I sat down to write this and had to start over many times. I’m not sure how to go about explaining why I left teaching in a way that doesn’t come off as judgy, or blamey or a woe-is-me tale. I suppose many educators feel like this.
Teaching seems to be the one profession everyone feels qualified to have an opinion on, seeing as we all went through a school at some point. When I first started teaching, I had creative license and freedom to plan my days with my class. If a kid turned up with a story about how the cat had had kittens that weekend, we could embrace that teachable moment and spend 20 minutes talking about mammals and pets. If I had a few chapters left of the shared novel, we could shift something else and finish it off if we liked. As time went on, this freedom of professional judgement was eroded.
Classrooms now are full of swaps for different subjects, children leaving for extra curricular activities during the day, or specific times to access valuable resources (like computers, libraries or sports equipment.) I don’t want to seem ungrateful, because I love that children have new ways to learn and new environments to do it in; I just wish it hadn’t come at a cost to teacher’s time and our ability to use our judgement on what works for our children.
I worked in a school where we had a large space for co-operative teaching, where the syndicate swapped children around based on their levels. I can imagine some people’s eyes glazing over, so I will try to paint a picture instead.
Imagine a large hall-like space with three teachers in different areas, each reading with a small group of children. Scattered around are more groups of children, some on laptops, some on tablets, some with board and card games, some sitting in corners together working in their exercise books. You might imagine its harmonious, a buzz of children learning, both independently and supported by teachers. Unfortunately, for the majority, this is not the case.
The teachers with those groups have about 15 minutes to get through their reading, before swapping to another group in order to meet and assess them, meeting them all over a week period. Questioning, checking, hearing children read, explaining and clarifying, and all that intense learning that happens in a guided reading situation. But one of those kids forgot their book in the other class, so they have to run and get it. That’s 2 minutes gone. You can’t really start without them, or you’ll be repeating yourself. You look over and see the group that have an ipad activity to do are actually on maths games – you get up to intercept and move them back on task. Over in the library corner a group of children who are meant to be reading and working in their exercise books are clearly off task, but that first child has returned with their book- and now you’ve only got about 10 minutes left before you need to change the rotation, so you call out to one of the other teachers (also trying to get through the guided reading) to check on those off task students, well aware that you are cutting into their time too. You sit back down and go over the learning intentions and begin to get into it, when a group playing with the games has a disagreement and an incident breaks out – so again you are forced to stop, to sort that out.
Rinse and repeat.
I could go on, but the point I’m trying to make is that this is JUST reading. You have maths interchange next, and then topic interchange. And you are on duty at lunch, and then there’s a staff meeting after school… Some days I would arrive at school before 7am and not get home till after 6:30pm, and that’s with a box of marking to do.
Now add into this those children with high learning and/or behavioural needs that can’t organise themselves, can’t cope with having a different teacher, or can’t manage being a “self directed learner”. And those who had a bad morning (or weekend) at home and are wound so tight that they might explode at any time. And the child who isn’t coping with social things and is isolated, and the mean kid who’s been hassling the outsider. All that social stuff is still happening… But somehow you have to set up the classroom for the next lesson AND find a minute or two to cram something vaguely nutritious into your gob.
As an educator 10 years ago you had the time to actually teach. Eventually I felt more like a person whose job it was to keep things running – even if that running wasn’t beneficial to the learning of the majority of the children.
Before I left teaching I was stressed, anxious and feeling like a failure every day. I had been assaulted by a special needs child multiple times, and was managing two volatile children with aggressive and violent behaviours, all while maintaining this modern idea of what learning should “look like” and spending so much of my time making sure I was collecting all the data for the children and planning their next learning steps, too.
There was no fun or fulfillment anymore. It was like failing every day.
I saw children who just wanted to be with the teacher, who wanted to learn, but who were being swept along in this seemingly never ending rotation of ‘new ideas’ and ‘innovative learning strategies’. Everything was measured and monitored because we also had data to be collecting for assessment and reporting.
I’m not for teachers becoming the facilitators of busy work to serve some ideal that is the current flavour of the month. I spent three years studying education, children, reading, writing, maths and everything else only to find my days as a teacher filled with behaviour management and making sure children are in the right place at the right time. And that’s not to mention teachers who are struggling with learning new technology and navigating these spaces themselves, all while still doing their regular job!
My personal experience was one that made me physically and mentally sick.
I continued to give 100% of myself because, like most teachers in New Zealand, I am passionate about children getting the best education and reaching their potential. But the system as it is, that actually destroyed me. I burnt out. I would wake up crying in the night for no particular reason. I would dread going to work again as soon as I left. Thinking about the unending cycle of planning, implementing, and hoping I got through what needed to get through – and that the children held up their end and did the work, and that there were no breakdowns in behaviour that would derail the sessions and cause me to have to cut out something else to ‘catch up’.
I burnt out. I damaged myself to the point where I will live with that for the rest of my life.
Our teachers are a resource. You can’t replace our care, knowledge and ability to teach with fancy spaces and new technology. Piling these expectations on teachers and children isn’t improving our system- it’s creating another rod for our backs.
When I studied post grad with a group of young people in their 20s, I was amazed at how poorly they managed themselves, and I wonder why we expect school-aged children to be able to do it?
There are so many complexities to the things eroding our teachers’ spirits and well-being- this is just a tiny glimpse, and not even the full picture. I could talk about disenchanted staff, apathetic senior management, poor resourcing, the social issues in school communities, negative and punitive assessments, and an obese curriculum. And, of course, under-funding of our schools and support staff. But I won’t, because we all have other things to do today.
