Changing the system and listening to the professionals

In this polemical article Fiona Carnie argues that there is a crisis within the teaching profession which calls for radical changes in professional development and teacher education. She suggests that a significant shift of emphasis is needed whereby the collaborative voices of teachers are heard.

Pressure in the system

The growing crisis in the teaching profession in England is well-documented. A report from the House of Commons Education Committee (2017), published earlier this year, acknowledged the shortage of teachers in a number of subjects and geographical areas, the difficulty in recruiting new teachers and the problems caused by the continuing exodus both of older teachers taking early retirement and younger teachers. Around 30% of new teachers leave the profession within five years of qualifying. The government is consistently failing to meet its recruitment and retention targets and this is putting increasing pressure on schools.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#42566"
  ["title"]=>
  string(54) "The Quality Of Assessment For Children In Need Of Help"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(56) "https://www.teachingtimes.com/quality-assessment_310815/"
  ["post_date_timestamp"]=>
  int(1439311427)
  ["objectID"]=>
  string(12) "post-42566-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(304) "Good-quality assessment for children in need of help is an essential part of keeping them safe. In recent years a number of Ofsted reports have identified poor quality assessments across many local authorities, especially in those judged less than good. This Ofsted report gives an up-to-date picture ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(382) "... to inform theiranalysis in assessment. ■ Assessments better reflected the views of parents, including significant males in families. Parentstold inspectors that workers spent more time listening to them than they had previously. ■ The views of other professionals were more frequently and consistently included in assessments. ■ Inspectors found that ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(54) "The Quality Of Assessment For Children In Need Of Help"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(456) "Good-quality assessment for children in need of help is an essential part of keeping them safe. In recent years a number of Ofsted reports have identified poor quality assessments across many local authorities, especially in those judged less than good. This Ofsted report gives an up-to-date picture of how well local authorities were carrying out their assessments in early help, children in need and child protection work.
Leadership Briefing 10.02(110)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5691) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.THE QUALITY OF ASSESSMENT FORCHILDREN IN NEED OF HELPKeywordsQuality ofassessment,children, help,safety, localauthorities,child protection,effectiveness,services, sharedinformationSummaryGood-quality assessment for children in need of help is an essential part of keeping them safe.In recent years a number of Ofsted reports have identified poor quality assessments acrossmany local authorities, especially in those judged less than good. This Ofsted report gives anup-to-date picture of how well local authorities were carrying out their assessments in earlyhelp, children in need and child protection work.It explores the factors that drive or limit the effectiveness of assessment, drawing on evidence from123 tracked cases from 10 local authorities, including the views of parents, carers, professionals andchildren.Overall, inspectors found improvement in the quality of assessments in the local authoritiesinspected. A greater proportion of assessments resulted in children and families receiving the righthelp and support at the right time. Professionals were engaging more meaningfully with children andfamilies and recording their views more fully than previously