The Baxter 1/5, Released 2 March on DVD, cert 12
A Baxter, apparently, is the term used for the man who is the proverbial nice guy. He plays the game, jumps through the hoops and always loses out in love to the guy with issues who finally comes to his senses.
This is the first of The Baxter’s many problems. Attempting to give a specific name to an identity we have probably already come across in life gives a strong and irritating sense this film has ideas above its station.
Along with the new-name-for-old-concept niggle, The Baxter also tries to break rom-com mould with little success.
Michael Showalter - who wrote and directed the film - plays Elliot Sherman, a Harvard Business School graduate who has made a comfortable life for himself working for the second best accountancy firm in the city. The only problem he has experienced in his ordinarily unremarkable life is he always loses out in the love stakes.
We don’t need to take his word for it though; we can watch a cheesy little montage which marks his pathetic track record with the ladies thus far. Rather than feeling any sense of sympathy for the protagonist, ‘grow some’ is the only phrase that comes to mind.
The film begins with Sherman being jilted at the altar and then spans back two weeks to explain how he got there in the first place. Herein lies yet another problem, as is it is pretty obvious why he was dumped and we don’t really need to sit there for an hour and a half to discover what we already knew.
We go back to the point where he is just about to ask his plain but kooky (she reads the dictionary for pleasure) temp Cecil Mills (A sweet Michelle Williams) to a classical concert. Slap bang in the middle of his question, Caroline Swann (Wooden but sexy Elizabeth Banks) sashays into his life. Pretty, successful and clearly hungry to settle down, she takes him by the scruff of the neck and they embark on a whirlwind romance lacking any of the whirl and much of the wind but does result in a big, shiny ring.
All seems rosy for this mismatched couple until they have a meal with her family and photo albums from yesteryear rear their ugly head. Suddenly Elliot is confronted with the image of Caroline’s childhood sweetheart, Bradley (Natural comic actor Justin Theroux), who has cheekbones you could shave your legs on. As well as being intimidated by his chiseled affability, Elliot is also concerned by the fact his fiancé has never mentioned this apparent love of her life before.
He confronts her just before they are going out around her old stomping ground. She puts his mind at rest by claiming she had not seen any point in mentioning her past beau since he had run off to somewhere remote to study caves, or something weird like that.
Elliot breathes a sigh of relief, they go out and (you’ll never guess where this is going) Bradley turns up in the bar. He does have a girlfriend but she sneezes and admits to allergies so clearly she will be metaphorically culled from the proceedings at the first opportunity.
The rest of the plot pans out as one might expect and we are again reminded why Elliot is The Baxter. Ending back where the film began would not be sufficient though - There is a twist. But by the time it arrives, it feels more like a weak hump in the road. Does Elliot grow some? In the most un-profound way possible.
What do we learn from watching The Baxter? He may be the one who is unlucky in love but, due to the film’s predictability and failed genre bending, it is the audience that feels the true pain of loss (87 mins of their life to be exact)
Friday, 6 March 2009
Mrs Pettigrew Lives for a Day
Release date: March 9
Certificate PG
Rating ****
The Sun labelled this film: 'The perfect movie for your mum.' Don't let that put you off though.
From the opening credits, it is pure escapism. The audience are thrown into pre-World War-Two London. Poverty and affluence are seamlessly juxtaposed in the smoky ambiance that permeates the film. With original recordings of classic such as Cole Porter's Anything Goes, the film evocatively captures the essence of the time.
Gwendoline Pettigrew is down on her luck. She is dismissed from her job and the employment agency have lost all patience with her. Whilst begging for them to reconsider, she hears of an opening as social secretary for Delysia Lafosse. Desperation and a smidgen of front leads her to the doorstep, claiming the agency sent her.
Academy Award winning Frances McDormand (Fargo) creates a persona that evokes both pity and compassion. She arrives at Delysia's a dowdy ball of misplaced morality. She is immediately swept into the decadent hedonism of London's high society, rather against her will.
Enchanted's Amy Evans plays the role of Delysia. The less tolerant may be put off by how annoying she initially is. Don't be. Persevere, once she gets grubby, it is easier to see her as she truly is. She looks sublime throughout and is a perfect clothes horse for the well executed 30's couture that shimmies throughout the film. The rather cliched and predictable makeover that Gwendoline receives saves itself by being a perfect forecourt to parade the heady fashion of this era. It also means that she stops offending our eyes.
David Magee and Simon Beaufoy wrote the screen-play based on a novel by Winifred Watson. Their style is intoxicatingly sugar sweet and razor sharp. Delysia's comment on Mrs Pettigrew's attire that prompts the makeover: 'You look like Oliver Twist's mum.' is so subtle that it takes a moment to register just how cutting she is. As she lovingly grabs her arm, it is also not entirely obvious if she is even aware of it.
What need does Delysia have for a mousy little social secretary? Well, apart from the fact that her rival has one, her outlandish American manners and healthy libido have caught the attention of many admirers. Some would say too many. She is also desperate to be a singer-cum-dancer-cum-actress-cum-anything and is not above sweetening the deal at auditions. Admittedly, she has got herself into a bit of a pickle.
Yummy eye candy abounds in the delectable form of Lee Pace and Mark Strong to name but two. Mrs Pettigrew, daughter of a clergyman, grudgingly helps her start to make sense of her torrid love life. From this blossoms the most unlikely friendship that, in the backdrop of a breaking war, explores the old adage: carpe diem.
It would not be a story without some nasty bitch coming in and trying to balls everything up. Shirley Henderson revels in the role of duplicitous designer who is prepared to use anyone to get where she wants. She and Gwendoline come head to head with surprising conclusions.
At the end of the film, it is hard to believe that so much has happened in 24 hours. Mrs Pettigrew Lives for a Day is about pretending to pretend and somehow finding a poignant truth along the way. It won't necessarily change your life but its heartfelt sentiments may make you feel warm and fuzzy for about half an hour.
Certificate PG
Rating ****
The Sun labelled this film: 'The perfect movie for your mum.' Don't let that put you off though.
From the opening credits, it is pure escapism. The audience are thrown into pre-World War-Two London. Poverty and affluence are seamlessly juxtaposed in the smoky ambiance that permeates the film. With original recordings of classic such as Cole Porter's Anything Goes, the film evocatively captures the essence of the time.
Gwendoline Pettigrew is down on her luck. She is dismissed from her job and the employment agency have lost all patience with her. Whilst begging for them to reconsider, she hears of an opening as social secretary for Delysia Lafosse. Desperation and a smidgen of front leads her to the doorstep, claiming the agency sent her.
Academy Award winning Frances McDormand (Fargo) creates a persona that evokes both pity and compassion. She arrives at Delysia's a dowdy ball of misplaced morality. She is immediately swept into the decadent hedonism of London's high society, rather against her will.