Teachers want to teach. That’s why we became teachers! We want to have meaningful relationships with your child to help them achieve their potential. The education system in this country has moved away from allowing us to do that and morphed into something very different.
For more on a teacher’s daily work life, read this great post by Melulater.
This is the first of a series of posts looking at the data from the full Health and Wellbeing Survey conducted earlier in 2016. Our earlier posts looked at the survey’s first 100 responses, but this series considers all 684 responses and looks at the written feedback teachers shared in the open comments sections.*
Teachers report high levels of stress, with over 80% of respondents saying they felt stressed or anxious at work half of the time or more. Over 35% said they felt this way most of the time, and a staggering 7% said they felt like this always.
Only three respondents said they never felt stressed, representing 0.44 of respondents.
Teachers were then asked what they judged to be the main causes of any stress, anxiety or depression they felt due to work. A comments box was included. There were 2028 box ticks and hundreds of comments from the 670 respondents to this question.
Clearly workload is a key contributor to teachers’ workplace stress with 79.4% of people identifying it as a main contributor. Pressure from Management was identified by just over half of the respondents, and Students’ needs and students’ behaviour were identified by 44.8% and 45% of respondents respectively.
Lack of support in school was identified as a contributor to stress by just over 31% of respondents; Changes in educational policies stressed over 28% of respondents, and ERO/audit almost 23%.
Interestingly, the comments were sometimes weighted quite differently.
Overwhelmingly, teachers identified workload as a key issue, with 532 respondents ticking that box and a 29 comments specifically mentioning it as a concern.Comments included:
“Not enough time in the day to complete everything that needs to be done. Increase[d] load of paperwork and assessment.”
“Too many meetings… 3 a week…”
“The requirements for tracking student progress; reporting to parents; and engaging family involvement in student learning (to name but a few)…”
“The paperwork (sometimes in duplicate) takes over.”
“Too many tasks to complete in an eight hour day.”
“I feel stressed that I cannot be both a good mum and a good teacher because of workload and being exhausted most of the time.”
“Paperwork, meetings, balance of work and family time”
“When a 55-60 hour week is the exception, not the norm”
Alongside these and other general comments on workload, some specific areas were mentioned:
Professional Development: Comments identified Professional Development as a specific source of pressure, either because of the volume of it (5 comments) or because it is done and then never implemented (3 comments) which staff said left them feeling that precious time was wasted.
“…so little time to create meaningful lessons because of professional development. Always navel gazing and not producing results…”
“we do what is asked of us then it kind of goes nowhere”
“…our school doing every initiative going…”
National Standards and Testing: Also mentioned were National Standards and the volume of testing (11 comments) and fast-changing education policies (3 comments).
“Seemingly back-to-back testing”
“having to assign a below OTJ [Overall Teacher Judgement] to children at 40 weeks, when I know that they will be totally fine by 80 or 120 weeks, they just need a little more time”
“too much assessment of 5 year olds”
A large number of respondents commented on the negative impact of colleagues, mentioning staff bullying (25 comments), poor leaders (16 comments), pressure from management, poor teamwork and disrespectful behaviour (7 comments) and overly negative colleagues (3 comments) as causes of stress and anxiety.
Comments on management:
“Not enough realistic support from management.”
“Principal blaming poor ERO report on teachers… Seeing colleagues depressed and talking of suicide”
“Unrealistic expectations from management that teachers say yes to because they are all scared to tell the truth.:
“We have a dysfunctional senior management…”
“Poor management … lack of communication, lack of follow up…”
“Bullying Principal who has systematically gotten rid of teachers who support the policies and work of the previous principal…”
“Bullied by Principal, DP and AP”
Comments on teams and colleagues:
“Leading a frustrating team…”
“Trying to work with adults who don’t want to change their practice.”
“Being made to feel inadequate by teaching colleagues”
“I am an experienced teacher… I have had derogatory comments… considered a ‘dinosaur'”
“Politics between staff.”
“… have an extremely difficult staff member in my team and am continually handling complaints from parents and other staff about [that person]”
Parents: Perhaps surprisingly, the factor most frequently mentioned in the comments as causing teacher stress was pressure from parents (35 comments), with only two mentions of the lack of parent support being an issue and 33 commenting on this. Comments included:
“unrealistic expectations from parents”
“pushy aggressive parents”
“…expectation from parents that teachers should be able to ‘fix’ students who are not meeting standards… that it’s not part of a parent’s role to assist students in their learning”
“Parents … not allowing their children to develop their key competencies”
“Parents not reading emails, paper newsletters or notice boards and then getting frustrated that they were not well informed.”
“Parent expectation/pressure/lack of support has also been a factor at times.”
Students: It is, perhaps, telling that student behaviour was very rarely identified in the comments as the cause of stress (3 respondents), with much more focus on concerns about meeting students’ educational, emotional and health needs adequately (over 20 respondents). Of these, eight specifically mentioned special educational needs, five mentioned lack of funding or resources to support students as being of concern, and three mentioned out-of-school factors such as poor housing and health concerns.
(This feedback should be considered alongside that relating to testing and National Standards (above), which also had at its heart concern regarding the impact on students.)
“It’s about the lack of adequate funding to resource the support systems we need.”
“We need a calm space in the school…that is manned by a counsellor for our students whose lives are just too challenging today.”
