In a world where self-promotion has rather shamelessly crept into education, the real heroes are not those who we may follow on Twitter, read about in leadership manuals or hear speak at conferences, but those who are at the chalkface.
These are the teachers who seek no recognition beyond a set of decent GCSE results; a thank-you from their headteacher every now and again and, best of all: “Thanks Sir/Miss, I enjoyed that lesson”.
They haven’t got time to attend every single TeachMeet in their region, read every piece of research written, attend every conference around the country on their subject area or update their blog. Does that mean they don’t care as much as those who do? No chance – they’re too busy marking and planning.
I found this interesting and a little challenging. Of course no-one attends ‘every’ TeachMeet, reads ‘every piece of research written’, or attends ‘every conference around the country’, but the suggestion that ‘real teachers at the chalkface’ are too busy marking and planning to entertain attending professional development, reading research, or blogging, implies that those who do make the time for these activities are perhaps neglecting their teaching jobs. Otherwise, how would they have the time? It also implies that these activities aren’t a valuable use of teachers’ time.
I agree with Claire that we shouldn’t pursue gurus and heroes in education. My PhD reveals the importance of leadership that is deliberately invisible and empowering, rather than visible, focused on the leader, or driven by outward performance. I’ve spoken of the silent work of coaches and leaders. And as a full-time teacher and school leader who also tweets, blogs, and writes peer-reviewed papers and chapters, I know the tricky balance between self care, time with family and friends, and service to the profession and to my students.
I wonder, though, about the implication that those who are on Twitter or presenting at conferences are shameless self-promoters or narcissists seeking heroic guru status. Many of those who tweet and blog, I would argue, do so because they are interested in learning from others, sharing their own perspectives and experiences, and engaging with educators from around the world.
Part of what keeps me blogging is that it helps me think through ideas and get feedback from others. Another part is how useful I find the blogs of other people in helping or challenging my thinking. I also see blogging and academic writing as a service to the profession and a way to reclaim the narrative of education from those normally at its apex. It is why I am involved in the Flip the System series of books, which offer and value the voices of school practitioners—those working at the whiteboard, in the playground, and in the boardroom—that are often ignored in education reform, and yet are crucial voices to drive change in education. As Jelmer Evers and René Kneyber suggested in the first Flip book, teachers and school leaders can be agentic forces in changing education from the ground up by participating in global education conversation.
When I asked Claire on Twitter whether she saw all who tweet, share, blog, and present as shameless self-promoters, she responded, “Not at all. I’m all for sharing and learning. We all get on with the job in the way that suits us.” We seem to agree that different things work for different people. I don’t expect everyone to use their time as I do. There are benefits and costs to choosing to spend evenings, weekends, and holidays on professional activities or presenting at conferences. Last year I paid the price of going too hard for too long without a break.
For me, social media provides an avenue for sharing, learning, and connecting. I can tweet out my thoughts into the nighttime abyss, and somewhere, someone in the world is there to respond. I found this especially useful during the isolation of my PhD. I connected via social media with generous, supportive academics, researchers, and doctoral candidates from around the world who provided crucial advice and moral support.
My understanding of the world is broader for the conversations I have with those around Australia and the world, on social media and at conferences. These conversations and relationships allow me to see outside of my own context and my own perspective. They spill sometimes into productive collaborations that shape my thinking. I wrote here that:
In a world in which we are more connected than ever, we can be buoyed, empowered and supported by our connections…. We can pay forward and give back. We can … share our knowledge, contribute our time to help others on their journeys, listen to others’ stories, and celebrate others’ milestones.
Do I think we should acknowledge and celebrate the quiet daily work of committed teachers? Absolutely. Do I think we should encourage teachers to be mindful of workload, wellbeing and self care? Yes, yes, yes. Do I think this is mutually exclusive from professional learning, engaging with research, interacting on social media, or writing blogs? No, I do not.