reported. In 63% of cases reviewed,inspectors found that children’s views on their families’ difficulties had been taken into account in theassessment.Key Findings: ■ Most local authorities provided a range of services to families when a need was identified. In mostinstances, families received help during the assessment period and did not have to wait. ■ In 63% of cases reviewed, professionals were carrying out assessments promptly and in line withthe right timeline for individual children. ■ In the large majority of cases, workers were using the child’s voice and views to inform theiranalysis in assessment. ■ Assessments better reflected the views of parents, including significant males in families. Parentstold inspectors that workers spent more time listening to them than they had previously. ■ The views of other professionals were more frequently and consistently included in assessments. ■ Inspectors found that, in most instances, using theoretical models of practice had improvedthe quality of assessments. Staff spoke confidently of the merits of using the models in theirassessment work. Inspectors found that using a model was more important than which modelwas used.Week Commencing 2nd September 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/451036/The-quality-of-assessment-for-children-in-need-of-help.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/451036/The-quality-of-assessment-for-children-in-need-of-help.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Inspectors found that leaders in high-performing local authorities: ■ built strong partnerships and shared information effectively with partner agencies – they sawpartnership working as central to good-quality assessment ■ ensured robust, reflective managerial supervision and oversight of workers carrying outassessments ■ prioritised training and development for workers, including in using assessment support toolsand theoretical models of practice to improve children’s outcomes ■ ensured that workers had manageable caseloads ■ were committed to continuity and consistency in workers for children and families ■ developed electronic recording systems that supported good practice ■ had established effective quality assurance processes. ■ In eight out of the 10 local authorities inspected, assessment was undertaken as a standaloneprocess that needed to be ‘done’ to a family, rather than one part of an ongoing process toprovide continued support and improve outcomes for children. ■ Analysis in assessments did not clearly identify risks and strengths of individual families orindicate the potential for a family to achieve change. ■ The language used in written assessment and planning documents was often unclear, over-complicated, detracted from the concerns raised and was unhelpful to families. ■ The quality of chronologies in the assessments reviewed varied considerably. Key information toinform assessments and plans was included in only a small number of cases. ■ Often assessments did not fully include the views of extended family members, includinggrandparents, aunts and uncles. ■ Professionals undertaking early help assessments and social workers undertaking statutoryassessments did not always update assessments to reflect changing circumstances and toinform planning for the child and family. ■ Social workers did not always share the findings from assessments with children and theirfamilies to help them understand what was happening and the rationale for decisions made.Professionals in early help work shared assessments more readily. ■ In a third of the 123 cases tracked, the written plans resulting from assessments were not goodenough to drive improvement in children’s circumstances.WEB LINKThe Quality Of"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "changing"
        [1]=>
        string(6) "system"
        [2]=>
        string(9) "listening"
        [3]=>
        string(13) "professionals"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The Quality Of Assessment For Children In Need Of Help