“5 students, 1 supported… others not diagnosed”
“…teachers are parenting, feeding, psychoanalysing children as well as getting the child to national standard”
“hugely diverse needs of my learners … never enough time to plan and deliver a fully differentiated programme…”
“No help for children who come from a terrible home life to school…”
“children with special needs or high learning needs taking ages to be diagnosed at CDC and even longer… before funding is available for extra assistance…”
“Social issues in families and the wider community”
“Having children with special needs who don’t get funding or a diagnosis quick enough to help support them.”
Clearly there are many and diverse, often overlapping, causes of teacher stress and anxiety, but certain themes are evident. Workload is the most glaring issue, closely followed by internal and external pressures on teachers who do not always feel adequately equipped to deal with those pressures or supported in doing so.
Management, you should be querying your own practice and asking where you can make changes to limit stress and also build collegiality. make sure your staff are properly supported and not overloaded, and ensure PD is targeted to actual needs.
Parents, you must work with teachers. They cannot solve all of society’s ills, and it isn’t reasonable to expect them to do so. Also, bear in mind that they are at the mercy of systems and processes usually outside of their control. It’s easy to become frustrated with the messenger, but it isn’t productive. Most importantly, talk to your children’s teachers – form relationships, be present where you can – truly that is a huge step towards helping your child achieve the best they can.
Teachers, please support each other. Teaching can be the most collegial job in the world, and teamwork can be what makes a difficult work situation otherwise bearable. So actively build those relationships. Where you do have concerns, you can call your union’s helpline, contact EAP (if your school is a member), or call one of the other available helplines.
Whatever you do, please reach out for support. You are worth it.
* Thank you to NZEI Wellington Council for providing financial support to allow us to access the full data set and undertake this analysis.
Image of woman with red folders courtesy of marcolm at FreeDigitalPhotos.net
Related Posts on this Survey:
In this third and final invited blog post about the outcomes from the SOSNZ survey on NZ teachers’ experiences of stress, anxiety and depression, I comment on another of the common themes from the results: bullying.
Teachers spend significant energy on preparing and delivering lessons, managing their classrooms and helping students who, for complex reasons, may have difficulties with learning activities, concentrating or getting along with others. For every teacher, continuous pressure from these situations increases risks of suffering from anxiety, emotional exhaustion, stress and depression. And each teacher and teaching context is different.
But what happens when the main cause of stress and anxiety isn’t within the classroom, but outside it? This may be more difficult to overcome because by definition stressful situations like being the victim of bullying are unpredictable and concealed from others.
Often research and policies surrounding bullying prevention in schools are focused on the students rather than the staff and management. But the culture of bullying in the workplace is known to be a significant problem in New Zealand and this is increasingly evidenced in media and employment law.
Allan Halse, Director of Culturesafe NZ – an organisation set-up to raise awareness of legislation and support victims of bullying – believes
“…this problem will increase until there is more accountability. For instance, there should be consequences for all employers who choose to ignore or maintain the behaviours of workplace bullies.”
A large proportion of CulturesafeNZ’s clients are employees within the education sector.
Perhaps unsurprisingly then, 10% of the initial 100 participants from our teacher survey commented that bullying – either from management or parents or both – was a major cause of their stress and anxiety.
In the initial 100 responses, additional anonymous comments highlighted teachers’ experiences of stress as a result of being bullied: “The pressure placed on teachers by management in planning and assessment and time management for teachers” or more specifically “A principal can make or break staff” and similarly: “The pressure from management and their unrealistic expectations of their staff”. I predict that when analysis is complete for all 700+ participants, the extent of the bullying problem in New Zealand schools will become more apparent.
Generally, the prevalence of workplace bullying links to commonly debated cultural issues of the New Zealand workplace, for instance the phenomenon of Tall Poppy Syndrome (something I’ve written briefly about elsewhere). What is worrying (as highlighted in my previous post) is that teachers in this survey commented how they did not draw upon (or even know about) coping strategies or helpful free resources like the EAP. In view of the gap in academic literature on this subject, it appears the Ministry are sweeping this problem under the carpet. The NZCER run a survey which includes aspects of bullying, but there is a cost of subscribing. This skews the outcomes because understandably only those principals who see a value to publishing their own school’s results are likely to engage with it. Costs of participating in the NZCER survey are based on numbers of students in the school – which is unhelpful because an analysis of workplace culture would not necessarily be connected to its size – for students or staff.
In light of the new Health and Safety Act in New Zealand (which brings NZ more closely in line with other developed countries) some believe workplace bullies will be exposed and subsequently prosecuted. But WorksafeNZ do not (yet) seem to have fully grasped the well-established links between bullying and the emotional harm it causes; concentrating instead to focus their attention on the more obvious bodily harm, caused by physical workplace hazards.
However, teachers need help, support and protection from all sources of stress, anxiety and depression, and this includes bullying and harassment in the workplace. This is important, not only for the well-being of the staff themselves, but also for students because, let’s be clear, students learn best in a safe, caring and professional environment.
~ Dr Ursula Edgington
In this invited post – part two of a series of three – I summarise the global issues related to teachers’ well-being and present an analysis of the preliminary findings from a short, informal exploratory questionnaire from Save our Schools NZ about levels of stress, anxiety and depression reported by New Zealand teachers.
In my previous post, I highlighted the issues of stress and anxiety and some concern about the well-being of the New Zealand teachers. One of the most important support mechanisms provided by many schools is the Employee Assistance Programme (EAP).
EAP is a service supported by the New Zealand government to provide confidential counselling services and sources of information for staff from subscribing organisations. However, it is interesting to note that 77% of participants from this short exploratory survey did not know about the EAP, and some noted how even when present and known about, it was not effective as a source of support.
