Learning When to Say, "When".

Having worked in education for a number of years, I've been privileged to work in a number of environments. Some, highly structured. Some, at the creative and autonomous end of the scale. Others were a combination of the two. I was able to survive in all of the environments. I can honestly say I've learned something beneficial about teaching at every school I've taught at.

Our profession is people based. In recent years, the Ministry appears to be employing both the carrot AND the stick approach to 'encourage schools to become accountable' for the decisions they make.
The stick is the incessant use of the term accountability which accompanies initiatives, while the carrot is the 5 year ERO review which tells everyone what an amazing job your school is doing.

This used to be the role of the 3 Year review cycle. But, 5 does sound much better.

Inadvertently, Boards and Principals are forced to make decisions which impact their own workloads, and those of their staff. In the effort to meet accountability expectations, educators are invariably burning the candle at both ends. Increasing fatigue, stress and illness, which impacts energy, enthusiasm and empathy when in front of the students.

A concern is the increasing 'badge of honour' type mentality of teachers working themselves into the ground having to assess, analyse, plan, teach, motivate, inspire, counsel and nurture students, meet school and Ministry targets, complete paperwork around assessing, analysing, planning, teaching... ahhh... I think you know the rest.

Some schools are beginning to take stock and aim for a balance of healthy, enthusiastic staff and effective teaching and learning programmes. It's an ongoing balancing act. One that is achievable if we, as a profession adopt the following approach.