Alice (name changed to protect identity) officially attends Greenfields Primary, an outstanding school (name changed to protect its outstandingness) serving a diverse suburban catchment. 12 months into our global pandemic, Greenfields was still struggling to adapt. Remote learning comprised worksheets emailed home; blended pedagogy was tolerated – for now – ‘until we can go back to how it was before’; CPD was on hold ‘while we cope with the disruption’.
Alice’s dad, Mark (you guessed it) is not happy. His company switched online 72 hours into the first lockdown and since then they’ve wrestled with new technology, struggled with diverse work patterns and been frustrated by shifts in customer behaviour. But they stuck with it. They innovated, adapted and exploited the disruption – because they had to, because they needed to, because they wanted to. And now, they’ve emerged more productive, more agile and more creative than before.
Alice’s dad is not happy because if he and his team can grow through adversity, why hasn’t his daughter’s school?
So he talked to his sister Beth, a teacher, about her school, Bluesky Primary.
Bluesky Primary is RI and hard at work fixing that. A week into lockdown they’d realised a different approach was needed. So, they wrestled with new technology, struggled with diverse work patterns and got extremely frustrated by shifts in parent and pupil behaviour.
But Bluesky stuck with it. They innovated, adapted and exploited the disruption – because they had to, because they needed to, because they wanted to. And now, they’ve emerged more productive, more agile and more creative than before.
They LOVE face to face teaching. They LOVE remote learning. And, heaven help us if another lockdown comes, they’re ready. They’ll just flick a switch and seamlessly go online. They’ve developed a blended learning handbook (not policy, big difference); they’ve empowered pupils to be online power coaches; and they’ve recognised how this disruption has shoved them all into their children’s futures – and where else should you be, as an educator?
So, Alice, disrupting the system, subverting the normal, pushing the boundaries, began to attend her aunt’s school, Bluesky, remotely. Why not? says her father. Please do, says Beth. Alice engaged with high quality interactive teaching, made new friends, embraced her future. She didn’t bother completing the worksheets from her official school.
What if your school was open to all children? What if the quality of your interactive live teaching and your learning management systems defined you, rather than the number of worksheets emailed home?
What if the learning economy was so disrupted that your catchment area was global?
The elements above are true, just synthesised from different contexts to make a point. Since March 2020 I’ve watched pandemic disruption amplify and accelerate diversity. Sometimes this is good (teaching becomes better and more effective); sometimes it’s not (children who were behind find themselves further adrift). But the most startling amplification for me has been how teachers and schools that were already forward facing (Bluesky) have really seized disruption, tamed it and used it; and how those that were not (Greenfields) have stagnated, and done nothing new, innovative or interesting for their children.
Chew these over in the staff room:
– What kind of school are you in today?
– Are you preparing your children for their futures or for someone else’s past?
– How do you view ‘disruption’?