Enchanted's Amy Evans plays the role of Delysia. The less tolerant may be put off by how annoying she initially is. Don't be. Persevere, once she gets grubby, it is easier to see her as she truly is. She looks sublime throughout and is a perfect clothes horse for the well executed 30's couture that shimmies throughout the film. The rather cliched and predictable makeover that Gwendoline receives saves itself by being a perfect forecourt to parade the heady fashion of this era. It also means that she stops offending our eyes.
David Magee and Simon Beaufoy wrote the screen-play based on a novel by Winifred Watson. Their style is intoxicatingly sugar sweet and razor sharp. Delysia's comment on Mrs Pettigrew's attire that prompts the makeover: 'You look like Oliver Twist's mum.' is so subtle that it takes a moment to register just how cutting she is. As she lovingly grabs her arm, it is also not entirely obvious if she is even aware of it.
What need does Delysia have for a mousy little social secretary? Well, apart from the fact that her rival has one, her outlandish American manners and healthy libido have caught the attention of many admirers. Some would say too many. She is also desperate to be a singer-cum-dancer-cum-actress-cum-anything and is not above sweetening the deal at auditions. Admittedly, she has got herself into a bit of a pickle.
Yummy eye candy abounds in the delectable form of Lee Pace and Mark Strong to name but two. Mrs Pettigrew, daughter of a clergyman, grudgingly helps her start to make sense of her torrid love life. From this blossoms the most unlikely friendship that, in the backdrop of a breaking war, explores the old adage: carpe diem.
It would not be a story without some nasty bitch coming in and trying to balls everything up. Shirley Henderson revels in the role of duplicitous designer who is prepared to use anyone to get where she wants. She and Gwendoline come head to head with surprising conclusions.
At the end of the film, it is hard to believe that so much has happened in 24 hours. Mrs Pettigrew Lives for a Day is about pretending to pretend and somehow finding a poignant truth along the way. It won't necessarily change your life but its heartfelt sentiments may make you feel warm and fuzzy for about half an hour.
Andrew Motion Interview- "It's been quite a ride"
Andrew Motion talks about his new book, The Cinder Path and his ten year tenure as Poet Laureate
Poet Andrew Motion talks to Elizabeth McMahon about his new book, The Cinder Path, his time a Poet laureate and his renewed passion for writing.
Traditionally the Poet Laureate has been the official poet to the monarch. In recent years, this image has been updated somewhat to an 'Ambassdor for Literature', tapping into the nation's mood through poetry.
In 1999, Motion was not the most obvious choice for Poet Laureate as many had assumed that Seamus Heaney would take on the role. However, this was not the case and when Motion accepted the position he did so with an awareness that it would be for ten years rather than for life.
Andrew Motion helped to establish English 21, working with the QCA to advocate the importance of preserving poetry in the National Curriculum. In his time as Poet Laureate, he has made many school visits where he has been able to appreciate first-hand how pupils are responding to poetry today. He feels that whilst how poetry is taught across schools is diverse, the general pedagogical ethos has changed:
“Casting my mind back 10 years ago, there was an established centre and only one kind of poetry was given the credit of being the stuff that people in their right minds would look at. That has given way now, thank goodness. Now the kinds of poetry being written are as diverse as the culture in which it is being written. This seems perfectly right and sensible to me. We seem to be becoming a more tolerant society in respect to what a poem might be. The challenge now is to help young people develop an appropriate language through which to explore particular kinds of writing rather than becoming too insular. There needs to be a doorway into poetry for everyone.”
Andrew Motion came into his position in 1999, meaning that his tenure has spanned the turn of the century. It is always interesting to pontificate over what kind of poetry will be canonised: which writers will enjoy posterity beyond their own lifetime? What will be studied in 50 or 100 years time?
“There are so many poets and there will always be a pecking order at any point but it is difficult to predict whether these will have any longevity. What is most important is a poet who brings pleasure and seems to say something about your world. Poets that tend to live longest are the ones that can achieve a balance between commenting on a particular situation while at the same time telling the whole truth about human nature.”
Motion wrote Regime Change in response to the Iraq War. It is a powerfully moving poem which does seem to strike that balance of capturing a specific social context whilst at the same time making an astute observation about humanity. When asked about this poem, the first thing Andrew said was that he wishes that he never had to write it; it is not a poem about pleasure. Nevertheless as Poet Laureate it allowed him to take a different stance away from being consensual with the government of the day.
“This poem was a turning point for me as Poet Laureate. It allowed me to change the position that needed to be sufficiently updated, not yanked about but updated to make it more relevant.”
The role of the Poet Laureate traditionally involves writing poems to commemorate national events. Andrew Motion’s “rap” to mark Prince William turning 21 was met with mixed responses. Poetry thrives on inspiration that is usually personal and many argue cannot be controlled or quantified. It must be difficult to be expected to create “on demand”.
“I have found certain difficulties in the obligations of my role. I am concerned about formal matters but there are no guts involved. Events in the Royal calendar are hard and my work sometimes just gets lost in the wider debate about the future of the monarchy. Nevertheless, I am passionate about things that I professionally want to do, like writing about war and say, Harry Patch for example. I was fascinated to do it. You need to write about something you connect with.”
Motion has spoken previously of his “muse”, likening it to a swamp.
When asked about this, he laughingly elaborated: “I do think that there is a battle between the two sides of your brain: the logical, rational side and the other that full of your deepest fears, loves, beliefs and losses- the kind of murky stuff that makes you the person you are. If you allow this side to dominate then you end up writing something that means a lot to you but very little to anyone else. But if you use too much of the manipulative, conventionist, wired up, “on the case side”, you end up creating something that is proficiently cold. So you always try to find that balance.”
Motion’s new anthology, The Cinder Path is out next month. He has not published a collection of poems since 2003. He admits that he stopped writing in the midst of his tenure for various reasons, one being the writing of his childhood memoirs.
“Something came back a couple of years ago and I started writing again. I am still the same poet but in a different key. I’m interested to see how people react to this. It’s about the same kind of issues: love, family and there are lots of poems about my father who died three years ago. Some of the poems are written before his death and some of them after; they take up around a third of the book.
“The anthology is also different in terms of the music. I feel that these poems have a more relaxed sense of lyricism than my previous work, maybe it has come with age.”
One of Motion’s favourite poets is Philip Larkin. In 1993 he published a detailed and fascinating biography on his life. Upon the death of John Betjeman in 1984, Larkin refused the post of Poet Laureate. Motion has chosen a different path and ten years on, he feels that he made the right decision.