Most of us are aware how a certain level of ‘good’ stress is argued to be beneficial. But only when it is short-term and can be kept under control. The survey asked teachers what steps they usually took to reduce their levels of stress, anxiety and depression. Potential options included all the usual coping strategies promoted in popular self-help books, Apps, media and research.
87% of respondents said they “Try to carry on regardless”
Despite the high levels of stress and anxiety reported in these participants’ answers, the most common response (87%) was ‘Try to carry on regardless’. Other popular strategies were reported as ‘eating’, ‘exercising’ and ‘sleeping’ (42%, 40% & 44% respectively).
The responses from this short preliminary survey then are cause for concern: not only because so many teaching staff do not appear to have developed adequate coping strategies to deal with levels of stress and anxiety, but also because so many reported how they coped through ways that are likely to have an additional negative impact upon their health.
For instance, 23 of the 100 participants turned to alcohol for relief and 9 admitted to either smoking, self-medication or using drugs.
These preliminary results mirror not only the high rates of stress and anxiety evident in UK teachers, but also the coping strategies used in the UK, such as an over-reliance on alcohol.
When reporting how many days off taken as a result of stress, anxiety or depression over the past 12 months, the most common answer from participants was 0-3 days (81%). This may indicate the hidden nature of this problem in that staff are perhaps trying to ‘carry on regardless’ by coming into work when they could instead be focusing on their own health and well-being.
Asked how much time they had taken off work over the past 12 months as a direct result of the symptoms of stress, anxiety or depression:
When respondents were asked to rate their current school in terms of helpfulness towards supporting staff with stress, anxiety and depression, schools did not score highly, with only 14%described as ‘Very helpful’ and 5% described as ‘Very unhelpful’. This is of concern.
Is the long-term health of teachers in New Zealand is at risk? Perhaps it is when nearly half (47%) of these respondents reportedly had been medically diagnosed with stress, anxiety or depression and 55% had taken time off work as a result of these symptoms.
I would like to emphasise here again, the importance of just talking through our problems to a trained listener.
The questionnaire deliberately included appropriate links to helplines for those suffering from depression and needed support. A comprehensive list of information and helplines available can be found here.
~ Dr Ursula Edgington
In this invited Blog post – one of a series of three – I explore some of the global issues related to teachers’ well-being and present an analysis of the preliminary findings from a short, informal exploratory questionnaire from Save our Schools NZ about levels of stress, anxiety and depression reported by New Zealand teachers.
A recent report from a major UK teachers’ Union (NASUWT) illustrated the high levels of stress, anxiety and depression among the teaching profession.
Perhaps understandably, staff turnover is high, with many UK teachers leaving after the first year.
History shows the inevitability of audit cultures so prevalent in the UK and US influencing policy and practice in New Zealand, as indeed some already have in the form of National Standards and other initiatives . It’s the introduction of previously alien business models, including Key Performance Indicators (KPIs) within state provision services that creates challenges. So, do New Zealand teachers also suffer high levels of stress, anxiety and depression? And if their emotional health is being negatively impacted by their work, are the causes similar to those highlighted in the UK and elsewhere? To what extent does stress impact upon the individuals and the institution concerned and what could be learnt from the international research in this area?
In a very short survey, Save Our Schools NZ asked teachers: ‘In a typical week, how often do you feel stressed or anxious at work?’
Another question focused on some of the possible causes of this stress and anxiety. It presented a number of options based on the outcomes from other research data in this area and asked which of the terms best defined the main causes of the stress, anxiety and depression.
(The latter two causes were highlighted in the comments section as being as a result of teachers not feeling they had adequate support from their school for students with complex needs.)
Interestingly for me personally – because of my research interests – the lowest-ranking answer of all the choices provided was ‘Audit and inspection’ which often ranks very highly for teachers in the UK under pressure from accountability measures. In line with research by Prof Martin Thrupp, this potentially indicates a stark contrast between the negative impact of Ofsted on UK teachers’ lives and the more sensitive (if somewhat ambiguous) approach from New Zealand’s Education Review Office (ERO).
This question also had an ‘other’ comments box which revealed a series of other relevant issues: 10% commented that bullying – either from management or parents or both – was a major cause of their stress and anxiety. This links to commonly debated cultural issues of the New Zealand workplace, for instance the phenomenon of Tall Poppy Syndrome (something I’ve written briefly about elsewhere and will return to later.)
In conclusion, the outcomes from this initial survey indicates that stress is clearly having a significant, negative impact on New Zealand teachers, and perhaps warrants a closer and more in-depth investigation. For instance, how widespread is this problem and what are the lived experiences of New Zealand teachers?
– Dr Ursula Edgington
Teachers face a never-ending conveyor belt streaming negative news and new initiatives straight to our desks, each new thing vying for our attention and time. What are we to do?
Do we focus on the latest research on literacy or the changes to teacher appraisal? Do we read the news story about the sacked Principal or the one about the latest Novopay cock-up? Do we attend that great PD session being offered, or go to the union meeting? Do we scan over the figures for what charter schools are being paid or spend the time trying to persuade our own students’ parents to pay a donation?
We can’t keep up with it all, because on top of all that there are actual students that need our time. And they win out, always.
As an example of things bombarding NZ educators just now, we have:
There are more things but, really, I think you get the picture.
This is a teacher’s lot. We are trying to focus on planning lessons, marking, differentiating, learning about this or that disorder we think may be affecting a student in our class, attending meetings, collecting evidence that we are doing our job, up-skilling, organising trips, taking after-school clubs, and – yes – actually teaching. And on top of everything, there’s this pile of stuff pressing down.
