Why There Should Only Be Teachers In The College Of TeachingJanuary 14, 2015
I wrote a few posts some weeks back about plans for a College of Teaching:
- Why I’m Deeply Sceptical About A College Of Teaching
- Why Evidence and Research Won’t Resolve Ideological Disputes Around The College of Teaching
- What Would Make Me Join A College Of Teaching?
I pretty much moved from outright hostility to setting out my terms for involvement. I’ve been pleasantly surprised though, at how many people currently involved responded by encouraging me to get stuck in. So much so that I now feel I’m almost a (very) cautious advocate than a sceptic now, telling people who think it will inevitably be terrible that they should try to influence it towards being good.
But, the key thing I want, remains as controversial as ever and that’s the College’s exclusive domination by teachers. My main concern when I expressed it previously, it that if it isn’t teacher dominated it will be run by the education establishment. They will push for the sort of agenda that the establishment figures, particularly in the universities, usually push for (there’s 100 of the buggers describing what they want here), and they will use the fact that their organisation is “The College Of Teachers” to present their views as that of the teaching profession.
In my nightmare scenario, five years from now, news stories about education will feature some retired headteacher or former lecturer from a university education department, with “College Of Teachers” under their name explaining that everything is fine in education, and all we need are fewer exams and more teachers who can manage behaviour by showing enthusiasm and not talking too much. You know the kind of people who used to claim inclusion was working, exams weren’t getting easier or that academic subjects weren’t suitable for working class kids? The sort of people, who even now, declare any attempt to debate their orthodoxies to be “an attack on teachers”. That’s what I don’t want to happen in my name.
However, I realise that my distaste for the education establishment is not universal, so let me address the reasons I want only teachers in the College of Teaching that go beyond avoiding an education establishment takeover.
While some people seem confused by the name (“College of Teachers” was taken) the plan is for a professional body for teachers. While there’s a lot to be decided about exactly what the College of Teaching will do, that was the plan for what it should be. Whatever things the College of Teaching does must be things that help establish teachers as professionals. This key purpose is utterly undermined if many of the members are not what would normally be called “teachers”. There were a number of educationalists on Twitter last night, utterly furious that because they are not employed to teach children, I wouldn’t recognise them as teachers. Yet, amazingly, none of them actually claimed to be a teacher in their Twitter bio. You cannot have a professional body for teachers where the rank and file are not people who would say “teacher” when asked to describe what they do, who would not join a teaching union, and do not teach anyone below undergraduate level. Part of what teachers need to be a profession, is a professional identity. Dilute that and you dilute, rather than develop, our professionalism. If you wish to speak for teachers, then for pity’s sake, be a teacher.
Another strand of this argument is that, even if they were not let into full membership, then ex-teachers have a lot of expertise to contribute. They could be associate members, or advisors. That they have expertise may well be true, but it is missing some of the the key points of a profession. A profession has expertise and its members exercise autonomy. We can all learn a lot from ex-teachers, even from some of those who have become consultants or university lecturers, but if we need that expertise we are not a profession. We are not, in ourselves, a body of experts in teaching. Worse, not only would we be declaring that those who teach now are so lacking in expertise that they need the help of outside experts in teaching, but a large proportion of those experts would already be employed to tell teachers what to do. Far from developing our professional autonomy, we would actually be replicating our lack of autonomy. Instead of saying “we are a profession, we don’t need anyone to tell us what to do” we would be inviting the people who tell us what to do in to do it some more. A professional body for teachers needs to be organised on the basis of advancing professional autonomy and professional expertise.
Now, to me, a large part of this was obvious from the beginning. The assumption that we needed a new professional body, along with the acceptance that it could not be a regulator or a government quango and that it needed to be teacher led, all seemed to imply a shared vision of what teachers needed. Teachers lacked a professional identity; they were not confident in exercising professional autonomy, and there was a lack of recognition of their professional expertise. Perhaps I was mistaken, perhaps what people really wanted was a club for anyone working in education to network with the education establishment and (if they are teachers) learn from their betters. But if it is genuinely to be about teachers acting as a profession, then they need to act as autonomous experts with a clear professional identity. None of that can happen in a organisation where eligibility for membership, decision-making power, or the expertise about teaching don’t lie exclusively with teachers.