Are the acquisition of 21st century skills and the focus on accountability mutually exclusive?
What issues might stand in the way of inquiry learning in the school?
What issues might stand in the way of collaboration between teachers and teacher librarians to carry out inquiry learning?
I don’t believe that accountability and the acquisition of 21st century skills are necessarily mutually exclusive. Accountability can help us to focus our practice and become more effective teachers through its emphasis on evidence and reflection. However, the increasing complexity of this task is not given any extra time but expected to be completed on top of everything else and thus seems to be an additional afterthought for teachers’ workloads. Accountability procedures such as the development of PDPs, observation and submission of accreditation often feel like tick-the-box activities that are not necessarily effectively aligned with our actual practice. Perhaps more meaningful integration and more time is needed.
Increasing workloads and minimal free time are massive issues that I can foresee hampering my efforts to implement inquiry learning at school. Even though I work with some teachers who would be interested in this type of collaboration, finding time in our already busy schedules would be a huge ask. The increased workload resulting from the demands of online learning (not to mention the logistics) make collaboration in this current climate almost impossible. Even when we return to face-to-face learning, there’s no guarantee that the time we set aside to work on a collaborative project like this would be uninterrupted, and considering the difficulty we were experiencing in finding casuals to cover absent colleagues there is a high chance that these planning sessions would be instead taken up by one or more involved staff members being required to supervise these extra classes. It would be very hard to implement something on this scale when it feels like most of our staff are in ‘survival’ mode.