Handbags and Gladrags on @GuardianTeach

This is my latest post on The Guardian Teacher Network Blog.

 

Handbags and Gladrags

Article no.7– May 2012

   

Embrace your school prom!

Popular culture has embedded the school prom into the UK education system. Don't shun it, argues our blogger, students and teachers need to share these magic moments.

 

It's easy to be cynical about this American imported rite of passage, but the school Prom is a beautiful thing and teachers should kick their shoes off and enjoy it. Photograph: www.alamy.com

 

"…They told me you missed school today, so what I suggest you just throw them all away. The Handbags and the Gladrags, that your poor old Grandad had to sweat to buy…"
Some of you may be humming the theme tune to The Office by now, but I'm not writing about the famous television series. I'm referring to the lyrical meaning of a very famous song that has particular significance at this time of the school year. I will return to this particular topic later…
The original song, penned by Mike d'Abo was released by Chris Farlowe. The song almost hit the bigtime after Rod Stewart re-released his version in 1972, but it wasn't until the Stereophonics announced their own version of the song in 2001 that the well-known Handbags and the Gladrags entered the consciousness of the masses.

It's about a girl taking everything for granted, resembling most young people growing up, believing that having the latest clothes will make them feel that they will fit in with their peers. What the vast majority tend to do is, forget that someone else had to pay for that luxury, and that looking trendy will get them nowhere if you don't have some sort of education.

Amazing how relevant that still is today!

Now let me paraphrase the link between the lyrics of the song and the academic calendar: "After three years of expulsion from my previous school, based on my gender, I am finally considering attending my school prom(enade) to accompany our Year 11 and Sixth Form students for an end-of-year celebration. It is an occasion I really enjoy, but with some intrepidation. Allow me to provide you with some of the finer details to consider…"

Once constrained to the shores of the USA, popular culture has embedded this particular enrichment program a place into the UK education system and the word "Prom" will no doubt, be on the lips of most students at this time of year, in and out of revision sessions.
After a term of planning and dreaming, students become more and more animated as the event looms, to gain a brief respite from the stresses and strains of the examination season.
Girls become fixated with beautiful and flamboyant dresses, hoping to be crowned "Prom Queen", while boys search high and low for that extra slice of swagger that will make them stand out from the crowd. Of course on their part, this will mostly appear to be carried out quite nonchalantly…

Weeks and weeks of discussing ideas stem from drawings etched by elite textiles GCSE and fashion A-level students, manipulating images sourced off the internet and ripped pages from celebrity gossip magazines. There will be one or two whose mother has passed a hand-me-down dress for a touch of individuality and sense of self-importance, or another 10 who cannot resist the luxury of a streched limo to take them from their front doorstep, two miles up the road to the venue or to a predetermined meeting point for all to see!
So, on a work-night, consider a late escapade with a possible overlap into your own precious weekend. It is of course, a fine-line between responsibility (in-loco parentis) and turning-a-blind-eye, relaxing with your students, celebrating the culmination of five long years of school life…

No doubt there will be some very, very loud music, plenty of bump and grind, coupled with many raised eyebrows; but ultimately, they have made it. They have made it this far through our complex education system, with all the external pressures we face as teachers that most students are oblivious too.
There will be those individuals who'll make you smile, a shy-soul who may be deserving of a cuddle you've saved for someone special; or that cocky year 11 lad that was just about to hear your morale-boosting piece-of-advice to set them on their way into life, but has asked you to dance instead! You cringe and think twice, before your colleague smirks then elbows you in the ribs…

The joys and laughter of a school prom are plenty, but the celebration is ultimately determined by the character of the students and the conditions in which the event is set. It is vital to provide the students with clear expectations and boundaries so that all parties are content. There will be a small minority who will not make it up until "the actual day" and others who may have to be turned away before embarking on the coach or long-boat.

If I said there was no alcohol consumed by students, I would be lying, as it tends to be one of the crucial factors for most schools that determines a student's final day with their peers. It needs policing…
Whatever the context of your school prom, I tell you this: Put your glad rags on and join in the festivities. We all need a forum to relax together, despite the pressures placed upon all who walk through the school gates each morning aged 4 to 68 (or whatever the retirement age grows to)!

Regardless of our throw-away society, students do design their own outfit, wear a hand-me-down with their chin held high, or even conjure up a magical piece using the cheap labour a discount clothes store. Share this moment with your students that they truly deserve. Go see a side of school life that will remind you that it's all worthwhile… My only advice is, stay away from the dancefloor!

