How did we let teacher burn-out happen, and what can we do about it – before it's too late?
This brave and disruptive book accurately defines the problems of low teacher morale and offers systemic, future-proof and realistic solutions to bringing hope, energy and joy back to the profession. The simple answer is staring us in the face: increase teacher agency. Our rallying cry: our profession needs a return to values of humanity, pride, and professionalism.
From research literacy to a collective voice, better CPD to smarter accountability, contributors to this book demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, supported by a broad range of academics and policy makers, vouch for increased teacher agency and stronger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. This text offers an exciting and hopeful perspective on education; urging teachers to work together to ‘flip the system’ and challenging policy makers to help… or get out of the way.
"Flip the System UK: A Teachers’ Manifesto is a book with many faces. It is a manifesto, a great overview of current discussions in education - both in the UK and abroad - and a wake up call to both teachers and policy-makers. Still it has [with] a common theme throughout the different chapters: a love for the profession of teaching. A love that is translated in questions about how we can do better as both an individual teacher and as a profession, how we can work together, how we can weigh in on policy, and so on. I appreciate the attempt of the book to rise above the discussions and polarization often found between teachers themselves. The authors do this by pointing out those common goals, this common love. Even if you don’t agree with every single contribution in this book, as a teacher you will recognize the common goal."
Pedro de Bruckyere, Educational Scientist, Artevelde University, Belgium.
"This timely book contains a wealth of detail about education policy, teacher professionalism, and ways to develop agency and collaboration within education. It contains a multitude of thoughts, ideas and opinions from well-known commentators, that will make you think more deeply about where we have come from as a profession, and where we might be going in the future."
"This book is full of detailed analysis, informed opinion, and interesting insights into what has been happening in education over the last couple of decades. It will challenge your thinking and give you a greater depth of understanding about different perspectives on where the profession might helpfully go next. I particularly enjoyed reading the chapters written by Dame Alison Peacock and Dr Debra Kidd."
Sue Cowley, educational author, trainer and presenter, UK.
"There are few books on education you return to time and again…ones you keep handy for reference and renewal. Well here's one - a veritable potpourri of ideas and insights into what to do today, tomorrow, next month and next year to make our schools better. If the educational world's divided into energy creators and energy consumers, here is a treasure trove of ideas to tip the balance in favour of the former at a time when the latter, aided by successive governmental blunders, are in danger of destroying hope itself. And we all know what happens to people when they are without 'hope'. So keep this book by you and return to it time and again."
Sir Tim Brighouse, British educationist and former Schools Commissioner for London, UK.
"This timely book is exactly what is needed for the UK education sector in its current state. It is written by teachers, for teachers, [the book] speaks up about the need for fundamental change in how the profession is organised, taking it from being managed to being self-managing. Amongst the diversity of voices and essays are practical solutions for how teachers can get involved in the movement, alongside the theoretical background for why their involvement is necessary for the future of teaching. This book presents a powerful articulation of the problem, and a rousing call for a collective solution."
Lucy Crehan, education explorer and international education consultant, UK.
List of Figures and Tables Foreword Dedication Acknowledgements Introduction: From Supply Agency to Demand Agency: Taking Back Control PART I: The Teachers’ Manifesto: Cognitive Agency Chapter 1: There Are No Ninjas: Why the Research Revolution Might Rescue Teaching Chapter 2: Beyond The Policy VAKuum: An Educational Journey Chapter 3: Experts in Learning Chapter 4: From Data-Rich To Data-Smart: Empowering Teaching, Not Monitoring Teachers Chapter 5: Breaking Free of the Machine: Lessons from Wales Chapter 6: Shedding Our Inhibitions: From External to Internal Accountability Chapter 7: Practitioner-Led Research: Towards Professional Autonomy PART II: The Teachers’ Manifesto: Collective Agency Chapter 8; Measuring What Matters: The Relational Foundations of School Systems Chapter 9: Walking with Dinosaurs Chapter 10: Complex Needn’t be Complicated Chapter 11: A Manifesto for Control: Democracy, Scholarship, Activism and Solidarity Chapter 12: CPD: Education’s Achilles Heel Chapter 13: Accountability and Agency in a Scottish School Chapter 14: Flip the system? Get organised! Chapter 15: The Chartered College of Teaching: Professional Learning without Limits PART III: The Teachers’ Manifesto: Ethical Agency Chapter 16: Professional Resilience and Wellbeing Chapter 17: Lesson Study: An Approach to Claiming Slow Time for Professional Growth Chapter 18: Only Connect: Resisting the Winds of Change Chapter 19: Inclusion and Teachers’ Beliefs in their Efficacy Chapter 20: Empowering Teachers to Empower Young People to Live for the Common Good Chapter 21: Making a Difference: The View from a PRU Chapter 22: The Progressive Traditionalism of Special Education Chapter 23: The HertsCam Network: Supporting Non-Positional Teacher Leadership PART IV: The Teachers’ Manifesto: Political Agency Chapter 24: Time for a Flipping ChangeChapter 25: The Only Way Is Long-TermChapter 26: A Northern Irish PerspectiveChapter 27: How Education Policy-Makers Make MistakesChapter 28: Contrasting Experiences of Marginalisation and EmpowermentChapter 29: A System with Synergy: Bringing Together All That Is Good In Our SystemChapter 30: Towards a Teacher-Focused System: Lessons from the Carter Review of ITE PART V: The Teachers’ Manifesto: Global Agency Chapter 31: Systems Matter: The Future of the Teaching ProfessionChapter 32: The Unintended Outcomes of PISA Chapter 33: Teachers Sans FrontièresChapter 34: Flipping the System: A Perspective from Down UnderChapter 35: Flipping SwedenChapter 36: Creating Conditions for System-Wide Innovation: Humanising Innovation in SchoolsChapter 37: Someone to Discuss With…List of contributorsIndex