“That’s not to say that I am not looking forward to having my life back. Because I knew I was only holding the post for ten years, I knew I could go about it in a busy way and give it some blast and that’s what I’ve tried to do. I thought that when I leave the post this year might mean less responsibility but I can’t see that is going to be the case. I will clearly have less of the more obvious responsibilities that I have at the moment. Part of me will miss it; it’s been quite a ride one way or another. Another part of me will be glad to give it up and go on and do the next thing. But I’m not going to go on in a way that breaks the continuity with the things that I have got interested in the last ten years. It has set my life on a track in a way I am grateful for.”
The Cinder Path is available to buy form April 16 and Andrew Motion is speaking at Fairfield Hall, Croydon on March 16.
Poet Andrew Motion talks to Elizabeth McMahon about his new book, The Cinder Path, his time a Poet laureate and his renewed passion for writing.
Traditionally the Poet Laureate has been the official poet to the monarch. In recent years, this image has been updated somewhat to an 'Ambassdor for Literature', tapping into the nation's mood through poetry.
In 1999, Motion was not the most obvious choice for Poet Laureate as many had assumed that Seamus Heaney would take on the role. However, this was not the case and when Motion accepted the position he did so with an awareness that it would be for ten years rather than for life.
Andrew Motion helped to establish English 21, working with the QCA to advocate the importance of preserving poetry in the National Curriculum. In his time as Poet Laureate, he has made many school visits where he has been able to appreciate first-hand how pupils are responding to poetry today. He feels that whilst how poetry is taught across schools is diverse, the general pedagogical ethos has changed:
“Casting my mind back 10 years ago, there was an established centre and only one kind of poetry was given the credit of being the stuff that people in their right minds would look at. That has given way now, thank goodness. Now the kinds of poetry being written are as diverse as the culture in which it is being written. This seems perfectly right and sensible to me. We seem to be becoming a more tolerant society in respect to what a poem might be. The challenge now is to help young people develop an appropriate language through which to explore particular kinds of writing rather than becoming too insular. There needs to be a doorway into poetry for everyone.”
Andrew Motion came into his position in 1999, meaning that his tenure has spanned the turn of the century. It is always interesting to pontificate over what kind of poetry will be canonised: which writers will enjoy posterity beyond their own lifetime? What will be studied in 50 or 100 years time?
“There are so many poets and there will always be a pecking order at any point but it is difficult to predict whether these will have any longevity. What is most important is a poet who brings pleasure and seems to say something about your world. Poets that tend to live longest are the ones that can achieve a balance between commenting on a particular situation while at the same time telling the whole truth about human nature.”
Motion wrote Regime Change in response to the Iraq War. It is a powerfully moving poem which does seem to strike that balance of capturing a specific social context whilst at the same time making an astute observation about humanity. When asked about this poem, the first thing Andrew said was that he wishes that he never had to write it; it is not a poem about pleasure. Nevertheless as Poet Laureate it allowed him to take a different stance away from being consensual with the government of the day.
“This poem was a turning point for me as Poet Laureate. It allowed me to change the position that needed to be sufficiently updated, not yanked about but updated to make it more relevant.”
The role of the Poet Laureate traditionally involves writing poems to commemorate national events. Andrew Motion’s “rap” to mark Prince William turning 21 was met with mixed responses. Poetry thrives on inspiration that is usually personal and many argue cannot be controlled or quantified. It must be difficult to be expected to create “on demand”.
“I have found certain difficulties in the obligations of my role. I am concerned about formal matters but there are no guts involved. Events in the Royal calendar are hard and my work sometimes just gets lost in the wider debate about the future of the monarchy. Nevertheless, I am passionate about things that I professionally want to do, like writing about war and say, Harry Patch for example. I was fascinated to do it. You need to write about something you connect with.”
Motion has spoken previously of his “muse”, likening it to a swamp.
When asked about this, he laughingly elaborated: “I do think that there is a battle between the two sides of your brain: the logical, rational side and the other that full of your deepest fears, loves, beliefs and losses- the kind of murky stuff that makes you the person you are. If you allow this side to dominate then you end up writing something that means a lot to you but very little to anyone else. But if you use too much of the manipulative, conventionist, wired up, “on the case side”, you end up creating something that is proficiently cold. So you always try to find that balance.”
Motion’s new anthology, The Cinder Path is out next month. He has not published a collection of poems since 2003. He admits that he stopped writing in the midst of his tenure for various reasons, one being the writing of his childhood memoirs.
“Something came back a couple of years ago and I started writing again. I am still the same poet but in a different key. I’m interested to see how people react to this. It’s about the same kind of issues: love, family and there are lots of poems about my father who died three years ago. Some of the poems are written before his death and some of them after; they take up around a third of the book.
“The anthology is also different in terms of the music. I feel that these poems have a more relaxed sense of lyricism than my previous work, maybe it has come with age.”
One of Motion’s favourite poets is Philip Larkin. In 1993 he published a detailed and fascinating biography on his life. Upon the death of John Betjeman in 1984, Larkin refused the post of Poet Laureate. Motion has chosen a different path and ten years on, he feels that he made the right decision.
“That’s not to say that I am not looking forward to having my life back. Because I knew I was only holding the post for ten years, I knew I could go about it in a busy way and give it some blast and that’s what I’ve tried to do. I thought that when I leave the post this year might mean less responsibility but I can’t see that is going to be the case. I will clearly have less of the more obvious responsibilities that I have at the moment. Part of me will miss it; it’s been quite a ride one way or another. Another part of me will be glad to give it up and go on and do the next thing. But I’m not going to go on in a way that breaks the continuity with the things that I have got interested in the last ten years. It has set my life on a track in a way I am grateful for.”
The Cinder Path is available to buy form April 16 and Andrew Motion is speaking at Fairfield Hall, Croydon on March 16.
Friday, 23 January 2009
Weird and quirky educational stories this week
Broadmoor Primary changed its name to rid itself of negative connotations. They are not the only school to have considered this move.
People for the Ethical Treatment of Animals have asked a school in South Dakota to change its name from Spearfish High to Seakitten High.
The justification for this identity overhaul was voiced by PETA spokesman, Pulin Modi: ‘If children were taught to refer to fish as "sea kittens," reflecting that fish, like cats and dogs, are "individuals" that "do have friendships," fewer fish might be killed for food or sport.’
This request is part of a larger campaign to change the way the world views fish. PETA are concerned that more fish are killed each year than all other animals combined. They are therefore looking for ways to challenge our perception of them, firstly by changing their name.
“When your name can also be used as a verb that means driving a hook through your head, it’s time for a serious image makeover,” states PETA’s “Save the Sea Kittens” Web site.
A noble, worthwhile cause, one might think. Unfortunately these sentiments are not shared by Spearfish High’s Head. Whilst Steve Morford did not want to share his feelings about PETA, he stated: "Obviously, it's nothing we're taking seriously."
