Diary of an NQT Your phone for a pen


WHEN I first started teaching in September, I was given a pencil case containing 20 spare pens, pencils and rulers. “What’s this for?” I naïvely asked. “For all the students who forget or lose pens, pencils or rulers – it stops them bothering us,” replied the science technician. Within a week, I too was fed


up of providing students with essential equipment to work with. I only had one pen, two pencils and one ruler left; the students had taken the rest and not returned them at the end of the lesson. What a rookie mistake! Pondering the problem, I


decided that I needed some form of insurance that would ensure I got my equipment back. I watched a maths lesson where they took a shoe from any student who needed a calculator or ruler. They could get it back at the end of the lesson, provided they handed the equipment back. “Genius,” I thought. However,


as I teach in a science lab and am constantly reminding students that they need to wear their shoes in case there is broken glass on the floor or any spillages, I couldn’t really ask them for a shoe in exchange for a pen. However, the one thing that every


student seemed capable of remembering was their precious mobile phone. So I now trade phones for pens! Surprisingly this works very well, and I’ve never had a student forget to return their pen or equipment. What probably helped was the threat that I was looking for a new phone to replace my ancient device, and that I, as a science teacher, knew how to unlock any phone, even iPhones (a blatant lie, but everyone’s bought it!).


Teach it like Torno! Hong Kong Ding Dong


“HE HAS lulled himself into a false sense of competence.” Orlando McGuire. So, Michael Gove’s continual lauding of the Hong


Kong education system has highlighted his ability to misinterpret what success looks like. It is true that Hong Kong is one of the top performers in the world for educational success, it is not true, however, that their curriculum is based on “essential” subject knowledge. Only last month, an interview


with a Hong Kong education minister revealed that a key reason for their performance lay in the introduction of the explicit teaching of thinking skills, which Mr Gove has already spurned. In fact Hong Kong has begun to


abolish exams at 16 and is moving away from the English model. The reason behind this is to create more space in the curriculum. This goes against Mr Gove’s statement that in “high performing nations there is an expectation that children will be tested in a wide range of subjects at 16”. The arrogance of the man. To


even assume he can simply adopt a system that he thinks works elsewhere without consulting serving teachers is beyond belief. In addition to this he has totally misunderstood what is happening in Hong Kong. The education model they have is successful precisely because they have recognised students need to be able to apply thinking skills across subject areas, and while there is clearly content and knowledge in their curriculum they have set about promoting what they see as “21st century skills”. Kenneth Chen, the Hong Kong under-


secretary for education, said: “We feel that kids need to have the attitude that they need to learn continuously.” The need to engage in critical thinking and adopt


a creative approach is at the heart of their approach. I have absolutely no problems with Mr Gove wanting to improve our provision for students (in fact I applaud any individual who seeks to learn lessons from elsewhere), but at least get it right. One of the leading lights who has also spoken out against Mr Gove’s ideas has been Professor Mick


Waters, president of the Curriculum Foundation. He himself has already been in the firing line because he led the last secondary curriculum review which Mr Gove stated was a “backward step”. Prof Waters, writing in a national newspaper


recently, reminded us that: “The pattern in Singapore, Scandinavia, Hong Kong, Scotland and countless others is to move away from a previous emphasis on facts and knowledge and entwine knowledge, skills and the development of personal qualities.” Concern has also been echoed by Dr John Dunford, chair of the Whole Education campaign, who has said that employers will be looking for essential skills such as team- working, communication and problem-solving. A couple of years ago I attended a conference on technology in education. One of the key issues that was raised was the nature of employment in future years. Somewhat sobering was the point that many of the jobs our youngsters will be doing have not


even been invented yet. In competing with emerging economies, we need people who have the capacity to think deeply, widely and


critically. The new curriculum proposed by Mr Gove will be failing them and the nation


in this very real problem of the future. We are undoubtedly in uncharted waters and this new decade will bring with it issues and problems that we need to be able to tackle head on. Our youth are our future and they need


to be educated for the future. It is not particularly relevant that they know about the British Empire because Britannia no longer rules the waves. It


is a forward-looking and tolerant, highly educated generation we need to inspire. Mr Gove is right in looking to other countries to seek the solution, but he must be prepared to listen as well. Something he has shown up to now is an area for improvement.


• David Torn is professional tutor and advanced skills teacher at St Edward’s Comprehensive School in Essex. He is the London Secondary School Teacher of the Year 2007 and is passionate that the purpose of education is to change lives. He returns in two weeks.


T


HE JOB was signed, sealed and delivered with a single phrase: “If I can get Roy Keane to sign a football shirt, then I can do anything.” With that one sentence during her interview, Pamela Zborowski revealed she was the right person for the job.


