Assuming Excellence [Journal Think Piece]

[written for Collegiate, NLCS International Teaching, Learning and CPD Journal, Issue 2, July 2022]

My favourite pedagogical reads are those uncomplicated papers or books that give words to simple thoughts. On reading Richard Gervers’s Education- A Manifesto for Change, it was the phrases ‘assumed excellence’ and ‘assumed incompetence,’ that created a linear model in my mind on which I immediately started to plot my own practice. In the classroom, when we offer support or frameworks to all students as opposed to those identified as needing them, we are assuming an incompetence. When challenging all students to complete the task without the frameworks, then target the support as students need it, we are assuming excellence. As a school that has a guiding statement to offer our students ‘floors, not ceilings’, this reflection is not only relevant but crucial in our awareness of stretch and challenge in the classroom. So, what about the implied assumptions made in our Professional Development provision? Surely our teachers not only deserve this differentiated approach but also the assumed belief that they are highly capable educators and subject specialists.​

When initiatives are introduced, which the whole school is expected to buy in to and many if not all staff receive the same training, we are assuming incompetence- or at the very least that everyone requires the same level of training, support or focus. It often implies that everyone should be teaching in a certain way or using a particular strategy, taking away the trust that we place in our teachers as autonomous professionals and subject practitioners. 
​
In the same way that our differentiated teaching approach relies almost entirely on knowing our students, the delivery of professional development must start with knowing our teachers. Through the lens of assumed excellence, a culture is established that leans more towards empowerment than micro-management. Academic monitoring (observations, learning walks, work scrutiny, student voice etc.) feels developmental and progressive, without breeding fear or insecurity. Line manager meetings are valued, focusing on keeping staff on track and establishing a feedback dialogue in which practices are reflected upon honestly with a drive to refine and develop. It is through the analysis of academic monitoring and the communication between line managers that trends are identified and in response, specific professional development can be put in place for individuals, groups or the wider teaching body. Knowing our teachers, also means we know where the excellent practice is. What better way to provide contextually relevant professional development than to share the outstanding practices that are already occurring in our school? 

And just like the classroom setting, when things aren’t on the right track despite targeted support or there are concerns regarding performance and practice, a more micro-managed approach might absolutely be necessary. Which of course, is entirely appropriate…when needed. 

Looking back to our students, the academic enrichment opportunities we provide ignite curiosity, encourage personal passions and push students out of their comfort zones to participate in academic activities beyond their expectations. For our teachers, professional development provisions can be built from the same intentions; to ignite curiosity, encourage personal passions and extend experiences and practices beyond what they thought possible from a place of assumed excellence.

Gerver, R. 2019. Education : A Manifesto for Change. London: Bloomsbury Education.