A powerful post. One that resonates with me considering I was sold for too long on the progressive ideology you speak of.
It's comforting to know there are voices like yours gaining more traction against this tide. When I speak with colleagues about the evidence I see and read, I notice more teachers coming out of the woodwork in agreement. However, it takes a lot of courage from school leaders to accept the loss of face that comes with changing course. I'm still frustrated by this lack of courage. Schools are traditionally hierarchical and inertia is often overwhelming. This is felt most in head of department meetings.
All I can do is chip away but sometimes I feel this comes at a professional cost.
I would urge you to protect yourself. You may not make the system perfect but it is better for your presence. One approach I have found helpful in schools is to present an evidence based idea as the next level of evolution is something that the leaders had already had in mind. In some ways, it usually is.
I work for the Dept and the PDs often deify his name. Liejladal is the latest craze but I’ve also noticed more people catching on to Rosenshine and Science of Learning, as the top public schools are becoming increasingly non ignorable. It’s just annoying trying to explain to people that a weird amalgation of both sides is not always the best way forward
Well I was never progressive so am delighted by the work by the work you have done. I remember my confusion as naive young teacher in the early eighties . I couldn't understand why I wasn't getting Pd about the brain (cognitive science) and was retired before hints of it arrived in Ontario. It will be long and slow, but there is more hope than there has been for decades.
I am not convinced your attempts to link restorative approaches with anti-experts and romantic progressivism works. You don't make a direct link, but seem to be implying that. Since the work on trauma- informed approaches has been developed from work done by Bowlby and his successors, the physical, psychological, brain development of the Romanian orphans, neuroscience, , psychiatry , psychology, ISSTD it can not be classified as anti-expert or Romantic progressivism. The science on trauma - healing of significant problems and vastly improving lives - is solid. This knowledge will rapidly become mainstream to various degrees. While restorative approaches may be banned from schools in the short term; they won't disappear, quite the opposite. I am sure there is much to critique in the PD, and I would probably be first in line, but as I said I don't think linking it with progressivism and anti-experts is accurate. It is imperative that teachers , students and staff be protected from injury, assault, overwork, burnout, an additional role as cheap therapists and have an actual opportunity to do the job they're paid for. There needs to be a real plan to address these issues or teachers will find it done for them and to them.
A powerful post. One that resonates with me considering I was sold for too long on the progressive ideology you speak of.
It's comforting to know there are voices like yours gaining more traction against this tide. When I speak with colleagues about the evidence I see and read, I notice more teachers coming out of the woodwork in agreement. However, it takes a lot of courage from school leaders to accept the loss of face that comes with changing course. I'm still frustrated by this lack of courage. Schools are traditionally hierarchical and inertia is often overwhelming. This is felt most in head of department meetings.
All I can do is chip away but sometimes I feel this comes at a professional cost.
I would urge you to protect yourself. You may not make the system perfect but it is better for your presence. One approach I have found helpful in schools is to present an evidence based idea as the next level of evolution is something that the leaders had already had in mind. In some ways, it usually is.
I work for the Dept and the PDs often deify his name. Liejladal is the latest craze but I’ve also noticed more people catching on to Rosenshine and Science of Learning, as the top public schools are becoming increasingly non ignorable. It’s just annoying trying to explain to people that a weird amalgation of both sides is not always the best way forward
Absolutely. I get accused of binary thinking or creating false dichotomies by pointing out some practices are effective and others are not.
Whatever you do Greg - just keep writing. A lot of us appreciate it
Well done, Greg. I couldn't agree more with your understanding about what is going on in our education system. Thank you for expressing it so well.
Sue Lloyd
Co-author Jolly Phonics
Thank you
Well I was never progressive so am delighted by the work by the work you have done. I remember my confusion as naive young teacher in the early eighties . I couldn't understand why I wasn't getting Pd about the brain (cognitive science) and was retired before hints of it arrived in Ontario. It will be long and slow, but there is more hope than there has been for decades.
I am not convinced your attempts to link restorative approaches with anti-experts and romantic progressivism works. You don't make a direct link, but seem to be implying that. Since the work on trauma- informed approaches has been developed from work done by Bowlby and his successors, the physical, psychological, brain development of the Romanian orphans, neuroscience, , psychiatry , psychology, ISSTD it can not be classified as anti-expert or Romantic progressivism. The science on trauma - healing of significant problems and vastly improving lives - is solid. This knowledge will rapidly become mainstream to various degrees. While restorative approaches may be banned from schools in the short term; they won't disappear, quite the opposite. I am sure there is much to critique in the PD, and I would probably be first in line, but as I said I don't think linking it with progressivism and anti-experts is accurate. It is imperative that teachers , students and staff be protected from injury, assault, overwork, burnout, an additional role as cheap therapists and have an actual opportunity to do the job they're paid for. There needs to be a real plan to address these issues or teachers will find it done for them and to them.
Why does the Dept of Education love ‘experts’ like Peter Sullivan so much? The outer east network is awash with his ideology …
Peter Sullivan is huge in Victoria, isn’t he? In both the department and university education faculties.