I get what you mean - it's just that there seem to be a super proliferation of hoops to jump through (especially in struggling schools maybe - which is ALL of them on the Isle of Wight) where ridiculous impositions are dictated from "on high" by those who should (but clearly don't) know better, all with the seeming purpose of them covering their own tails, and excusing utter incompetence (whilst "leadership" roles also proliferate at the expense of the core people who actually make the difference - teachers in front of kids!)
I hear you with that one! This framework is very much aimed at individual teachers making decisions based on their knoweldge of what they do in the classroom, and how much of a shift introducing a new idea would be
With a central vertical axis, the axes could be (left) decreases workload (right) increases workload
Likely impact on learning (top) high, (bottom) low.
Then prioritise biggest likely impacts that reduce workload!
Yes, I did consider this. But “workload” didn’t feel like quite the right variable.
I get what you mean - it's just that there seem to be a super proliferation of hoops to jump through (especially in struggling schools maybe - which is ALL of them on the Isle of Wight) where ridiculous impositions are dictated from "on high" by those who should (but clearly don't) know better, all with the seeming purpose of them covering their own tails, and excusing utter incompetence (whilst "leadership" roles also proliferate at the expense of the core people who actually make the difference - teachers in front of kids!)
I hear you with that one! This framework is very much aimed at individual teachers making decisions based on their knoweldge of what they do in the classroom, and how much of a shift introducing a new idea would be