Can’t think why.
Little Lil- the hen that laid the huge egg
Eggstra special things have been going on at the Raikes Centre in Kingsholm, Gloucester. Kate Farminer, who set up the county’s student referral service, recently decided to adopt 4 hens as part of the students’ personal development programme.
Lil gained her name because she was far smaller than her siblings: Auntie Madge, Edie and Doreen.
When the pupils discovered an egg nearly twice the normal size, they could not believe the tiny hen had laid it. An average egg is 6cm in length and weighs only a paltry 2oz whilst her gargantuan offering measured a tear-inducing 11cm and clocked in at 7oz. Although this is an impressive achievement for the Columbian blacktail cross, at present Lil is still a way off the world record. According to the Guinness Book of Records, a black Minorca hen set the record in 1896; laying an egg which tipped the scales at 12oz.
Little Lil has laid four elephantine eggs and strangely, is still laying ones of standard size as well. If this was not weird enough, when the class opened one of the eggs for closer inspection, they found an entire normal egg inside. Mrs Farminer likened it to “a set of Russian Dolls."
The pupils have met this mild phenomenon with a mixture of excitement and confusion. At one point they thought there might be a dinosaur inside but sadly their hopes were dashed.
Blondes not having all the fun at school in Gloucester
Two year 11 pupils, Reagan Booth and Abby Western were sent home from Rednock School, Dursley last week because their hair was deemed as “too blonde”.
At present, Reagan, a natural blonde who has had highlights for the past three years, is refusing to change the colour of her hair. She argues: ‘no amount of hair dye affects a person’s ability in school.’
Nevertheless, she now fears that her decision may result in expulsion, a mere few months before she is due to sit her GCSEs.
The school rules clearly state that no pupil may dye their hair an unnatural colour. However, her father, Martin Booth fully supports his daughter’s decision claiming: ‘her hair looks a very natural blonde.’
Head, David Alexander has said that the girls are not facing expulsion and were sent home simply to dye their hair. He does accept that a meeting with parents to clarify these rules will be necessary.
Facebook put to good use
There has been a recent spate of students using social networking sites to insult and criticise their teachers. This is both demoralising and insulting; it can also feel simultaneously intrusive and public. Therefore it is refreshing to learn that a recently retired teacher has defied this worrying trend by being the recipient of a Facebook appreciation society created by his old pupils.
Rene Cochlin has had a long and distinguished career in education. He spent his latter years teaching Politics and Business Studies at Gravesend Grammar School in Kent.
Named ‘The Father of the staffroom’, he is both an inspiration and confidant to all. Aside from being a talented practioner, he also stole the show at staff cabarets and organised interactive events such as Challenge of Management and Mock Parliament.
When asked about his reaction to the society, Rene said: “This is a bit golden globey! I feel humble – no I never feel humble. But I feel totally appreciative.”
The group has around 150 members and the wall details the pupils’ fond memories of being taught by Mr Cochlin. One succinct young man simply wrote: “Absolute Legend.”
It is encouraging to see proof that good teachers are always remembered fondly.
People for the Ethical Treatment of Animals have asked a school in South Dakota to change its name from Spearfish High to Seakitten High.
The justification for this identity overhaul was voiced by PETA spokesman, Pulin Modi: ‘If children were taught to refer to fish as "sea kittens," reflecting that fish, like cats and dogs, are "individuals" that "do have friendships," fewer fish might be killed for food or sport.’
This request is part of a larger campaign to change the way the world views fish. PETA are concerned that more fish are killed each year than all other animals combined. They are therefore looking for ways to challenge our perception of them, firstly by changing their name.
“When your name can also be used as a verb that means driving a hook through your head, it’s time for a serious image makeover,” states PETA’s “Save the Sea Kittens” Web site.
A noble, worthwhile cause, one might think. Unfortunately these sentiments are not shared by Spearfish High’s Head. Whilst Steve Morford did not want to share his feelings about PETA, he stated: "Obviously, it's nothing we're taking seriously."
Can’t think why.
Little Lil- the hen that laid the huge egg
Eggstra special things have been going on at the Raikes Centre in Kingsholm, Gloucester. Kate Farminer, who set up the county’s student referral service, recently decided to adopt 4 hens as part of the students’ personal development programme.
Lil gained her name because she was far smaller than her siblings: Auntie Madge, Edie and Doreen.
When the pupils discovered an egg nearly twice the normal size, they could not believe the tiny hen had laid it. An average egg is 6cm in length and weighs only a paltry 2oz whilst her gargantuan offering measured a tear-inducing 11cm and clocked in at 7oz. Although this is an impressive achievement for the Columbian blacktail cross, at present Lil is still a way off the world record. According to the Guinness Book of Records, a black Minorca hen set the record in 1896; laying an egg which tipped the scales at 12oz.
Little Lil has laid four elephantine eggs and strangely, is still laying ones of standard size as well. If this was not weird enough, when the class opened one of the eggs for closer inspection, they found an entire normal egg inside. Mrs Farminer likened it to “a set of Russian Dolls."
The pupils have met this mild phenomenon with a mixture of excitement and confusion. At one point they thought there might be a dinosaur inside but sadly their hopes were dashed.
Blondes not having all the fun at school in Gloucester
Two year 11 pupils, Reagan Booth and Abby Western were sent home from Rednock School, Dursley last week because their hair was deemed as “too blonde”.
At present, Reagan, a natural blonde who has had highlights for the past three years, is refusing to change the colour of her hair. She argues: ‘no amount of hair dye affects a person’s ability in school.’
Nevertheless, she now fears that her decision may result in expulsion, a mere few months before she is due to sit her GCSEs.
The school rules clearly state that no pupil may dye their hair an unnatural colour. However, her father, Martin Booth fully supports his daughter’s decision claiming: ‘her hair looks a very natural blonde.’
Head, David Alexander has said that the girls are not facing expulsion and were sent home simply to dye their hair. He does accept that a meeting with parents to clarify these rules will be necessary.
Facebook put to good use
There has been a recent spate of students using social networking sites to insult and criticise their teachers. This is both demoralising and insulting; it can also feel simultaneously intrusive and public. Therefore it is refreshing to learn that a recently retired teacher has defied this worrying trend by being the recipient of a Facebook appreciation society created by his old pupils.
Rene Cochlin has had a long and distinguished career in education. He spent his latter years teaching Politics and Business Studies at Gravesend Grammar School in Kent.
Named ‘The Father of the staffroom’, he is both an inspiration and confidant to all. Aside from being a talented practioner, he also stole the show at staff cabarets and organised interactive events such as Challenge of Management and Mock Parliament.
