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Workload is one of the most common factors cited as the reason for teachers considering leaving the profession.
As part of renewed efforts to cut workload and strip away tasks that do not add value, the Department for Education (DfE) has promised to help schools simplify its data management and allow teachers to “focus on what actually matters”.
The DfE is now involving EdTech as an integral part of its policies and reviews and has said it will conduct research into the burdens of reporting in schools and the use of technology to support data collection.
The DfE has recently published a report by the Teacher workload advisory group which sets out recommendations and principles to reduce the unnecessary workload associated with data and evidence collection.
The report said an “audit culture” in schools is causing anxiety and staff burnout.
For schools, the report’s recommendations include:
Reviewing the time and impact of your current practice is essential and that means looking for systems which suit your needs. If it doesn’t have an impact on pupils, don’t do it.
Educational technology can be used to eliminate unnecessary workload by streamlining data management. It can free teachers from the numerous burdens of being a teacher leaving them to focus on teaching.
Research shows, that in school, the teacher is the most important factor on student achievement. It is critical therefore that they should only use technology if it frees and supports them to teach as well as they can.
For example, it makes sense that we use systems where teachers enter data once and all of the analysis and reporting is done for them.
Selecting the right technology is key and schools benefit the most from technology when the software can be integrated, meaning teachers don’t have to enter data into several different programmes.
Using specialist software to improve workflow and administration tasks such as reporting and data management is a solution to reducing excessive workload.
Well-designed technology like Class Charts has the ability to expertly manage and analyse core data and support teachers to thrive. It provides access to an up-to-date integrated data ecosystem so that school leaders can drive improvement.
As Lesley Duff, Director of Research at the NFER, says, “When used appropriately, the right data is a crucial part of effective teaching and an important element of the accountability system.”
Class Charts is precisely the “right technology” to do this because it uses simple data entry using colour codes and automates processes identified in behaviour policies such as issuing detentions and reporting behaviour incidents to parents.
This helps keep a laser-focus on persistent low-level behaviour and supports keeping exclusions down.
It’s exactly the sort of resource that can make a difference as an early-doors behaviour intervention and make data work in the best interests of students.
With Class Charts you can expect the following:
Teachers can have much-needed information on a student’s progress, attendance and punctuality instantly, making interventions and communication with staff and parents simple and effective.
Class Charts enables teachers and school leaders to monitor very effectively students’ successes and areas for development.
Making the data work isn’t all one way. Parents have to be kept in the loop and this is where Class Charts can make home-school communication an authentic exchange of information.
It does this by securely sharing achievement and behaviour and keeping them up to date in real-time. It lets schools tell them about attendance and homework too. Class Charts makes all this this manageable through its automated reports.
Using Class Charts enables schools to work smarter and more efficiently. It is a platinum classroom management tool and a dynamic resource for reducing teacher workloads, helping staff gain a better work-life balance.
Class Charts is the perfect fit. It a sophisticated resource for keeping things simple.
Book a demo for a 30-day free trial: classcharts.com/demo.
John Dabell is a teacher with 20 years’ experience in primary and secondary schools, an author of maths, science and English books and a trained Ofsted inspector.