of Management of the educational chains (one chain already has about 30+ Academies!), or into Whitehall and the Department for Education. Whitehall, will, of course, find this too much to manage. This is a very “Soviet” model of management, with everything decided at the centre – didn’t work in the USSR, and won’t work in England (Wales and Scotland will surely resist this nonsense).
So, solution? Whitehall appointed local education “gauleiters” – toadies and creatures of the Secretary of State and likely to be in income-generating relationship with one another – a nod here, a wink there, and outstretched palm here.
No democratic accountability, and no local input, certainly not in educaitonal grounds. The only input will be commercial. “Parental choice” (a nonsense, of course, since parents only have a “parental preference” in the state system. “Choice” only comes to those who have the money to buy their way out of the state education system) is a pretty feeble return for all this entrenched power,
What is needed is a return to real, local, democratic accountability, and the promise that every child will be able to go to their local school, which will meet the needs – the unique and special needs – of that child. That’s REAL choice – not the bogus choice offered by the Tories, which is only the choice offered by the three card or three shell trick by the shysters in Oxford Street – fine, if you’re in the know; otherwise, a con and a scam and a rip-off.
One of the most moderate, balanced pieces I have read from you in quite some time. It makes me for one far more predisposed to reflect thoughtfully on a thoughtful piece.
Thanks for posting this, Richard. I read the letters on this today and it made me so angry. The Slithy Gove may prove to be even more destructive than Osborne or Lansley.
What an excellent article. Thank you for speaking up, with clarity and a common touch, against the appalling appointment of Michael Wilshaw. He is undoing many years of hard union work, hard community work, hard work by head teachers and teachers alike, and all in the face of a changing social backdrop that asks more of schools – and the people who make them – than ever before.
If you change your assumption that they are barely competent to run a heavy-drinking session in a brewery, to that they are busy selling things to others to make money out of, it all makes sense.
Instead of incompetent, they are just the same old tory thieves.