When asked about his reaction to the society, Rene said: “This is a bit golden globey! I feel humble – no I never feel humble. But I feel totally appreciative.”
The group has around 150 members and the wall details the pupils’ fond memories of being taught by Mr Cochlin. One succinct young man simply wrote: “Absolute Legend.”
It is encouraging to see proof that good teachers are always remembered fondly.
Wednesday, 21 January 2009
Shout about what makes you happy, sad or mad
Whilst I appreciate the perks of the cyber-revolution in teaching, I have experienced one clear drawback: the amount of stuff that can now go wrong in lessons. In days of yore, when teachers were armed merely with their trusty chalk, board rubber and extensive subject knowledge, very little could deter them from imparting wisdom, short of a freak frontal lobotomy en-route to the classroom.
Now, with an increasing pressure to incorporate (worthwhile) ICT in the classroom, every lesson becomes a potential minefield for disaster. Can you access your email? Will power-point open? Does the disk-drive work properly? Why won’t the speakers work? Why is there just a big blue square where my wonderful resource should be? I can’t find the IWB pen! Argh!
The most annoying thing is that it is nigh on impossible to anticipate these hazards and head them off at the course. They can even sneak up on an unsuspecting teacher in the middle of the lesson, after cunningly lulling them into a false sense of security. The cyber-wizards (or you may prefer the term pupils), like dogs, can smell technophobia…and they like it. Incapacity and panic tickles them; any disruption is fun but especially when a teacher swears under their breath and pulls hopelessly at loads of wires (and hair).
Given these circumstances, it is not surprising that some teachers are reluctant to embrace ICT with open arms. This is especially true if they do not have the luxury of their own classroom. When I was in this position, it got so ridiculous at one point that I had to note down what was wrong in every room I taught in so that I catered for the malfunctions in my planning. It became almost like a game, albeit a rubbish one.
The cherry on the cake came when I was teaching in a computer room next to the ICT support room. Inevitably something went wrong and I popped my head in for some support (funnily enough). I explained that I was next door and needed a hand with the network. Without looking up, the technician replied, “Yeah, you’ll have to email us about that.” Fuming, absolutely fuming.
Now, with an increasing pressure to incorporate (worthwhile) ICT in the classroom, every lesson becomes a potential minefield for disaster. Can you access your email? Will power-point open? Does the disk-drive work properly? Why won’t the speakers work? Why is there just a big blue square where my wonderful resource should be? I can’t find the IWB pen! Argh!
The most annoying thing is that it is nigh on impossible to anticipate these hazards and head them off at the course. They can even sneak up on an unsuspecting teacher in the middle of the lesson, after cunningly lulling them into a false sense of security. The cyber-wizards (or you may prefer the term pupils), like dogs, can smell technophobia…and they like it. Incapacity and panic tickles them; any disruption is fun but especially when a teacher swears under their breath and pulls hopelessly at loads of wires (and hair).
Given these circumstances, it is not surprising that some teachers are reluctant to embrace ICT with open arms. This is especially true if they do not have the luxury of their own classroom. When I was in this position, it got so ridiculous at one point that I had to note down what was wrong in every room I taught in so that I catered for the malfunctions in my planning. It became almost like a game, albeit a rubbish one.
The cherry on the cake came when I was teaching in a computer room next to the ICT support room. Inevitably something went wrong and I popped my head in for some support (funnily enough). I explained that I was next door and needed a hand with the network. Without looking up, the technician replied, “Yeah, you’ll have to email us about that.” Fuming, absolutely fuming.
Monday, 19 January 2009
Education piece-The post- SAT aftermath-How are schools reacting to their newfound freedom?
Since SATs were introduced by the Tories in 1993, the only consistency they have managed to maintain is that of criticism and incompetence. The debacle last year, courtesy of QCA’s decision to outsource the assessment to a private US company ETS, led to students being marked as absent when they had sat the exam, unmarked scripts being returned to schools and papers even returned to the wrong schools. These mistakes were not isolated: they were an epidemic.
The Government was left with no choice but to abandon compulsory testing at KS3 in October 2008. This was met with uproarious applause; former Ofsted lay inspector, Margaret Morrisey claimed it was the ‘first sensible thing Mr Balls has done since becoming Schools Secretary.’ Many felt that the decision did not go far enough and that SATs at KS2 should have been culled as well.
This did not happen and, upon the sacking of ETS, QCA announced that Edexcel would resume its assessment of 11 year olds. It is worrying that the contract was signed before the finer details were agreed upon. The hasty implementation of this new(ish) system could lead to further incompetence. With the ambitious target of releasing 99.9% of the results on time, Edexcel are going to be under immense pressure to make the grade. Educational expert, Mike Baker, has even labelled results day, 7th July, as “D-Day” for the National Curriculum.
Published at the end of 2008, The Sutherland report did not really reveal anything that the analysts (and most of the 11-14 year olds) hadn’t worked out for themselves. ETS were held accountable, as were QCA for not being able to cope with the remit. It was deemed that QCA was not capable of acting as an independent watchdog. This will now become the responsibility of new body, Ofqual, although their ties to Government may still make objectivity difficult to achieve.
QCA’s Chief Executive attempted to resign but this was not recognised by QCA and he is currently suspended pending further inquiry. While we all like to have someone to blame, this does not really help schools work out what they do from here. From a long term planning perspective, the carpet had been ripped from underneath them, although granted it was a shabby, tired one.
On the 13th January, the Chief Adviser on School Standards, Sue Hackman, composed a letter detailing the Government’s plans for KS3 in 2009. Whilst schools may choose to internally assess pupils at the end of year 7, 8 and 9, none of these tests will result in any kind of accountably. Schools are required to enter teacher assessments both locally and nationally but no system of moderation has been proposed. The QCA will still be providing optional tests for schools who wish to take them internally. Schools were also reminded that they could choose to squash KS3 into year 7/8, freeing up year 9 for exciting things like GCSE preparation.
Upon reading this, many HODs turned the paper over, waiting for the BUT…that never materialised. It certainly seems as though schools are being given much more freedom to tailor their curriculum at KS3 to suit individual needs.
These measures have still been met with criticism. Even though it remains compulsory to study Shakespeare at KS3, The RSC became troubled when, post October 2008, 50% of teachers cancelled their courses on KS3 teaching. They feared that many schools may abuse their new found freedom by marginalising Shakespeare. Their main concern: ‘there is no effective way of mandating practice in schools.’ may be increasingly echoed as the dust settles.
