More matter with less art. Probably.

I am an inveterate procrastinator, particularly when it comes to marking. Over the past two and a bit terms I have attempted to continue running the English department while also working on the Leadership team, in charge of (pause for emphasis) ruddy marking. Note the intensifier there. See also: endless; dreary; thankless; overwhelming-to-the-point-of-burnout.
I do subscribe to the @learningspy school of marking, as shown here and have tweeted Mr D to gain permission to share his flow chart with our staff as a whole. I duly delivered my updated Assessment Policy last November with its shiny new approach to student response. I displayed examples of improvements that students had made, some of which still demonstrated a yawning learning gap, illustrating the need to monitor quality of responses to feedback. Staff nodded and three months later, the impact on students has been pretty minimal. Part of this is my lack of time spent really pushing the concept with staff, coupled with the opportunity cost of All The Things but I have recently realised there is something else going on, probably best described as PPPFFFT TEENAGERS.
Our students are super-diligent but unless explicitly directed and monitored, are super-vague about acting on feedback. They politely explain they will make improvements next time but freely admit how little they really remember to. So why aren’t staff making space? The interplay between PPPFFFT TEACHERS and workload arising from PPPFFFT SLT initiatives could mean we only end up marking for the other audiences; parents, inspectors and the like. This is not what I want to give up my Sunday afternoons for*. Having decided to wind up the SLT job early to concentrate on English full time again, it’s time for the Michael Jackson approach; taking a look at PPPFFFT ME.
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