Pivotal Moment - Wider Professional Responsibilities and Workload Gibbs…
Pivotal Moment - Wider Professional Responsibilities and Workload
Gibbs (1988) Reflective Cycle
When exploring the school website I noticed the many roles many of the teachers held.
The majority of staff had experienced working across most classes in a variety of positions - many having worked there for 10+ years
Class teacher, subject lead of multiple subjects and would often support in other aspects of the school (before/after school club, first aid, counselling, SEND support)
Class teachers were often called away to deal with multiple issues throughout the school day.
First aid incident
Teacher having to pause my RoLO to deal with something on a few occasions - having another teaching staff step in to supervise.
What went well
I learnt to be more resilient to the unpredictability of the classroom - not become affected by things I cannot control
As I began to understand the responsibilities of teaching staff and increase my own wider professional responsibilities (TS8)
Gaining insight and advice from the inspirational staff, hearing their experiences and views
By identifying the wide responsibilities I had discussions with staff - sharing their career of experience.
What can be improved?
Learning now how to handle workload in school from experienced staff - discussing techniques and benefits - exploring literature.
Becoming more resilient to the unpredictable nature of working in a small busy school - self-confidence?
Areas to explore
Pressure on staff to fulfil wide responsibilities and manage workload
Resignation due to pressure of workload
How teachers manage workload (Colbeck, 2002)
Flexibility and resilience of staff to del with unpredictability
The effect on my teacher identity
Link to TS8 (DoE) Fulfil wider professional responsibilities
Explore the realistic nature of what these responsibilities are now for teachers (wider community support, safeguarding, workload!!)
Supportive environment and working collaboratively
Djumanoca & Makhmudov (2020)
Colbeck et al (2002) - workload management research
What does it look like in placement?
Observations and discussions of workload management
Post-it notes over best/ notebook
Written bullet point lists
Detailed timed diary
Daily vs weekly plans
Importance of being a responsive, nurturing practitioner
Creating safe nurturing place for pupils and staff - genuine close community
Supporting colleagues, being caring, understanding and supportive - sharing knowledge and experience
Emotional caring practitioner!
Remaining resilient and reflective
Increased confidence not to get 'put off'/ distracted
Reflecting to view from range of others perspectives
Assessing and reflecting on what went well / not so well! and why!
How I intent to plan my time and mange workload as a new teacher
Detailed weekly timetable
Planning meetings, lessons - key set times and dates
Daily to do lists (lesson plan resources etc)
The children would ask where the teacher has gone and it somewhat disrupted my lesson - as time went on I was more comfortable to not let disruptions phase me however this was hard at first!
Upon reflection I understand that the issues were usually of higher priority to the running of the school and needs of the children
Discussions with staff I began to have a better understanding of the workload and wide responsibilities they were expected to fulfil across the school
Initially when mentors had to leave during an observation this was de-moralising and I felt they were uninterested in my lesson.