I’ll say it again, it’s exhausting. And stressful.
I wonder whether, just for a while at least, the powers that be would consider just letting us leach?
Too much to ask?
~ Dianne Khan
In the UK, USA and New Zealand, good teachers are leaving the profession. Talent that our children need is walking away and saying no more. Why? The post below, from UK teacher Paul Jenkins, sums it up for many.
Why would I turn my back on a profession that can fill you with such simple, no holds barred nice-ness?
Well, it’s simple.
I am too tired.
I have been doing this now for eleven years. That’s 55 parents evenings, 11 open nights, 161 sets of monitoring data, 22 observations, countless referrals/phone calls home/detentions and most importantly – 2 breakdowns.
And number three was on its way when I finally threw in the towel and said last month that enough’s enough.
Read the rest of Paul’s words here. The specifics may differ from teacher to teacher, but in the end it amounts to the same – teachers are being run ragged and blamed for all society’s ills, with little to no respect from those in power.
Thank you to Dita De Boni for reminding Kiwis that teachers are working for the children. Almost all teachers are doing a good job. They work hard. They care.
Teachers work within a system that is broken in many ways, especially when it comes to children with special educational, medical or emotional needs, and yet they battle on, doing what they can.
Paul puts it best when he says:
My real reason for going can almost be boiled down to my experience of one child.
The pupil in question comes from an extremely difficult personal situation and has suffered from severe bouts of ill health during her primary years. She has missed cumulatively around four years of her early education and as a consequence is as close to illiteracy as you can get. The cat as they say in learning support is barely sitting on the mat.
Her target level, which is as low as can be for my subject of drama is still too high for her to attain as she will need to demonstrate a basic competency with a provided script.
We have been prompting, learning by rote and generally getting round things in best way that we possibly can. I have seen her develop in twelve weeks from a physically inward and mute young girl, into a nervous but committed young girl, who always gets on stage with her group, smiles her way through the lesson and has begun answering carefully structured questions that allow her to achieve without worrying about something as pesky as being able to read.
And her report from me? A letter and a number. She is a 2c. She is red. She is underachieving.
Her work, effort and progress have been encapsulated into a figure in a column. And I’m ashamed of that.
Her parents didn’t attend parents evening so I was unable to explain their daughters apparent ‘failure’ to them in person. I phoned them to explain but to be honest it felt hollow. That was when I knew I was in the wrong job and I went to see our head to tender my resignation.
I understand that you need standards, I understand that pupil progress needs to be measured and I know that in order to build a society that is founded on a strong sense of achievement you need to be rigorous in your approach. But I honestly believe that we’ve forgotten the the very essentials of what it is to be a teacher. It’s not to create hollow vessels that can hold a mountain of information ready for an examination. It’s much, much bigger than that.
Any system that reduces all children to mere data, ignoring all else that they are, is a broken system.
Parents, surely this is not what you want? Please speak up, because only your voices count with politicians, and it is they that push these broken systems and failed ideologies. Teachers, we have learned the hard way, count for nothing.
Finally, Paul, if you read this, you sound like a wonderful teacher and a very caring person. I wish you well. Kia kaha – stay strong.
Read also: https://saveourschoolsnz.com/2014/04/15/teacher-stress-depression-and-suicide/
Thanks to Marcus for giving me permission to share this cartoon. I think it says it all about the current system …
teaching cartoons can be bought right here.
These are the collection envelopes for the 18 staff leaving one small school at the end of term. Many of the staff have “served over decade, others more. All brilliant. A disintegration of a talented, loyal and dedicated workforce.”
This English school has been forcibly turned into an academy. A charter school by another name.
The teachers say:
“I didn’t want to leave but had to choose between madness and sanity. I chose sanity”
“When they took over we had promises of support, ‘bespoke’ training, nurturing of the staff that know the school, children, area the best.
Of course none of it happened.
We’ve had empty promises, backhanded threats and insults, dubious observations – the lot.
I’d only been there just over 3 years but left as the stress and understandable negativity around all the uncertainty and upset was just too much – after almost 20 years, it’s made me want to get out of teaching.
My heart goes out to all of the staff who’ve also made the difficult (yet easy) decision to go. As it does to staff in similar situations around the country.”
“…all of us have chosen to leave because we don’t want to work for this academy and particularly its interim head. The school is a shadow of the place it used to be”
“…this is exactly what [Education Minister] Gove wants, no qualified teachers and no union for them to stand together in”
” [The Minister] approves of older teachers being forced out. He believes teaching will be better for it. However, if you hollow out the profession of experience, it will end up badly for society. “
“[They] think they can run schools on a low-wage, high-turnover basis – but not if schools are to offer a decent education”
“And remember there have been others who have left mid year.”
Ten years ago this would have been unthinkable in England, just like it is for most people right now in New Zealand.
But it’s happening there, and parent’s and teachers’ concerns are ignored.
And it all started with a few changes … much like the ones New Zealand is seeing right now…
The pile of leaving cards from the school.
Every week the list grows longer as great teachers resign and leave the profession forever due to the crazy path that education is being pushed down by politicians.
In England and the USA there have been many highly public resignations outlining just exactly why the reforms have pushed teachers to say “No more.”
It’s sad not just because these good teachers are lost to the profession, and not just for them personally, but because these teachers are leaving because what they are being forced to do in the name of education is not beneficial to students.
