Time to read: 1 minute
Disclaimer: This post is not intended to be a deconstruction of the purpose of school and the three roles of schooling, I’ll save that post for another time!
To round out this series of posts on teacher quality I thought I should address the final elephant in the room that those who speak of good and bad teachers need to acknowledge… the purpose of school. If you haven’t read the other posts you may wish to read Who are the Best Teachers?, Assessing Teacher Development (or anything really) and A Better Understanding of Teacher Quality.
teacher bash talk about teacher quality like to pretend that schools have a singular universal purpose, that a school’s sole purpose is to prepare students for their professional lives by teaching them what they need know, and how to think.
Yet when we reflect on the purpose of school without thinking about teacher quality we realise that the purpose of school isn’t so narrow. Sure preparing students for the workforce is a major role but so is developing the social aspects of our students, developing in them a morale compass, an appreciation of culture and history, and how to develop constructive and meaningful relationships. Students engage in leadership programs, work and play in teams, and participate in many other activities and programs for the sole purpose of social and emotional development. There is also a third aspect to the purpose of schools, that is, to develop students as unique individuals. Yes, we believe we need to teach specific forms of knowledge and ways of thinking, yes we believe that we need to develop the student socially, but we also believe that students are individuals with unique talents, and aspirations. As such as teachers we provide opportunities for student choice. We highlight that there are multiple paths rather than a single preferred path to tackle a problem. We encourage students to reflect and assess their own learning. We have student-led conferences rather than teacher-directed reporting.
Yet, when experts, school leaders, and teachers talk about teacher quality they almost always ignore the three facets of the purpose of schooling and focus solely on teaching of content, skills, and ways of thinking. This is because assessment focusses solely on this singular aspect of schooling, but in reality the other two roles of schooling might be held in a high regard by a teacher, the school, and the wider school community. Making pronouncements about the quality of a teacher without understanding the how the teacher and their school views the purpose of their school, is completely unfair bordering on immoral. When talking about teacher quality in this way, we devalue the other two roles of school as well as devaluing teachers and teaching.
When we talk about teacher quality we can only do so ethically in light of what they and their school community believe about the purpose of school, and the weighting of the three roles of school. If we don’t properly understand the purpose of a specific school we cannot possibly determine whether an individual teacher is “good or bad.”