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Keynote: Dedication is the constant
By Anthony Finn, Chief Executive, GTC Scotland
Endings and beginnings always feature strongly in the educational community at this time of year. We often reflect on what is changing and look back, or forward, to better times. Perhaps this year, more than any other, we should consider whether the most important features of teaching do change or simply evolve and develop.
This summer, a number of my own long-standing colleagues are retiring from teaching. Excellent, experienced teachers, some of whom have nonetheless looked forward to their release, they retain a strong dedication to teaching and to their pupils. In listening to their reflections on their careers, I have been impressed by their continuing commitment, not only to teaching but also to education as a means of improving the lives of pupils.
At the end of June we welcomed newly qualified teachers to a special celebration of their success here in Clerwood House. They spoke with great enthusiasm of the career that they were beginning, told tales of significant achievements with pupils or classes and were honest about what they had learned from events, and perhaps mistakes, they had experienced.
Notwithstanding the similarities between these groups - their shared dedication, belief in education and commitment to their pupils - I was left wondering whether the career that our new teachers are just beginning is the same as the one that older teachers are leaving?
There are, of course, some obvious differences. The curriculum is changing, bringing back a focus on the skill of the individual teacher; technology is changing so fast that it is difficult to predict its impact in five years; assessment, qualification and certification are about to be modernised; and, of course, there are continuing uncertainties surrounding job security, teachers' conditions and pension arrangements. Some of these issues will provide both an opportunity and a challenge during session 2011/2012.
There are high expectations of teachers in today's world but while education can still change the nature of society, it can perhaps also be changed by society. Wherever they work, teachers want to do their jobs as well as they can but they need the support and understanding of the community to allow them to do so. Consequently, we can but hope that Professor McCormac's impending report will renew confidence and promote stability for the future; and that the COSLA agreement will deliver jobs for many more young teachers than has been the case in recent years.
So, will the profession be much different for teachers beginning their careers in 2011 than it has been for those now reaching retirement? Certainly, the context of teaching will change, as will teaching approaches and, perhaps, the nature of learning. But good, accomplished teachers have always found new ways to engage with and motivate young people. And, in 2051, even if pupils consider Twitter and Facebook to be as outdated as Morse code is today, they will still appreciate the support and encouragement of creative, dedicated teachers who find ways to relate to them and help them learn.
Good teachers may grow older and retire but the profession never loses its class.