Since arriving at Tarporley High School and


Sixth Form College in Cheshire in 2005, Pamela has completely transformed the role of the PA and is now considered part of the life blood of the school. A common theme among the staff who nominated


her for SecEd’s Headteacher’s PA of the Year Awards, sponsored by UNISON, was her warmth and infectiousness of her personality and her dedication and professionalism. “Pamela is the first face and voice that any visitor


comes across when visiting the school and she ensures that everyone is greeted with a smile and kind word and made to feel welcome,” said Sarah Lee, the headteacher. “People often depart commenting on the support, care and attention that Pamela showed them during their visit, and how she immediately put them at ease. This is particularly true of candidates who come for job interviews feeling anxious and nervous. “She sees herself as the face of the school, and my


loyal right-hand woman. Pamela is a huge asset to the school and it is hard to imagine how we would function as we do without her. “Her high personal standards, absolute discretion


and her initiative are second to none.” Pamela, 48, joined Tarporley five years ago having


previously worked in the marketing department at Manchester United FC, where her job involved liaising with players and making sure they signed shirts and promotional material for charity and other events. She has also worked as PA to a Conservative peer and his family. Ms Lee continued: “I asked her during the interview


how she would deal with difficult people and that was when she came out with the Roy Keane comment. Knowing what that must have been like from the player’s reputation was good enough for me. Working in a school also involves dealing with all sorts of people and managing different personalities. “I also liked the fact that Pamela came from a


professional background that was entirely unrelated to education. It meant that she would bring a fresh perspective to the job and I knew that would benefit the school hugely. “She speaks from the heart and always actively


promotes the school, giving a perspective that permeates from her active involvement in school life, frequently above and beyond her role.” Her office is situated at the heart of the school – next


to the headteacher’s office, close to the school entrance and the sick bay.


8 I’ve noticed throughout the year that more and


more students owning Blackberry phones. I thought this was a bit odd, because when I worked “in the real world”, Blackberrys were the phone of choice for business only. What on earth could they all want these phones for? I actually like using mobiles in


lessons. Most have calculators, which are handy for physics and chemistry. Mobiles allow students to take photos or films of experiments, which I’ve found really helps certain students to focus on their experiments and learn more from them. It certainly makes web research easier, and means we don’t have to always rely on a computer room being free. But


there are


unfortunate downsides to every student now having a powerful Smartphone in their pocket. BlackBerry Messenger and Facebook are free methods of mass communication for them and I’ve recently seen two fights start because someone has posted something on Facebook or messaged


everyone about something. Both of these events occurred during lessons and were transmitted to several students at once causing distractions and disturbances throughout the school in different


classes and years. This is nothing new of course, it’s just a more modern and instant version of writing something rude on the toilet wall which has been going on for centuries.


• Our NQT diarist this year writes anonymously and is a teacher of science from a secondary school in the East of England. He returns next week.


PA OF THE YEAR AWARDS The heart


The 2010 SecEd Headteacher’s PA of the Year Award saw 17


finalists recognised across the UK. In the coming months, SecEd will be profiling our top winners and we begin today with a trip to Cheshire to meet Gold winner Pamela Zborowski who plays a crucial role at the heart of her school. Dorothy Lepkowska explains


Ms Lee said: “Pam keeps me connected to


everything that goes on, instinctively knowing what I need to be aware of, while at the same time maintaining the privacy of all those with whom I meet, and enabling me to concentrate on urgent jobs. She always seems to know when it’s right to interrupt, and for me to be accessible, despite needing to finish a list of tasks. “She helps me to keep that vital balance. Like most


headteachers I have the size of workload which I can only manage by sharp prioritising and quick turnaround of tasks. Pam more than keeps up with me, and makes sure that nothing is overlooked. “Equally, like most headteachers, I have my least


favourite tasks, one of which is signing paperwork. She is especially good at politely and firmly making sure I get these jobs done.” One of Pamela’s most important roles is to work


closely with “student ambassadors” who help her to promote the school and welcome visitors. This actively develops their self-confidence and presentation skills, and she reports their contribution back to staff, and in assemblies. She has also introduced a special Student Ambassador Award which she presents in person at annual the awards evening. Alex Ankers, aged 15, a year 10 pupil who acts as an


ambassador, told SecEd: “What makes her so special is the detail she goes into to make sure everything is just right. For example, she tries to choose the students she believes are best suited to the visitors who are coming to the school. She is a brilliant organiser - everything works smoothly and as it should when Pamela is in charge.” Another ambassador, Helena Parker-Clark, aged 14,


added: “She values our opinions and appreciates us, making us feel like we’ve done a good job. She’s also always there when we want to talk to someone. Pamela is one of the most kind and helpful people in the whole school and we are so grateful that we have her.” Another aspect of Pamela’s job at the school is to


work voluntarily as a student mentor, supporting young people through their GCSE examinations. She motivates and engages them with their studies


and, as a result of her input, the students all achieve in line with or above expectations. She has been known to continue to mentor her


students into the 6th form – even though there is no obligation on her to do so – ensuring that she is always there in times of need on a personal and academic level. Her kindness and support are not restricted to


students. Pamela is a friend, in the truest sense of the word, to all members of the senior leadership team, handling a wide range of complex and challenging issues with skill and diplomacy, and “even winning a rare smile from our sternest deputy headteacher”, according to Ms Lee. She added: “Pamela has become a trusted colleague


for all staff. She is highly sensitive to people’s needs and is intuitive in her response when dealing with difficult personnel matters. I have never known her to respond other than in a positive and supportive manner, despite feeling pressurised herself within her own role. “Pamela has taken the trouble to get to know


personally each of the 100 or more staff team at Tarporley, and their interests, and has played a proactive role in our staff wellbeing programmes, negotiating


SecEd • February 24 2011


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