11 Aug 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#38267"
  ["title"]=>
  string(27) "Every Child Update Issue 10"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/ecu-10-newsletter/"
  ["post_date_timestamp"]=>
  int(1288874609)
  ["objectID"]=>
  string(12) "post-38267-6"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(55) "Download the complete Every Child Update Issue 10 here."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(423) "... andcounties.  There is a pressing needfor professionals across agenciesto maintain good communicationwith each other, sometimes withlittle support in a complex multi-agency environment: for example,professionals working within NHS,local authorities, social care andeducation.The profile of  looked-after childrenis also changing. Higher numbers ofchildren are entering the care systemfrom ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(27) "Every Child Update Issue 10"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(55) "Download the complete Every Child Update Issue 10 here."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5657) "meet the needs of  this group.Children and young people comeinto care for a variety of  reasons – thedeath or ill-health of  a parent orabuse, neglect or family dysfunction.A high proportion of  them experienceemotional and mental health problemssometimes because of  experiencesbefore they come into care andsometimes as a result of  the careexperience itself.Although the number of  looked-after children and young people hasremained steady since 2005, theprofile of  the group is changing, asare the number and type of  agencieswho provide and deliver services.An increasing number of  serviceproviders are independent andcommissioned by local authoritiesor the NHS. Many also work across http://www.teachingtimes.comThis month’s Featuresa wide variety of  settings andcounties.  There is a pressing needfor professionals across agenciesto maintain good communicationwith each other, sometimes withlittle support in a complex multi-agency environment: for example,professionals working within NHS,local authorities, social care andeducation.The profile of  looked-after childrenis also changing. Higher numbers ofchildren are entering the care systemfrom a diverse range of  backgroundsincluding children or young peoplefrom black and ethnic minorities orwith multiple heritage.  In addition,more children or young people whoare unaccompanied asylum seekersare being placed in the care of  localauthorities.  This changing profile ofan already vulnerable group presentsa unique set of  challenges to ensurethese organisations provide highquality care and promote good healthand wellbeing.Despite high profile issues aroundsafeguarding, the care system overallis improving. A number of  childrenand young people report havingpositive experiences in care andare encouraged to build healthyrelationships, achieve in education,and go on to have good careers.However, a high proportion of  careleavers nevertheless experience long-term emotional and mental healthproblems, have difficulty in buildingrelationships, experience pooreducational achievement, financialdistress and unemployment or comeinto contact with the criminal justicesystem.Key recommendationsA number of  key recommendationstarget foster and residential carersto ensure they receive high qualitytraining and support, recognisingthat caring for a looked after child oryoung person is a complex task.  Someindividuals provide love, affection andencouragement intuitively. However,individual skills and abilities can varyas can the training made available tothem.This guidance addresses theseinconsistencies, by suggesting basiccore training and high quality supportfor all carers.  The aim is to ensurecarers are fully equipped to meet thechallenges and rewards of  caring fora diverse group of  vulnerable childrenwho may have their own difficultiesbased on their personal history.  Forexample, many looked after childrenand young people find it difficult toform relationships after experiencingunstable relationships or abuse andneglect.Core training includes providinga more thorough understanding ofkey phases in child development andattachment and helping to managebehaviour. Recommendations alsoacknowledge the importance of  localknowledge and expertise and suggestadaptation accordingly. Guidanceexplicitly states that training shouldbe delivered by trainers with specialistknowledge and expertise in thesekey areas. Training can vary in bothquality and provision and as a resultcarers have not always been in aposition to deliver consistent supportfor children in care or always knownwhere to get help.The guidance alsorecommends ongoing support packagesfor carers and helping social workerstalk to carers about a range of  issues,including providing a healthy diet tooffering support for the carer aroundstressful times.Local authorities are responsiblefor providing high-quality, stableplacements for children in care.Happy, stable placements encouragegood quality of  life, the developmentof  healthy relationships and allowchildren to easily access key services,all of  which support healthy emotionaldevelopment.  A key developmentin the guidance is the focus on theimportance of  academic stabilityfor a child or young person. A stableeducation plays an important role inintellectual achievement and helpingthe child or young person attain keyskills.The guidance acknowledges thatlength of  a placement alone is not arobust indicator of  placement quality.This guidance recognises that one ofthe keys to ensuring quality care islistening to the child at every stage ofthe care planning process but making http://www.teachingtimes.comThis month’s Featuresdecisions in the child’s best interests.Listening to a child or young person’swishes is an essential component ofthe decision-making process aboutplacement change. It is also importantto record when decisions are takenagainst the wishes of  the child or youngperson. NICE/SCIE also recommendscommissioners ensure that decisionsabout placements are not made onthe basis of  poor planning or resourceshortfalls.Another key focus of  this guidanceis to promote life story work forchildren and young people in care.Recommendations state that policiesand activities need to be in place soeach young child can explore their ownlife story. This should not be a ‘one-off ’but should take place with sensitivityand on a regular basis throughout thechild or young person’s time in care.Information to contribute to life storywork can be collected and shared in avariety of  ways including letters fromsocial workers or former carers, life-story books, or"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "changing"
        [1]=>
        string(6) "system"
        [2]=>
        string(9) "listening"
        [3]=>
        string(13) "professionals"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Every Child Update Issue 10