It makes me both incredibly cross and very sad to know that unless something drastic changes, it’s only a matter of time before New Zealand starts to see a flurry of the same.
Here is Lucy Fey’s resignation letter:
” Dear Mr Gove,
I am writing to thank you for teaching me so much about education. I have been a primary school teacher for 14 years and have always worked in challenging, inner city schools with many children who have complex behavioural and emotional needs. According to my performance management, I am an ‘outstanding’ teacher. I feel that over the last few years my skills have diversified considerably.
I am proud to be able to say that each year my pupils’ achievement and attainment have improved. I have become skilled at pinpointing what they need to learn and prioritising their experiences to ensure they succeed in the core subjects. Sacrifices have had to be made but, despite what they would like you to believe, there is not a single pupil who has not wanted to achieve and be successful.
The last few years in particular, my job has become even more varied. As we no longer have any external support and advice to help us, we have learned ‘on the job’ how to be counsellors, behaviour specialists, social workers and mental health workers.
We use our instincts when dealing with children with complex emotional and behavioural needs. We do everything we can, but you never can tell without the training. Hopefully those children experiencing extreme difficulties will pick up how to become good citizens and be able to live within, and contribute to, the community.
I can only hope that they will know how to create a supportive and nurturing environment for their own children to succeed in the future. Maybe they will feel confident and proud of their achievements despite the lack of professional, quality specialists available to support their own complex needs in their formative years.
Until recently, I was not adept at data analysis. I now know that the pupils we are teaching are not simply children, they are numbers, percentages. The hours I have spent analysing data to decide which children need intensive afternoon intervention groups, those who need that extra ‘boost.’ Those children do not take part in the afternoon history, geography, art, science, music, PE or RE lessons as they are struggling with maths, reading and writing.
They understand that they must miss out on subjects they are more likely to engage with, feel confident in, so they have the opportunity to achieve the required level in writing, reading and maths. They spend all day, every day struggling. Slowly feeling more and more like a failure, becoming more and more disengaged.
It is amazing that every one of my pupils knows what level they are working at and what level they need to be at the end of the year. Children are so desperate to achieve and to please others that they naturally put themselves under a huge amount of pressure. If they are not working at age related expectations they believe they are not doing well despite the amazing progress they have made.
They are in tears. They feel the pressure. They know they are not where they ‘should’ be. They know already, at primary school, that they may not be ‘successful’ in the future. They know that the only subjects worth anything are reading, writing and maths. They know that their options are limited.
A big part of teaching is, and always has been, acting. You draw your audience in; encourage them to take part and to be inspired, challenged and enthusiastic about what they are discovering.
There is nothing better than a class full of buzzing pupils, excited about what they are learning, taking ownership of the lesson. This is becoming increasingly hard to achieve when we expect so much from them. There is little time to have fun, to enquire, to be intrigued, to be children. They have too much pressure. They must, “compete with the world’s best.”
Why are we not letting them grow as individuals? Why are we damaging their self-esteem and confidence by trying to make them all fit into the same box? To ensure a successful future for our country we need to give children a broad, balanced curriculum which enables everyone to excel at what they are good at. They need to feel empowered and valued for their individual skills to be able to take risks and push the boundaries to be successful.
How is that possible if they have had a restricted education? How will all those talented people who are not necessarily ‘academic’ excel in their different industries if they were not given the opportunity to hone their skills throughout their education? How will this improve our country? What sort of adults will they turn in to? I know I never had those pressures when I was a child.
I handed my notice in last week. I can’t do this to them anymore.
How sad that New Zealand is following on with reforms that are wreaking this kind of havoc.
We need to be asking who is driving this push and why, before there are no more Lucy Feys left.
I read the letter below with a heavy heart. Mrs Utting was recently widowed when her husband, a teacher aged 37, died of stress-induced heart attack, and here she writes to Mr Gove, your English counterpart.
Mr Utting was a teacher in England, but could just as easily have been in many other countries, including New Zealand, as the same reforms and policies are pushed on teachers worldwide.
I urge you to change tack. The levels of stress and feelings of mistrust regarding government policy are reaching epidemic proportions.
Mrs Utting says:
I should be proud that my husband was a teacher. But right at this moment, I’m not. I’m sorry that he was. Because if he had a different job, he might still be with us.
Teachers love their students and care deeply about doing our jobs well – we want support, not workplace bullying.
29th April 2014
Dear Mr Gove,
I am writing to inform you of the death of Mr Gareth Utting, a teacher of English at a secondary school in Shropshire.
Gareth died at the age of 37 of a massive heart attack. There were a few contributory factors to his death, but looming large was the word ‘stress’. He leaves me a widow with three children, aged fourteen, four and one.
This is not the angry rant of a bereaved person. I haven’t got anywhere near angry yet. I am still reeling with shock and wondering if there was anything I could have done to prevent my husband’s death. When these thoughts beset me, I keep coming back to the fact that I should have done more to help him get out of teaching. And how can that be right, to think that? I love teaching. In the few weeks since Gareth died, I have heard and read so many tributes from his students that attest to the positive impact that a good teacher can make. I should be proud that my husband was a teacher. But right at this moment, I’m not. I’m sorry that he was. Because if he had a different job, he might still be with us.
I don’t pretend to know the ins and outs of the changes that have hit teachers in the last few years. I qualified as a teacher myself but have been at home raising our young children, so have not been directly involved. But I can tell you what I see around me.
Teachers like Gareth have changed.
