I think The Teacher Gap is the most important contribution to education this year. The book offers an incisive critique of what is wrong with the state of education, and then offers governments and school leadership teams concrete ways to fix it.
In the opening sentence of this book, the authors, Becky Allen and Sam Sims, note that ‘education is unique among the public services in its ability to propel people forward.’ At the heart of this is the notion that education is a public good, and the potential of a good education to transform lives. Yet, surveying education policy over the past several years, they note that many of these initiatives – Building Schools for the Future, school choice, class size – have little to no impact on student attainment. What does have an impact? Teacher quality. This is especially the case for students from disadvantaged backgrounds, for whom a good teacher can make the ultimate difference in their educational attainment.
Despite this, improving the quality of teachers has ‘rarely, if ever, been a genuine priority for government.’ We can’t even hire enough teachers, let alone teachers with top credentials; let alone begin improving the ones we have. The answer to all of these conundrums, for Allen and Sims, is that ‘we need to give teachers a career worth having.’ This is two-fold: firstly, to professionally develop teachers so they get better at what they do each year, and secondly to manage workload so they remain in the workforce, improving each year.
Part of the joy of this book is that is balances out research (lots of it) with engaging personal narratives, so the numbers are given faces and feel familiar to readers. At the end of each chapter, instead of saying: ‘isn’t the status quo rubbish?’ the authors provide a series of ‘what we can do’ for schools, even without waiting for government policy to alter. This solutions-focused method makes the book, which could feel massively depressing, wonderfully uplifting.
There are too many learning points for me to list here without running to plagiarism, but the ones which seemed most vital to me in the contexts in which I have worked are:
- Use anonymous surveys to know what teachers genuinely think.
- Give new teachers ‘easier’ timetables, ensuring they teach (where possible) the same lesson to more than one year group (i.e. give them two year 7 classes) and have them only teach one subject; write their timetables and roomings first.
- Develop CPD for experienced teachers with experienced teachers and use the peer effect to ensure this is appropriate, enjoyable, and low-stakes.
- Implement teacher coaching.
- The 8am to 4:30pm experiment: two weeks where no-one works beyond these hours. At the end, assess what the impact was of losing that extra work time, with a view to cutting more of what proved unnecessary to move working hours closer to this ultimate aim.
In a nutshell: teachers are really important to student success, and this is even more the case for disadvantaged students. We need to train them better, and we need to treat them better.