4 Nov 2010

array(8) {
  ["distinct_key"]=>
  string(10) "post#44402"
  ["title"]=>
  string(19) "The Teaching Crisis"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(48) "https://www.teachingtimes.com/theteachingcrisis/"
  ["post_date_timestamp"]=>
  int(1539163188)
  ["objectID"]=>
  string(12) "post-44402-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(314) "For all the DfE claims made about academisation freeing up education, the fact is that the professional discretion and judgement of teachers has been curtailed so much that it is destroying the ability of teachers to make creative responses to the needs of their students. Fiona Carnie makes a radical ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(363) "... thus key stakeholders to be consulted in the development of policies which they play such an integral part in delivering.Flipping the systemIn Flip the System: Changing Education from the Ground Up Stevenson and Gilliland (2016) see the teaching profession as uniquely positioned to influence and ‘flip’ the education system ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(19) "The Teaching Crisis"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(327) "For all the DfE claims made about academisation freeing up education, the fact is that the professional discretion and judgement of teachers has been curtailed so much that it is destroying the ability of teachers to make creative responses to the needs of their students. Fiona Carnie makes a radical plea for change."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(13) "professionals"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5091) "be taken from these reports and studies are that teachers need to be valued, adequately trained, given time to do their work properly and time to collaborate with others. Listening to what teachers have to say, interrogating them about their professional lives, their day-to-day experience in the classroom and the support they need to address the challenges they face would be a good starting point to address the crisis in the profession. It is not a tokenistic, phoney form of consultation that is required, but a genuine dialogue at all levels. At a national level, policy makers have everything to gain from listening to those on the ground and reflecting what they find in education decision making. Teachers are at the heart of our school system and are thus key stakeholders to be consulted in the development of policies which they play such an integral part in delivering.Flipping the systemIn Flip the System: Changing Education from the Ground Up Stevenson and Gilliland (2016) see the teaching profession as uniquely positioned to influence and ‘flip’ the education system. This can only be achieved, they argue: “if teachers organise collectively. Teacher unions therefore, as the independent and democratic organisations that represent teachers’ collective voice, are not only at the heart of a new democratic professionalism, but must be central to both making the case for it and mobilising teachers to achieve it.”The democratic professionalism that they talk about to refers to activity in three areas, namely:shaping conditions for learning and teachingdeveloping and enacting policyenhancing pedagogical knowledge and professional learning.While it is clear that at the national level, government needs to listen seriously to teachers, it is also time for a cultural shift at the school level so that teachers have a voice in school decision making and are genuine partners in the development of school policy as a whole. As Professor Geoff Whitty, former Director of the Institute of Education in London and now Professor for Equity in Education at the University of Newcastle, Australia argues (Whitty, 2008), it is important: “to demystify professional work and forge alliances between teachers and excluded constituencies of students, parents and members of the wider community with a view to building a more democratic education system and ultimately a more open society.”The time has certainly come for teachers, who are the experts on the ground, to work alongside other stakeholders and make their voices heard. For the sake of our children, it can’t happen a moment too soon.Fiona Carnie is an educationalist and writer and is an Adviser to the European Forum for Freedom in Education. The above piece is an edited extract from her book, Rebuilding our Schools from the Bottom Up, published by Routledge.ReferencesBiesta, G., Priestley, M., & Robinson, S.  (2012). Understanding teacher agency: The importance of relationships. Paper presented at American Educational Research Association, Vancouver, 2012. House of Commons Education Committee. (2017). Recruitment and retention of teachers. London: House of Commons.  https://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/199.pdf Ingersoll, R.M. (2003). Who controls teachers’ work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.Manzone, J. (2016). Factory-farmed teachers will fail our children.  Schools Week, 13 Feb.Menzies, L.,  Parameshwaran, M., Trethewey, A., Shaw, B., Baars, D., & Chiong, C. (2015). Why teach? London: Pearson.OECD. (2015). PISA 2015: PISA results in focus. Paris: OECD.OECD. (2017). The Welsh education reform journey: A rapid policy assessment. Paris: OECD.Schleicher, A. (2011). Building a high quality teaching profession: Lessons from around the world. Paris: OECD. http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/buildingahigh-qualityteachingprofessionlessonsfromaroundtheworld.htm#2Singh, K. (2012). Teacher leadership: Making your voice count. Ann Arbor, Michigan: Ed Digest.Stevenson, H., & Gilliland, A. (2016). The teachers’ voice: Teacher unions at the heart of a new democratic professionalism. In Evers, J. & Kneyber, R. (eds.), Flip the system: Changing education from the ground up. London: Routledge.Ward, H. (2016). Primary schools could boycott ‘chaotic’ Sats tests. TES, 26 August.Further informationEducation Scotland – How good is our school? https://education.gov.scot/improvement/self-evaluation/HGIOS4Education Scotland Curriculum for Excellence. https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/What%20is%20Curriculum%20for%20Excellence?Education Scotland National Improvement Framework and Improvement Plan.  http://www.gov.scot/Publications/2016/12/8072"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "changing"
        [1]=>
        string(6) "system"
        [2]=>
        string(9) "listening"
        [3]=>
        string(13) "professionals"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The Teaching Crisis

