Limited public image

The public trusts teachers. Honestly – they do. Look, here’s the proof, from the Ipsos MORI Trust Poll in February 2013:


The public place more trust in teachers than in TV newsreaders and judges. 86% of British adults trust teachers to tell the truth, whereas only 18% would trust a politician to do so. On the balance of probabilities, then, it’s clearly quite likely that Michael Gove is spinning a line when he describes us as “Enemies of Promise” or “The Blob”, or when he argues that we should work for longer each day and with less holiday, or when Sir Michael Wilshaw says we don’t know the meaning of the word “stress”. Yet the damage done to the morale of the profession by these attacks – what Polly Toynbee calls “teacher bashing” – is immense.

Of course, it doesn’t help when the profession itself contributes to the erosion of our public image with utterly impractical union conference motions passed – teaching should be capped at 20 hours a week, for example. Little wonder that even within the NUT a group has sprung up to decry the hard-left headline grabbers. Ian Grayson, a member of the NUT national executive, said:

“The vast majority of NUT members are well-educated, reasonable people who just don’t feel the same way as the extreme left who take the podium. Industrial action has a place, but we oppose calls for perpetual industrial action. We would tend towards a programme of constructive dialogue instead.”

Unsurprisingly, Grayson’s stance didn’t get a lot of media coverage. Instead, Gove went on the offensive with his attack on The Blob and implication that we’re workshy chancers who should work for longer, despite the international evidence that more contact time does not improve educational outcomes.  He is pressing on with the introduction of a performance related pay system which all the evidence is against to tackle the problem of a failing education system which isn’t, if you look at the evidence, actually failing.

So how can we tackle this erosion of our wonderful profession?  What can we possibly do? Go on strike? A strike will surely play into the hands of an education secretary spoiling for a fight. It makes it easy for him to brand teachers “enemies of promise” and accuse them of not caring about the kids and their hard working families. Taking him on anywhere but at the ballot box is not going to help.

Instead we need to build on the “programme of constructive dialogue” that has begun. Groups like the Heads Roundtable have shown that it is far more productive to offer a rational, evidenced alternative solution to what is offered than to stand shouting “No! We don’t like it! Stop! We have no confidence in you!”. Debra Kidd, whose brilliant performance on Channel 4 news represented the profession so well, has written a persuasive call to get behind Mick Waters’ education spring. And Michael Gove himself has given schools and teachers the freedom to set our own pay and conditions, to design and implement our own curricula, and to run schools the way we think they should be run. This is how our profession can succeed. We have more power than perhaps we realise.

If we teach well and set the agenda in our own schools, our great profession can be impervious to the attacks and accusations that are thrown at us. The trust that is placed in us to cherish, nurture and teach the most precious asset that any person will ever have – their children – will only be repaid if we continue to do that job brilliantly and with the kind of dedication that is the daily norm for the vast majority of teachers. It isn’t easy, and it’s likely to get tougher and tougher as economic, social and political conditions challenge us. But teachers are equal to it if we keep our attention firmly on what matters – the young people entrusted to us. Because if we do what we do, and do it well, we will be unassailable.

3 thoughts on “Limited public image

  1. Pingback: White-haired radicalism and the evidence-free administration: The Evernote Files | Hunky Dory Early Years

  2. Pingback: What would do most to improve the status of the teaching profession? | Teaching: Leading Learning

  3. I agree that “We have more power than perhaps we realise.” Having sat on a Governing Body Academy conversion sub-committee recently it was surprising to note (for me) how much freedom the school already had with how they interpreted and delivered the curriculum. Append to that the already dissolving relationship with the local authority and therefore the need to self source expertise and admin functions and the Academy agenda seemed an inevitable reality. We were already shaping our future for the better.

    Doing so in spite of low public perception of the profession is an achievement to be shouted about. Personally I think that Gove is positioning himself for party leadership. He seems to have pulled the wool over the eyes of the general (non-teaching) public as to his desires to make a change because he cares about the children. If he cared then he would listen to and heed advice from all stakeholders and not just the input from General Wilshaw.

    I am still excited to be entering the profession (NQT post in Sept) and am very pleased with my chosen route (GTP) but yet again cannot fathom why this proven avenue has been blocked. Another head scratch moment that will no doubt turn out to be dripping in agenda. Great blog btw, really enjoying the content.

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