Their hopes for the young people in their care have not changed. Neither has their willingness to go the extra mile to help those young people to succeed. But the work-load that they struggle under and the pressures that are applied to them from above have greatly increased. If this led to better education for our children, then I would be supporting these changes. But I don’t see better education. I see good teachers breaking under the load. I see good teachers embittered and weary. I see good teachers leaving the profession. I see good teachers never even entering the profession, for fear of what lies ahead. I see pupils indoctrinated with achievement targets, who are afraid to veer from the curriculum in case it affects their next assessment; pupils for whom ‘knowledge’ is defined by a pass mark and their position within a cohort.
Within this atmosphere, my husband struggled to help his pupils in every way he could. The comments that they have left on social media reflect a teacher-pupil relationship that was honest, helpful and mutually respectful. He taught them English, and they did well at it. But he also taught them about life, and love, and self-esteem. But he did this in spite of, not because of, the current state of the education system.
Gareth is at peace now. But I have some difficult choices to make.
Do I return to a profession that takes so high a toll? When my four-year-old son says he wants to be a teacher, do I smile or try to talk him out of it? When I see Gareth’s colleagues, do I congratulate them for being so amazing, or encourage them to explore other career options?
Mr Gove, I don’t envy you your job. I don’t know the best way to achieve a high standard of education for all pupils, everywhere. But I do know this: People don’t become teachers to be slackers, for the pension or for the name badge.
Here’s an interesting theory of mine that I was discussing recently with my husband. If you took away all external inspection and supervision, all targets and reviews, if teachers were left to themselves to teach what they wanted to teach, the way they wanted to teach it, what do you think would happen?
This is what I think: Every teacher that I know cares deeply about their subject and their students. They would teach marvellously. They would share knowledge and encourage each other. They would deal with problems (including less-than-perfect pupils and teachers) with the professionalism that they possess in spades.
Of course we cannot remove all monitoring of teachers and schools. But it seems to me that you have forgotten this basic fact: Teachers love to teach, and they want to do it well.
I don’t know what I want to ask of you. All I know is that the situation as it stands is wrong. On behalf of all the teachers and pupils out there, I beg you to go back to the drawing-board. Learn from your mistakes. Gain knowledge.
And please don’t send me your condolences.
It concerns me that so many teachers now talk of stress, depression, and the need to get out of the profession for their health. It is not light-hearted when teachers talk of being unhappy then add in “… thank goodness for the kids.” Sometimes the children are all that are keeping a teacher going.
Often the stress is blamed on the constant changes, not because of the changes themselves but because there is little faith the changes are well thought out or improve student achievement and so it feels like a lot of extra work for no good reason, often at the expense of time to do other work that the teacher feels is more valuable.
People will tolerate a lot when they can see value in it – conversely, they are weighed down by what feels valueless.
There is also a feeling that teachers have no say in the direction that education is taking, and little to no control of their own profession. When I asked a group of teachers whether they would send in submissions against the Education Amendment Bill (2), they asked what’s the point, citing that thousands of submissions against charter schools were simply ignored.
Teachers feel helpless – done to rather than part of.
Well that’s just it – I’m not sure that anyone is researching this. If there are any studies under way looking at stress and depression in relation to New Zealand teachers, please do let me know. You might wonder why we need to research the problem? And what we might want to ask?
What I think we need to ask is this:
– are teachers happy in their jobs?
– do teachers feel supported and well looked after?
– are they considering leaving the profession due to stress/ill health?
– has the rate and direction of education reforms in NZ over the past few years had an impact on teacher health?
– Do you feel there is more of a problem now than five or ten years ago?
Something that concerns me very much is that in the UK that teacher suicide rates are now around 40% higher than for ‘all occupations’. Is it the same here in Aotearoa? Despite being a very difficult subject, it is something we have to confront. NZ already has a serious problem with high depression and suicide rates, and no-one wants to see that get worse.
Another thing to be aware of is that there is anecdotal evidence that when a teacher in England is looking for critical illness insurance cover it is only available if mental conditions and stress-related illness are excluded. Do teachers in NZ have similar problems? I know of at least one teacher who is no longer covered for mental health since having time off due to stress – is that widespread?
It really is something we need to keep an eye on. The last thing we need is a depressed profession – just imagine the impact that would have on individual lives and on the quality of education. It would be a lose/lose situation that no-one would want to see happen
[Edit 15/4/16] SOSNZ have set up a small survey regarding NZ teachers’ emotional wellbeing and would welcome your input. The article and survey can be found here.
If you feel stressed, do not leave it until it gets worse. If you are on edge, not sleeping, feeling edgy or tearful, dreading work, and so on, then you owe it to yourself to get support and help immediately. Please do not feel you have to plod on alone – you don’t. Talk to people close to you, if you can, discuss the problems with a supportive manager, speak with your doctor, and make use of support services that are available (below).
If you recognise someone is stressed, please reach out to them and offer support and help. They may just need an ear. You could point them to the help listed below. Either way, they will welcome your kind support and it makes all the difference to know that people understand and care.
Employee Assistance Program (EAP):
Free counselling is available for most NZ teachers. The program gives staff access to three sessions of free confidential counselling and advice each year that is either face-to-face, via telephone, or online chat. EAP registered practitioners can help with relationship breakdowns, alcohol and drug issues, workplace bullying, family issues, depression, financial stress and personal trauma. Check whether your school is subscribed to the EAP as part of their Health and Safety strategy. You can book online.
Below is a list of other New Zealand services that offer support, information and help. All services are available 24 hours a day, seven days a week unless otherwise specified.
If you’re outside of New Zealand, you can find help near you through this international list of crisis centres.