What makes an outstanding school? @GuardianTeach

My latest post in The Guardian: I did, I didn't and I do work in an outstanding school; and I don't mean Outstanding by Ofsted definition, I mean outstanding in terms of student and staff fulfilment. Let me set my stall out from the start. This article is "not" based on Ofsted definition, so if this is why you came here, you will only be disappointed, so I suggest you are better off reading something else!

 Many years ago I did: I was fortunate enough to be appointed to my first middle leadership position. Starting in 1999, I joined the school as the 13th teacher working for 160 students. Today, the school now thrives with approximately 150 members of staff and over 1300 students. The institution I was joining was established by a group of parents who wanted more first choice places for their children and wanted another local comprehensive school to be part of that decision process. Over a decade later, this would have been known as a Free School I hear you say…
 I can safely say, my time at this school were the happiest teaching years of my career (to date); so let me tell you why. The luxury of a start-up school allows all stakeholders to join a fresh ethos and a crisp vision. I recall the school motto quite clearly, "Success for All". But behind the scenes, the ethos amongst the staff was "the extra mile" and within such a young evolving cohort, a healthy zest of competitiveness remained. It was great fun and staff morale was epic!

Staff relished working, and I loved Monday mornings again. I couldn't get to school quick enough. Parents on the whole, were excited about each new phase of the school's growth, as this made a significant impact on their child's development, fully understanding this unique position of being "the first".
With this inimitable situation, came a huge influx of cash to spend as the curriculum grew and the building work increased. I must have spent a budget in excess of half a million pounds furnishing countless 100sqft Design Technology classrooms. I loved every second! In short, staff worked together and supported each other. Students enjoyed their studies, coupled with an array of enrichment opportunities and great successes. For me, truly outstanding and what I would describe as "my wonder years".

Not so long ago, I didn't: I found myself as a senior leader in a National Challenge school. There was no hiding place and I knew it was an opportunity to tackle the chalkface after working in such a rewarding school. This particular school had its successes. A diverse multi-cultural population, covering at least 50 countries and 70 languages. Cultural diversity and community cohesion it was; nothing short of exemplary. On non-uniform days and national flag days, the school was a vibrant and happy place to be and students worked happily together (given the distraction).

However, staff did not pull together and union representatives were intent on bringing down any new ideology to drive up standards. As a new member of ASCL Council, I found my own union CPD heightened to challenge any misconceptions to ensure even I was represented as a member of the teaching staff. I hope you can understand where this is going, as I know I have certainly not described to you, an "Outstanding" school by any definition. A multitude of issues tainted the vision at whole-school level and in turn departments started to suffer losses in relation to staffing, standards and morale. Systems broke down and at times staff gossip was rife.

Converting to an academy in the short term produced mixed outcomes and staff voted with their feet. I recall a swarm of disputes that hindered the staff from making any expanse of progress in the classroom. I know some of those difficulties are prevalent in other schools, but ice-cold classrooms in winter, juxtaposed with excruciating heat in the summer made teaching and learning an after-thought.
Other examples include an ICT network that just did-not-work! Appalling fire-drills; shocking punctuality to lessons and at times, a tenuous leadership team; legionella in the water; little forward-planning and countess "monitoring visits" oozed the life out of classroom teachers. I mean read this carefully, staff well-being even made it onto the list of school priorities!  To be frank, staff were pissed off, but some of them I admit, needed a good kick up the backside!

Currently I do work in an outstanding school. The keys on my keyboard clunk at a frantic pace to keep up with the ideas that are being consumed across the workplace. I can't get around the corridors quick enough to support colleagues; observe lessons, feedback and discuss the varied and inspiring CPD ideas we are planning. I feel like an old steam locomotive en-route for Outstanding!
Staff are keen to improve themselves and each other. The students are equally clear about their expectations and being a feisty and needy bunch of wonderful individuals, they sure make it known. We are generating plenty of tailored pathways for them, but it's not quick enough to match their complex needs. What we need to do, is meet the definition of "Outstanding".

We are Outstanding, but not by watchdog definition. Staff are happy, students are happy. Systems are in place and do work. Staff are supported and students are achieving. So, given that, what makes me make such an assumption? Well, in layman's terms we are almost there. Pockets of excellence exist in every school, but the key ingredient missing to allow us to have outstanding in every aspect, is fundamental. We just need to simply teach better!

The start of a new term @GuardianTeach by @TeacherTookit

This post feature on The Guardian Teacher Network here.