In response to The RSC’s doubts, teachers have argued that no school would entertain pushing Shakespeare to the sidelines. Courses may have been cancelled because they generally tend to concentrate on the two set scenes that pupils would have been examined on. Pupils now have the opportunity to study plays in their entirety, without the need to quash enthusiasm by force feeding them two scenes line by line. English departments can also choose any tragedy, comedy or history, allowing teachers to play to their strengths rather than choose from the paltry three works that are normally on offer. This lovely notion does unfortunately depend on having a bottomless budget, not an option for many departments. Most schools would have bought all of their SAT resources for 2009 at the end of the previous academic year.
Given the lack of notice, how much can schools really change their approach in the short term? The easy option would be to continue with the planned syllabus and sift out any specific elements that have previously made staff lose the will to live. It may be a year of tentative tinkering where schools behave like animals that have been released from captivity. Those that have ordered the 2009 exam from QCA have the option to cancel their order and it will be interesting to see how many choose to persevere and use the test internally. If a mass exodus occurs, it will be a clear indication that it was not only the assessment of the National Curriculum tests that was at fault.
Another anxiety is, in the absence of national testing, how can any sense of standardisation be achieved across the country? It will be virtually impossible to ascertain that a level 6 means the same thing in Sheffield as it does in The Isle of Sheppey. With no formal moderation, schools are being given significant powers to decide on how they translate the “modified” NC levels. It is difficult to be entirely confident that schools will level accurately and not think of their place in the (now fairly meaningless) league tables. If these assessments inform the data for predicted GCSE results, it is also worrying that teachers’ future performance management targets may be based on inaccurate levelling.
It is unfair to argue that the Government has not anticipated this. From April, every LEA should have a National Strategy Consultant ready to assist schools that are experiencing difficulties with assessment. When key schools’ pilot training schemes have finished, they will also be able to offer support to other schools in their area. Nevertheless, it is hard to say whether these procedures will provide enough support.
The abolishment of SATs at KS3 was not foreseen when the new year 7 National Curriculum launched last September but it now allows for a complementary freedom across the three years. The personalised ethos based on developing successful learners, confident individuals and responsible citizens fits perfectly with the new autonomy that has been bestowed upon schools. Many schools have already started revising SOWs, trying to develop coherency both within their own subjects and in a cross curricular sense. They will now be able to continue this sense of fluency throughout KS3. Although this will involve hard work for teachers, they will begin to see the results of updating their curriculum this year and this will remind everyone of the need to make learning relevant to all students.
Despite the worries, this is positive progression away from the SAT albatross and towards a bald eagle of opportunity. The only possible cloud on the horizon is that the Government has a team of experts presently constructing a report due to be published this spring. Let’s hope that their findings don’t burst our bubble.
The Government was left with no choice but to abandon compulsory testing at KS3 in October 2008. This was met with uproarious applause; former Ofsted lay inspector, Margaret Morrisey claimed it was the ‘first sensible thing Mr Balls has done since becoming Schools Secretary.’ Many felt that the decision did not go far enough and that SATs at KS2 should have been culled as well.
This did not happen and, upon the sacking of ETS, QCA announced that Edexcel would resume its assessment of 11 year olds. It is worrying that the contract was signed before the finer details were agreed upon. The hasty implementation of this new(ish) system could lead to further incompetence. With the ambitious target of releasing 99.9% of the results on time, Edexcel are going to be under immense pressure to make the grade. Educational expert, Mike Baker, has even labelled results day, 7th July, as “D-Day” for the National Curriculum.
Published at the end of 2008, The Sutherland report did not really reveal anything that the analysts (and most of the 11-14 year olds) hadn’t worked out for themselves. ETS were held accountable, as were QCA for not being able to cope with the remit. It was deemed that QCA was not capable of acting as an independent watchdog. This will now become the responsibility of new body, Ofqual, although their ties to Government may still make objectivity difficult to achieve.
QCA’s Chief Executive attempted to resign but this was not recognised by QCA and he is currently suspended pending further inquiry. While we all like to have someone to blame, this does not really help schools work out what they do from here. From a long term planning perspective, the carpet had been ripped from underneath them, although granted it was a shabby, tired one.
On the 13th January, the Chief Adviser on School Standards, Sue Hackman, composed a letter detailing the Government’s plans for KS3 in 2009. Whilst schools may choose to internally assess pupils at the end of year 7, 8 and 9, none of these tests will result in any kind of accountably. Schools are required to enter teacher assessments both locally and nationally but no system of moderation has been proposed. The QCA will still be providing optional tests for schools who wish to take them internally. Schools were also reminded that they could choose to squash KS3 into year 7/8, freeing up year 9 for exciting things like GCSE preparation.
Upon reading this, many HODs turned the paper over, waiting for the BUT…that never materialised. It certainly seems as though schools are being given much more freedom to tailor their curriculum at KS3 to suit individual needs.
These measures have still been met with criticism. Even though it remains compulsory to study Shakespeare at KS3, The RSC became troubled when, post October 2008, 50% of teachers cancelled their courses on KS3 teaching. They feared that many schools may abuse their new found freedom by marginalising Shakespeare. Their main concern: ‘there is no effective way of mandating practice in schools.’ may be increasingly echoed as the dust settles.
In response to The RSC’s doubts, teachers have argued that no school would entertain pushing Shakespeare to the sidelines. Courses may have been cancelled because they generally tend to concentrate on the two set scenes that pupils would have been examined on. Pupils now have the opportunity to study plays in their entirety, without the need to quash enthusiasm by force feeding them two scenes line by line. English departments can also choose any tragedy, comedy or history, allowing teachers to play to their strengths rather than choose from the paltry three works that are normally on offer. This lovely notion does unfortunately depend on having a bottomless budget, not an option for many departments. Most schools would have bought all of their SAT resources for 2009 at the end of the previous academic year.
Given the lack of notice, how much can schools really change their approach in the short term? The easy option would be to continue with the planned syllabus and sift out any specific elements that have previously made staff lose the will to live. It may be a year of tentative tinkering where schools behave like animals that have been released from captivity. Those that have ordered the 2009 exam from QCA have the option to cancel their order and it will be interesting to see how many choose to persevere and use the test internally. If a mass exodus occurs, it will be a clear indication that it was not only the assessment of the National Curriculum tests that was at fault.
Another anxiety is, in the absence of national testing, how can any sense of standardisation be achieved across the country? It will be virtually impossible to ascertain that a level 6 means the same thing in Sheffield as it does in The Isle of Sheppey. With no formal moderation, schools are being given significant powers to decide on how they translate the “modified” NC levels. It is difficult to be entirely confident that schools will level accurately and not think of their place in the (now fairly meaningless) league tables. If these assessments inform the data for predicted GCSE results, it is also worrying that teachers’ future performance management targets may be based on inaccurate levelling.