10 Oct 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#42622"
  ["title"]=>
  string(87) "Growing a culture of inclusion: the challenge for professional identity and development"
  ["categories"]=>
  array(1) {
    [0]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(61) "https://www.teachingtimes.com/growing-a-culture-of-inclusion/"
  ["post_date_timestamp"]=>
  int(1442848781)
  ["objectID"]=>
  string(12) "post-42622-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(112) "Alison Ekins explores how we can build inclusive school cultures and the implications for professional learning."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(734) "... 187).■■■ Implications for Practice:For me, the implications for practice moving forwardare clear. In a turbulent time, where educational andpolitical policies and agendas are changing on an almostPolicy andpractice23……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………daily basis, we need to take stock of what is, or shouldbe, at the heart of meaningful educational change anddevelopment ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(87) "Growing a culture of inclusion: the challenge for professional identity and development"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(112) "Alison Ekins explores how we can build inclusive school cultures and the implications for professional learning."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5137) "particular setting. Yet theinter-relationship remains a dynamic and complexone, as ‘research in the area of inclusion indicates thatteachers’ beliefs, attitudes and actions are what createthe contexts in which children and young people arerequired to learn’ (Ainscow & Sandill, 2010: 407).Thus it is the coming together of the teachers beliefsand attitudes that will directly influence the potentialdevelopment of an inclusive school culture. These beliefsand attitudes are underpinned by the support andexperience that they get within the school setting, as thehigher the teacher self-efficacy and their belief that theycan implement inclusive approaches, the more positivetheir attitudes to inclusion are (Savolainen et al, 2012:65). The less positive individual teachers are about theirability to effectively meet the needs of diverse learninggroups, the less inclusive the school culture will beenabled to become; whilst the more inclusive the schoolculture is, with positive and proactive support to enableteachers to feel confident in meeting the needs of allpupils, the more positive the teacher will become, witha direct impact on their professional identity.Thus, ‘the formation of teacher identity is highlyinfluenced by the school culture and developingrelationships with colleagues and pupils’ (Strogilos etal, 2012: 187).■■■ Implications for Practice:For me, the implications for practice moving forwardare clear. In a turbulent time, where educational andpolitical policies and agendas are changing on an almostPolicy andpractice23……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………daily basis, we need to take stock of what is, or shouldbe, at the heart of meaningful educational change anddevelopment. We need to remember that it is childrenand adults that are at the heart of what a ‘school’ is allabout. Teaching and education are essentially humanendeavours, about ‘making a difference’, removingbarriers and accepting and celebrating diversity.It is therefore about the cultures and the identitiesunderpinning schools that are arguably more importantthan policies, which will change and develop year inand year out. Of course, we need to ensure that weunderstand, respect and adhere to changing policyguidelines – but we need to do this in an educated waythat looks for and openly models the principles andvalues underpinning policy change, and then workwith each other to ensure that those are then espousedthroughout the culture of the schools that we work in.Where conflicts arise between our professional values(our identities as professionals) and policy change, weneed to be able to resolve those professionally throughreflective dialogue and discourse that at all timesremembers and emphasises the importance of the ‘biggerpicture’: the inescapable human element in all of ourwork and endeavours.■■■ Listening to the evidenceTo do this, we need to ensure that a close focus is paid tosharing knowledge and research about complex conceptssuch as culture, inclusion and identity. By sharing inthis way, we can build a stronger profession: one thatunderstands and respects these central elements at thecore of ‘education’. This article will be followed by asecond in the next issue of Professional DevelopmentToday. This will present research that focused, withschool practitioners, on ways that they understood howinclusive practices had been developed in their schoolsover a two year period, and discovered, through thesebroad discussions, the key essential role of culture,identities and professional development that was at theheart of this process.References: Ainscow, M. and A. Sandill. 2010. Developing inclusive education systems: the role of organisational cultures and leadership.International Journal of Inclusive Education 14, no. 4: 401-416. ■ Ainscow, M., T. Booth, and A. Dyson. 2006. Improving Schools, DevelopingInclusion. Oxon: Routledge. ■ Alexander, R. (ed) (2010) Children, their World, their Education: Final report and recommendations of theCambridge Primary Review, Abingdon: Routledge ■ Booth, T. and M. Ainscow. 2002. Index for Inclusion: developing learning and participationin Schools (2nd Edition). Bristol, CSIE. ■ Corbett, J. (2001) Supporting Inclusive Education: School Concerns, London: RoutledgeFalmer ■Daniels, H., H. Lauder, and J. Porter. 2009. Introduction: from Plato to Monday Morning. In Educational Theories, Cultures and Learning: ACritical Perspective (ed) Daniels, H., H. Lauder, and J. Porter. Abingdon: Routledge. ■ DfE (2011) Support and Aspiration: a new approachto Special Educational Needs, London: DfE ■ DfE/ DoH (2014) SEN and Disability Code of Practice, London. DfE/ DoH. ■ Dorczak, R. (2013)Inclusion through the lens of school"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "changing"
        [1]=>
        string(6) "system"
        [2]=>
        string(9) "listening"
        [3]=>
        string(13) "professionals"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Professional Development

Growing a culture of inclusion: the challenge for professional identity and development

21 Sep 2015