ASTs - another great idea bites the dust.

So, yesterday I went on an outreach day. Since having attained AST status in 2001 I have been to dozens of schools and worked with many different teachers from trainees, returning teachers, teaching assistants, classroom teachers, middle and senior leaders, advisors, tutors- oh yes, and children; lots and lots of them!

It was with great sadness that I drove away from the school I worked with  as this was the last outreach I shall do as an LA AST.

Why?

One word- funding.

Funding for ASTs ceased three years ago, the end of the year marks the end of my role. My LA safeguarded until the end of the year and I have continued to support schools across the area during this time.

  I think of the schools I have worked with; would they have paid independent consultants ? Probably not with their ever diminishing budgets.

So, there must be something new to replace ASTs? Yes, of course- excellent teachers. Oh, no, they aren't funded for outreach work.

What about leading practitioners?
No funding for those.

Ah, SLEs, that looked promising; but they are to support school leaders. what is an SLE?

So, who is out there to support  classroom teachers now? The LA? Hmmm, perhaps not...

Of course, we are all supporting each other now in our clusters/federations/academy chains.

Or are we?

I became an AST as a career choice; I love being a teacher and don't want to lose sight of that.  Becoming an AST has given me the opportunity to develop my skills as subject leader, as teacher, coach and mentor.  Each outreach role I have undertaken has been successful.  I am sure that my experiences are replicated across the country by many other ASTs. And now, with a new curriculum and assessment without levels, no one out there to offer support. Publishers clamouring to sell their wares. The strength of ASTs was in their classroom role. Teachers doing the job with the understanding to offer support realistically.  To say that ending this role is to miss a trick is a massive understatement.

So where next? Well, I am looking into seeing if I can continue to offer support to schools I have built links with; not as a consultant, but as a class teacher, doing the job, but keen to work with others as well.

I'd live to hear from teachers (ASTs or others) who have managed to continue their role creatively. I'm fortunate that in working part time I have some flexibility to not affect my class time ...

Watch this space!

New 100 word challenge

It has been one of those weeks this week; not really quite sure where the time has gone.
My trainee teacher has heard that she has two interviews so I am keeping my fingers tightly crossed that one of them goes her way.
Funny that I am feeling so tired really because I haven't done a huge amount of whole class teaching. Somehow watching, feeding back and doing intensive support work with individual children has been more exhausting!
Great though- it isn't very often that you can get to step back from the class and really watch them ; I feel that I have learnt so much more about them by being able to focus on them. Something we should all have more time for in our classes. You also learn so much from watching another teacher; regardless of how much or how little experience they have.
My job share partner and I have watched each other teach, are doing so again straight after half term. I am looking forward to seeing how this helps us achieve consistency with the class. We are very different; something I see as one of the real strengths of working in a job share is the children benefit from two teachers who can bring different strengths and interests. However, I am aware that for some children (particularly those who have tendencies towards ASD) find any change challenging so it is with these children in mind that ways to make the classroom consistent across the week is important.

Anyway, this week's challenge was to use 5 prompt words within a piece of writing. (LIBERTY    EMPIRE    APPLE    YELLOW    ENORMOUS) http://jfb57.wordpress.com/2012/05/14/100-word-challenge-for-grown-ups-week-42/

 I had no idea to begin with and thought I would give this week's a miss. (I had been hoping that a piece I had submitted for NFFD might have been selected ; it wasn't! Back to the drawing board!)
But, I am determined to keep working on my writing and get something published somewhere (some day...some time...)

So, here it is:

“It’s Monday, it’s 6.30! G-o-o-d morning listeners!”

Endless yellow sands, her toes dipped in the gently lapping sea, the man of her dreams beside her…

♫ Wake up it’s a beautiful morning♫

Music blared out as Liberty’s dream was brought abruptly to an end.

She showered, grabbed car keys and an apple and set off.

No matter how hard she worked, how many enormous contracts she secured for the impossible-to-please Richard, did he notice?

No.

Too busy building his “empire.”

Well, he’d notice her when she’d gone.

She checked her inbox. Everything was set. Just one call to make and her dream would become reality.


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Training teachers

This week's ukedchat is going to focus on - 'What should be taught to the next generation of trainee teachers?  http://ukedchat.com/

I am particularly looking forward to this as I have a trainee working with me in my class and do some tutoring sessions for the GTP and SCITT in the county.

School based training is where teachers learn the skills of working with others, with classroom management to name but two. However, as a class teacher I find my time being stretched to the limit (and beyond) as I try to support and guide my trainee as well as maintain a teaching role.

I'm not sure what the answer is- more funding to allow teachers who are involved with trainees to be able to fit in their feedback/paperwork in directed time would be a bonus. The strength of training in schools is that the person central to the training is actually doing the job on a day to day basis as opposed to the lecturer who knows all the theory (and may still teach  children to some extent) but is not immersed in the same way.

The pedagogy of learning , at the time of my training seemingly boring, but now often referred to, is as important as spending time in the classroom and ideally trainees need to spend their time both in college and in school. The SCITT course I am involved with http://www.dttpscitt.co.uk/ will be changing next year to 24 weeks in school. This is 2 more weeks than at present which will require a big change to the timetable.  Inevitably, some of the centre-led training will go . On a personal level I am saddened by this as I have led a DT session for the last 4 years. Feedback often indicates that the sessions from practising teachers are especially useful as they can share so many aspects of the subject.
I applaud the importance of the extra time in school, but wonder how this will impact on the overall experiences for the trainees.
So , Thursday's ukedchat I am hoping will provide some useful insight into effective training.