I am writing this on the eve of a new school term, having lazed around until the last minute, oozing every second out of my well-earned holiday! My appetite will get a shock tomorrow, because I barely get a chance to sit down and grab a bite to eat; visiting friends and family will become near-impossible, unless I organise a strategic action plan before half-term, with a timeline and venue for all concerned and give them all two or three weeks notice. If only I could be so organised in my personal life when I get back into the classroom when I can hardly find time to buy a book of stamps!

Tomorrow, if I'm lucky, there may be a couple of "thank-you" cards left in my staff tray and the cleaner may have even picked up my coffee mug I discarded to avoid any biology-fungus-project from breeding.
I will face a barrage of emails containing dates, reminding us all of the last reminder we were given; messages containing vital information will be lost between the "where's my stapler?" subject-title and jokes or pointless "reply-to-all" sentences that really could have been had with one person on the corridor…
Some of us may be faced with a first-day-back INSET, thanking the CPD leader for effective planning and that extra day breathing space to skive, plan, reflect; or on the other hand, you may face an onslaught of pointless meetings, full of information you could read on an A4 sheet of paper!

Whatever the case, I ask you this: at the start of a new term, are you the type of person to jump out of bed, or press snooze on the alarm clock? I tend to be the former and not intentionally; no matter what strategy I try before school recommences, I don't have a peaceful night's sleep.
I'm also traditionalist at best, but I've never been one to set myself any new-term resolutions. In fact, I cannot remember anything that I've ever wanted to achieve at the start of January. Maybe that's because for most teachers, New Year begins in September and it's at this point in the year that I set my own personal and professional goals.

Returning from an extended festive holiday with loved ones, friends (and colleagues), it's that time again to take out my shoes from the wardrobe and consider giving them a sparkling polish for the start of the term.
The beginning to the Spring Term is a peculiar one. Winter is at it's deepest and Seasonal-Affected-Disorder-Syndrome (SADA) is pushing you to the brink of depair; the remnants of influenza ensure a re-visit to the chemist; the increasing anticipation of snow add to the myriad of mental-thoughts, as you browse through the pages of your teacher-planner and set the alarm to get out of bed, ten minutes earlier to defrost the windscreen.

Spare a sympathetic thought for a few colleagues who may be excited, or even nervous, starting off in a new school, whilst many others consider putting the long Autumn term behind, finally accepting a change of whole-school tempo as the exam temperature builds…
Deadlines loom closer, the promise of marking increases and the tightly-packed revision timetable is already in draft format, which includes every Saturday leading up to Easter! That pay-cheque may be weeks further away than usual, so in many ways, you either resign yourself to long days at work or cosy nights in at home in front of the tv.

So, consider setting yourself some targets for the term. Examples may include:
1. Choose a couple of days in the week to get up earlier and leave work sooner!
2. Wear a new outfit. As my wife says, "dress for the job you want, not the job you've got!" But, you may have heard, the newly appointed Ofsted chief, Sir Michael Wilshaw is demanding that inspectors assess the dress code of teachers in the new framework! Have a look at this comical version by @RobAnthony01.
3. Implement a new "Questioning strategy" in the classroom and stick it out for a term.
4. Join an online teaching forum such as Twitter and follow @GuardianTeach.
5. Watch this inspiring educational content, published by the RSA.
 
Some of my Twitter Followers responded with subsequent comments and ideas:
@10kmk42 – "It's time to try something new; turn over a new leaf…"
@MintSpies – "I'm going to move all the desks round to shake things up. It'll mostly be revision for exams, so I want to signal a change in emphasis…"
@mgcps_b75 – "A continuation of a school year, not the start of something new. Continue building and enjoying…"
@DepJo – "Fresh start for everyone. All misdemeanors are forgiven. Not just for pupils though. Parents & colleagues as well!"
@Sharland – "Set very clear goals, as Christmas may have been a 'goal' for many children."
@JohnSayers – "What should we focus on moving into 2012? How has learning changed? Focus more on technology or the professional?"
@jogyouon – "Be organised. No point starting a new term on the back foot!"

Regardless of your approach, the Spring term is a sign of growth; as the climate eventually warms, daffodil buds will begin to bloom in the ever-preceeding month of March, signalling better times ahead. Yes, January has arrived and you'll get through it, like you always have…

The Guardian - AfL Questioning Article

You can now read my Pose, Pause, Bounce, Pounce article on The Guardian Teacher Network Blog. CLICK HERE to read it.