Lastly, please look after yourself and others. It’s not the easiest time to be teaching, but you owe it to yourself to stay well.
Here is the longer and more in depth story of the test the kindy kids had to take, blogged here.
The kids are five years old, and it’s a Californian kindy. Even aside from how wrong testing kids at this age is or how ridiculous it is to test them this way – where how they do the test is a barrier to showing what they know – and the fact that the tests were not administered the same for all classes, thereby undermining the argument that they are indeed standardised …. the big question is this: is administering any test in a way that stresses teachers, parents AND students really and truly necessary? Of course it isn’t.
This is not education, this is data collection. It does not serve learners – it serves the companies that make the tests and the administrators and politicians that promote them. They should all be totally and utterly ashamed of themselves.
“”Today my kindergarten took a test called the Common Core MAP.
We had been told to set up each child with their own account on their numbered Chromebook. The Teacher on Special Assignment came around and spent about an hour in each class doing this in the previous weeks.
We didn’t know exactly when the test would be given, just that some time on Thursday or Friday, the proctors would come and test. I set out morning work for my kids today but before the bell rang, the proctor arrived. I quickly swept off the tables and she said we’d begin right away. I went out to pick up my class.
While the proctor set up the computers (disregarding what we had done — that hour the TOSA spent in each class was unnecessary), I went through the usual morning routine. Parents who happened to be in the room scrambled to unpack the headphones, which had arrived in the office that morning, and distribute the computers. We started a half hour later. The kids were excited to be using the computers. That didn’t last for long.
The test is adaptive. When a child answers a question, the next batch of questions is slightly harder or easier depending on the correctness of their answer. The math and language arts sections each had 57 questions.
The kids didn’t understand that to hear the directions, you needed to click the speaker icon. We slipped around the room explaining.
Answers were selected by drop and drag with a trackpad, no mouse was available. A proctor in one room said that if a child indicated their answer, an adult could help. Other proctors didn’t allow this. I had trouble dragging and dropping myself on the little trackpads.
Kids in one class took five hours to finish. Kids were crying in 4 of 5 classes. There were multiple computer crashes (“okay, you just sit right there while we fix it! Don’t talk to anyone!”).
There were kids sitting for half hour with volume off on headsets but not saying anything.
Kids accidentally swapped tangled headsets and didn’t seem to notice that what they heard had nothing to do with what they saw on the screen.
Kids had to solve 8+6 when the answer choices were 0-9 and had to DRAG AND DROP first a 1 then a 4 to form a 14.
There were questions where it was only necessary to click an answer but the objects were movable (for no reason).
There were kids tapping on their neighbor’s computers in frustration.
To go to the next question, one clicks “next” in lower right-hand corner…..which is also where the pop-up menu comes up to take you to other programs or shut down, so there were many instances of shut-downs and kids winding up in a completely different program.
Is this what we want for our youngest children?””
So, New Zealand, this is where the madness will lead us if we let the reformers carry on their merry path of obsession with DATA DATA DATA collection at any cost.
Testing children to find out where they are at is necessary – teachers test all the time – we always have done. The teacher should do it routinely and without stress as a normal part of learning, so that both teacher and student can see what needs to be learned next. The abomination outlined above is something else entirely.
When you next hear about some supposedly essential reforms or changes to our education system, ask yourself who is pushing the changes, who stands to benefit financially before assuming they are for the good of the kids. Often, they are for the benefit of business. Just ask Pearson, or Gates, or Murdoch. Or Banks.
Don’t let your child become a data point in a business plan.
Teachers in the USA – join BATs in fighting these reforms.
Teachers in New Zealand – join the Kiwi BATs to raise your teacher voice.
This is a 7 year old child. Here she is feeling the pressure to be great, to excel, to not get left behind, not be put in extra help. She has internalised the message that she is being graded – you have to get everything right. Her mother has told her it’s okay to leave the problem, but she won’t. Is this what education is about? Her mother thinks not, I think not, what about you?
This child’s mother writes:
This is my daughter … I want to take a moment to explain this image so as those who do not know me, can understand how this image came to be.
I am a photographer, a hobby farmer, a child advocate and a mother of 3 elementary-aged children. This is my middle child in the photo … she is 7 and is in 2nd grade. My kindergartner and my 4th grader were already finished with their homework and had left the table. I had brought my camera in to work on my white balance skills while shooting in low light as I had a session the next morning to prep for.
After checking her work, I had found 2 math problems were incorrect. I tried to help her understand where she went wrong through her process but I don’t understand it myself and was not much help.
I told her to forget about it and we’d try again tomorrow but she became very upset that she could not get the answer and kept trying and trying to fix it. She is hard on herself as she very much wants to excel in school and not be pulled for extra help all of the time. I was talking to her and clicking my camera as I changed settings … it’s something that is very common in our household … and that is when I caught this image.
Please know that 5 minutes later I had convinced her to leave the homework behind and go snuggle with her dad on the couch and watch some Olympics coverage. She is not neglected. She was not abused or left alone to cry. And this photo was not staged.
This is America with the Common Core. It will be here in New Zealand soon if we continue to focus only on standards and benchmarks for our primary school children.
Let them learn. Let them enjoy. Let them grow.
When someone from points to one school and says, “See, poverty doesn’t matter. High expectations are all it takes to overcome poverty,” tell them to read the work of Shonkoff and the Harvard Center on the Developing Child.
Some children survive the most extreme adversity, but far more do not.�
Read more here Poverty and Stress Can Damage Children’s Lives.