It is unfair to argue that the Government has not anticipated this. From April, every LEA should have a National Strategy Consultant ready to assist schools that are experiencing difficulties with assessment. When key schools’ pilot training schemes have finished, they will also be able to offer support to other schools in their area. Nevertheless, it is hard to say whether these procedures will provide enough support.
The abolishment of SATs at KS3 was not foreseen when the new year 7 National Curriculum launched last September but it now allows for a complementary freedom across the three years. The personalised ethos based on developing successful learners, confident individuals and responsible citizens fits perfectly with the new autonomy that has been bestowed upon schools. Many schools have already started revising SOWs, trying to develop coherency both within their own subjects and in a cross curricular sense. They will now be able to continue this sense of fluency throughout KS3. Although this will involve hard work for teachers, they will begin to see the results of updating their curriculum this year and this will remind everyone of the need to make learning relevant to all students.
Despite the worries, this is positive progression away from the SAT albatross and towards a bald eagle of opportunity. The only possible cloud on the horizon is that the Government has a team of experts presently constructing a report due to be published this spring. Let’s hope that their findings don’t burst our bubble.
Sunday, 18 January 2009
Educational piece-‘Fragmented, unproductive, inefficient and unregulated' Is CPD doing its job?
When one muses over the purpose of teaching and the inherent skills that teachers should possess, it would be easy to assume that continuing professional development should be an intrinsic part of teaching. Individuals who spend the best part of their day nurturing and motivating skills in others would jump at opportunities to further their own understanding…wouldn’t they? If this is true, it is a strange anomaly that many teachers roll their eyes and sigh at the mention of both in-house training and commercial courses. It is clear that something needs to be done to challenge both the apathy of staff and the possible incompetence of School Leadership and course facilitators.
With the learning manager revolution, every school should have someone who is directly responsible for facilitating CPD. This involves answering the difficult “chicken and the egg” question of how far CPD should be influenced by the schools' development plan or by teacher need. Is it possible that it can promote teachers’ careers and improve the overall performance of schools too? Another balance that also needs to be struck is between time dedicated to subject areas and pastoral issues. The expectations are perhaps spread too thinly; the conflicting nature of these aims makes it easy to see why some schools are failing to make CPD useful and accessible to all their staff.
LEAs recommend how much schools should be spending on CPD; for instance, Southwark Council recommend that 1% of a school’s overall budget should be dedicated to developing teachers. That said, schools operate a certain amount of discretion over how these funds are spent. This freedom is beneficial but it has led to vast disparities in how different schools utilise their funds.
Let’s deal with in-house training first- since the creation of the infamous Baker Days in the 1980s, schools have been expected to dedicate five days per year to training their staff. In Darwinian style, different schools have adapted this requirement to suit their needs. Certain schools hire out hotels to treat staff to a day out, away from the school environment. These events could be beneficial in breaking up unhelpful cliques that exist by forcing people out of their comfort niches; it also scuppers the tendency for individuals to slink off to their offices when they think no-one is looking. The more cynical may view these days as an unnecessarily frivolous attempt by SLG to distract teachers’ attention away from deeply entrenched problems with a “jolly”.
Other schools stretch the system by giving teachers extra days off in exchange for twilight sessions. Training is delivered through a series of after-school sessions rather than having an entire day dedicated to it. Whilst there are clear morale-boosting benefits, these sessions can end becoming too dispersed and viewed as an “add on” to the general school day rather than something worthwhile in its own right.
In Kent, school’s priorities are changing with the introduction of ‘Building Schools for the Future’; certain schools have started a new programme whereby students are sent packing for one afternoon per week, giving staff the extra time to take part in different training exercises both as a whole body and in smaller planning “parties”. This unsurprisingly has been celebrated by pupils, and staff have also started to see the benefits. It allows for continuity, helps to develop relationships across subjects and ensures that teachers feel included in the ethos of the school. It does however require careful organisation and staff feedback has shown that certain sessions have been received more favourably than others. The key to any in-house training is careful consideration of how to make the subject in hand relevant and accessible to all teachers. No mean feat given that they are the most unforgiving and judgemental audience one could ever have.
Despite the problems that exist within schools, Heads still have the luxury of control and are ultimately responsible for the programmes that they put in place. Outside of school, opportunities for CPD operate within an unregulated minefield. When teachers gain a fraction of responsibility, they are almost ironically immersed in a paper jungle. On a daily basis, they are forced to wade through an exotic array of courses offered by a myriad of institutions including: museums, galleries, commercial companies, universities, examining boards and LEAs. Teachers have to battle against the attitude that one is not a real pedagogue unless they are holding court in front of a class. Every time they consider taking time out of school, they are aware that they are leaving classes to be covered and will have to pick up the consequent behaviour issues and marking when they return. This can make individuals reluctant to research courses (this is on the proviso they even have time to do this) that could be crucial to their development. With institutions charging anything from £180- 300, courses cannot be booked on a whim (“That leaflet looks super!”) and schools are under increasing pressure to ensure they are getting value for money.
Let’s be honest, most teachers have experienced pointless courses. There are several reasons why independent courses can fail to inspire. Courses that claim to get the most techno-phobic teacher ICT savvy, can be relatively futile if they do not focus on the specific software that participants use at their school. Other courses may be pitched incorrectly and rely far too much on teachers sharing “good practice”: writing wonderful things on post it notes and sticking them on sugar paper. These always end with a “plenary” where the facilitator regurgitates banal clichés and patronisingly pats everyone on the back. As one teacher remarked:
‘It was all very posh. We had little notepads, pencils and bottles of water on the tables. But I could have delivered a better course myself. It didn’t tell me anything I didn’t know.’
These bad cappuccino (all froth and no substance) events generally leave teachers feeling disheartened and complacent. Teachers can also feel stressed about how they will feedback about unsatisfactory courses. If they are negative, then they could seem ungrateful; it may also mean that SLG are less willing to authorise courses inn the future. It is very difficult to ascertain from the advertising jargon crammed in bulging pigeon holes what courses are actually worth their salt.
Some of the best courses are predictably run by examining bodies. However, these have also faced criticism; chief examiners have been accused of “moonlighting”: earning private money when they should be focused upon improving the current assessment system. As these courses flourish, another worry is that exam boards will become more reluctant to distribute free materials and resources to schools. Why face these costs when they can charge money and make a profit? Schools are at their mercy; the courses cannot help but be relevant as these bodies dictate what the pupils need to know in their exams. Therefore, even if the provider is bum-numbingly inept, the content will be greedily gobbled up by teachers under pressure to meet their performance management targets.
The attitude of Head Teachers can be detrimental too, one Head stated that courses ‘Really should be cream-cake and coffee time.’ Given the prevalence of views such as this, it is not surprising that The Training and Development Agency found that 41% of schools had never consulted national organisations. Insular behaviour can lead to schools becoming archaically ignorant.
