I was a classroom teacher in mainstream secondary schools for about 15 years. Each year, I taught for about 40 weeks; 200 days. For the sake of round numbers, let’s say I taught five lessons per day. That works out to be 15 years x 200 days x 5 lessons = 15,000 lessons.
It’s hard to be precise, but I reckon I had another adult in my teaching room on about 45 occasions. That works out at 0.3%. of the time. And to be honest, a majority of those adults were trainees observing my teaching. So the proportion of time in which I had a mentor or senior teacher or qualified person witnessing my practice was minuscule – probably less than 0.1%.
Can you think of another regulated, established profession, other than child psychology, in which 99.9% of a person’s work is unseen by another adult human?
Because teaching has tended to occur, literally, behind closed doors, the amount of substandard practice that has been allowed is matched only by the amount of brilliant teaching that has never been seen, shared, or learned from. Things must change.
One of the most exciting initiatives we have seen is compulsory, systematised pedagogical experimentation. All teachers are required to think deeply about their practice, experiment with innovations and in-class variables, and then record their findings in a shared database.
This kind of development, led and owned by teachers, is helping us inch closer to another level of transparency, dynamism, collegiality and shared practice. And to the the next level of teacher professionalism.