Anne Scott, retired teacher

Issue 30

Photo of Anne Scott

Anne Scott, Retired Teacher

Retirement just creeps up on you. It's always been there in the background but, eventually, you find yourself in possession of a bus pass and considering what to do with the assorted contents of your classroom cupboard.

Chalkboard

I began teaching in 1967. I had a supply of chalk for my blackboard and would even be shown catalogues of designs for nylon overalls to protect my clothes from chalk dust. Consider the contrast with the whiteboards of today.

 I had no mentor, just the goodwill of colleagues and a desire to teach. ICT was something of the future and the changes to come could hardly be imagined. My probationary time passed with little discussion of the efficacy of my performance and when I was unsure what to do, I asked a colleague, sometimes a fellow probationer, sometimes a more experienced member of staff. The Standard for Full Registration had not been written and I didn't set foot in college again after I graduated. Today's NQTs have a support framework and a mentor.

"There are now so many possibilities within teaching... all only a 'click' away"

My pupils of that time were as competent as those of today, but the world has changed and ICT has altered classrooms and classroom practice to an extent far beyond what I could have ever imagined. When I began teaching I could never have envisaged beginning my day checking emails, followed by a quick trawl through Glow notices for anything of particular interest.

In 1967 there was limited availability of courses to assist in professional development. There was a folder in the staffroom which gave details of these but no obligation to make choices. This is a complete contrast to the situation within the profession since the ink dried on the McCrone Agreement and reflective practitioners were urged to examine how they might enhance their careers. There are now so many possibilities within teaching with opportunities for exchanges, research and secondments, all only a 'click' away. The LTS and GTCS publications promote these opportunities and give examples of so many success stories that the vibrancy of teaching would be instantly apparent to any reader.

However, despite the perception of many outside the profession that this is an occupation with regular hours and excessively long holidays, the reality is that the demands and pressures on teachers have never been greater and partners and families would confirm that teaching is a way of life, with deadlines and targets to meet, rather than a job with set hours. The ICT phenomenon has certainly not resulted in the paperless classroom and I possess an impressive and multiplying array of files and documents containing plans, assessment information etc.

Reporting has changed beyond recognition with the need to cover all areas of an expanded curriculum although, thankfully, computers make it so much easier to amend reports without re-writing. I must confess to a certain nostalgia for the two handwritten sheets I used to complete per pupil. Curriculum for Excellence has the potential to halt the influx of initiatives we have had to deal with over recent years and give classroom practitioners increased autonomy.

It is hard to imagine my life without school. Although I have endless plans for my next phase, I will miss so many things; particularly children's voices raised in song, my class listening, laughing, writing, chattering, the buzz of talk in the staffroom and the constant support of colleagues of all ages. Leaving teaching is one of the hardest things I have ever done.

Your perspective

It doesn't need to be unusual but, being yours, it will be unique. Send us your perspective, comprising no more than 500 words, to teachingscotland@gtcs.org.uk

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Latest comment...

would like to knowthe GTCS view on this scenario. I agree with Steve its a last option!