Although at present there is a distinct lack of a system of accreditation for commercial courses, there is some good news. Teachers TV have employed regional CPD advisors and in autumn 2008, the TDA finally launched a national database for CPD. This was spear-headed by former London Schools Commissioner, Tim Brighouse who argues that: ‘for too long CPD was the Cinderella of school budget making.’ His wish is for the database to emulate the Amazon book review website; it should be a forum for teachers to share their experiences and for courses to gain the credit they truly deserve. In the private sector, any form of CPD is carefully assessed and culled if it is not immediately successful. Companies that play with tax-payers’ money should face the same kind of scrutiny. Nevertheless, the database will not perform this function unless teachers take time to feedback on their experiences.
So what’s the answer? Greater accountability and sharing of good practice?
Funny that.
With the learning manager revolution, every school should have someone who is directly responsible for facilitating CPD. This involves answering the difficult “chicken and the egg” question of how far CPD should be influenced by the schools' development plan or by teacher need. Is it possible that it can promote teachers’ careers and improve the overall performance of schools too? Another balance that also needs to be struck is between time dedicated to subject areas and pastoral issues. The expectations are perhaps spread too thinly; the conflicting nature of these aims makes it easy to see why some schools are failing to make CPD useful and accessible to all their staff.
LEAs recommend how much schools should be spending on CPD; for instance, Southwark Council recommend that 1% of a school’s overall budget should be dedicated to developing teachers. That said, schools operate a certain amount of discretion over how these funds are spent. This freedom is beneficial but it has led to vast disparities in how different schools utilise their funds.
Let’s deal with in-house training first- since the creation of the infamous Baker Days in the 1980s, schools have been expected to dedicate five days per year to training their staff. In Darwinian style, different schools have adapted this requirement to suit their needs. Certain schools hire out hotels to treat staff to a day out, away from the school environment. These events could be beneficial in breaking up unhelpful cliques that exist by forcing people out of their comfort niches; it also scuppers the tendency for individuals to slink off to their offices when they think no-one is looking. The more cynical may view these days as an unnecessarily frivolous attempt by SLG to distract teachers’ attention away from deeply entrenched problems with a “jolly”.
Other schools stretch the system by giving teachers extra days off in exchange for twilight sessions. Training is delivered through a series of after-school sessions rather than having an entire day dedicated to it. Whilst there are clear morale-boosting benefits, these sessions can end becoming too dispersed and viewed as an “add on” to the general school day rather than something worthwhile in its own right.
In Kent, school’s priorities are changing with the introduction of ‘Building Schools for the Future’; certain schools have started a new programme whereby students are sent packing for one afternoon per week, giving staff the extra time to take part in different training exercises both as a whole body and in smaller planning “parties”. This unsurprisingly has been celebrated by pupils, and staff have also started to see the benefits. It allows for continuity, helps to develop relationships across subjects and ensures that teachers feel included in the ethos of the school. It does however require careful organisation and staff feedback has shown that certain sessions have been received more favourably than others. The key to any in-house training is careful consideration of how to make the subject in hand relevant and accessible to all teachers. No mean feat given that they are the most unforgiving and judgemental audience one could ever have.
Despite the problems that exist within schools, Heads still have the luxury of control and are ultimately responsible for the programmes that they put in place. Outside of school, opportunities for CPD operate within an unregulated minefield. When teachers gain a fraction of responsibility, they are almost ironically immersed in a paper jungle. On a daily basis, they are forced to wade through an exotic array of courses offered by a myriad of institutions including: museums, galleries, commercial companies, universities, examining boards and LEAs. Teachers have to battle against the attitude that one is not a real pedagogue unless they are holding court in front of a class. Every time they consider taking time out of school, they are aware that they are leaving classes to be covered and will have to pick up the consequent behaviour issues and marking when they return. This can make individuals reluctant to research courses (this is on the proviso they even have time to do this) that could be crucial to their development. With institutions charging anything from £180- 300, courses cannot be booked on a whim (“That leaflet looks super!”) and schools are under increasing pressure to ensure they are getting value for money.
Let’s be honest, most teachers have experienced pointless courses. There are several reasons why independent courses can fail to inspire. Courses that claim to get the most techno-phobic teacher ICT savvy, can be relatively futile if they do not focus on the specific software that participants use at their school. Other courses may be pitched incorrectly and rely far too much on teachers sharing “good practice”: writing wonderful things on post it notes and sticking them on sugar paper. These always end with a “plenary” where the facilitator regurgitates banal clichés and patronisingly pats everyone on the back. As one teacher remarked:
‘It was all very posh. We had little notepads, pencils and bottles of water on the tables. But I could have delivered a better course myself. It didn’t tell me anything I didn’t know.’
These bad cappuccino (all froth and no substance) events generally leave teachers feeling disheartened and complacent. Teachers can also feel stressed about how they will feedback about unsatisfactory courses. If they are negative, then they could seem ungrateful; it may also mean that SLG are less willing to authorise courses inn the future. It is very difficult to ascertain from the advertising jargon crammed in bulging pigeon holes what courses are actually worth their salt.
Some of the best courses are predictably run by examining bodies. However, these have also faced criticism; chief examiners have been accused of “moonlighting”: earning private money when they should be focused upon improving the current assessment system. As these courses flourish, another worry is that exam boards will become more reluctant to distribute free materials and resources to schools. Why face these costs when they can charge money and make a profit? Schools are at their mercy; the courses cannot help but be relevant as these bodies dictate what the pupils need to know in their exams. Therefore, even if the provider is bum-numbingly inept, the content will be greedily gobbled up by teachers under pressure to meet their performance management targets.
The attitude of Head Teachers can be detrimental too, one Head stated that courses ‘Really should be cream-cake and coffee time.’ Given the prevalence of views such as this, it is not surprising that The Training and Development Agency found that 41% of schools had never consulted national organisations. Insular behaviour can lead to schools becoming archaically ignorant.
Although at present there is a distinct lack of a system of accreditation for commercial courses, there is some good news. Teachers TV have employed regional CPD advisors and in autumn 2008, the TDA finally launched a national database for CPD. This was spear-headed by former London Schools Commissioner, Tim Brighouse who argues that: ‘for too long CPD was the Cinderella of school budget making.’ His wish is for the database to emulate the Amazon book review website; it should be a forum for teachers to share their experiences and for courses to gain the credit they truly deserve. In the private sector, any form of CPD is carefully assessed and culled if it is not immediately successful. Companies that play with tax-payers’ money should face the same kind of scrutiny. Nevertheless, the database will not perform this function unless teachers take time to feedback on their experiences.
So what’s the answer? Greater accountability and sharing of good practice?
Funny that.
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