In the old days.....

I often try to compare what paper work was like when I first started this journey...to what the expectations are of today.

When I first started in this career, we hand wrote reports on carbon paper and if you made an error, you had to re-write the whole report.  My LTP consisted of a term overview, and sometimes up to 20 pages of curriculum area planning (this was never checked!).  Then of course there was the good old weekly planning book, with pages divided up into 5 periods which were for reading, writing, maths and topic (science/social studies) with a smattering of the arts and regular PE/Sport.  We did spelling tests and running records and pre and post tests for maths and topic studies.  For summative testing we used the good ol' PATs which are still used to this day.  We created and used our own tick sheets indicating student achievement, objectives broken down to specific skills based on the outcomes we wanted at the conclusion of the lesson/unit/term.  Practically all of our 'assessment' was done through rich tasks, in the classroom lesson action.  I had an anecdotal notebook, which I divided up into student names and wrote in as I taught group lessons, or spotted something during whole class teaching, or noticed something while I was marking work.
I didn't have any professional peers observe me teach, nor was I modeled for.  PD consisted mostly of day courses, usually on my own, and chosen by me around what caught my eye in the course folder or was mentioned in staff meetings.  My LTP overview was checked each term and, my weekly planning was checked maybe once a term.
When planning for the week ahead, I tried to set nights aside during the week (usually on a Wednesday and Thursday) to plan the following weeks reading and maths lessons...and then I'd complete the rest of the planning on a Sunday for a couple of hours.  If I didn't get the reading and maths planning done during the week, my Sunday planning would go anywhere from 3-5 hours.  I don't consider that my planning was just me sitting down writing in my weekly planning book - it including making the resources I wanted to use during the following weeks lessons.  To guide all of this was the NZ Curriculum, which consisted of a number of different documents/books covering each curriculum area.  They were very specific and 'full', it was difficult to fit it all in.
Teaching back then was simpler because it didn't include the accountability that is required these days.  But I worked hard!  On top of all that planning was the marking, monitoring and anecdotal notes.
These days, we have computers.  Reports are typed, and if an error is made we just delete it and fix it on the spot and this generally happens before we print.  Long Term Planning consists of a yearly overview, a term overview, an integrated unit plan (collaboratively developed in teams) and data analysis.  Weekly planning is done online and consists of an overview and detailed whole class and group lesson plans which include learning intentions, success criteria, key learning ideas, key questions, lesson sequences and underlying 'thinking' the teacher wishes students to achieve.  This planning then threads into the 'class site' which is the students access to their learning.
People generally type 100 times faster than they write, so one bonus is that creating planning is a lot easier - but we tend to do more of it (not keep it simple).  There is a lot available on line, so making resources using pen/felt and paper isn't needed as much.   Planning is checked regularly by lead teachers and critiqued.
Assessment consists of Easttle (reading/writing/maths), running records, GLOSS, JAM,  PATs and STAR.  We try to spread these out, but some tests obviously take longer than others and each test is expected to be analysed to inform teaching.  To add to this is 'student voice' which includes self assessment from the students, and student reflections.   To guide all of this we have the NZ Curriculum, which includes the wonderful Key Competencies, and over the past 5 years...National Standards.  Mixed in with this are other documents like the ELLPs.

The main difference I see in today's teaching world, compared to yesteryear, is the accountability.  Teachers are held to account a lot more today than they ever were 20 even 10 years ago.  The magnifying glass constantly hovers, leaving teachers feeling stressed and tired at the mountain of paperwork expected of them.  I also think this leaves student feeling stressed and tired at the overwhelming curriculum that they are expected to cover in one year.  Students are pressured by parents, teachers and their peers to reach every expectation.  Gone are the days children came to school to read and write, develop social skills through play.  Now, it's all about striving to reach that next level!  As teachers, we have to remember - kids won't learn if they don't like it, and they will learn if they're having fun.  We just need to find the balance and understand that classroom teaching is the job that NEVER ends...there's always something to be done!  So, prioritise, think smart, and keep things as simple as possible at every level.  Work SMARTER, not HARDER!

Rita Pierson: Every kid needs a champion

This particular TedTalk is one I've gone back to a number of times...it's reminds me "Why" I'm in this profession.  It's the relationships that should be at the forefront of what we do - not just with the children we teach but with the colleagues we teach with.  As the old saying goes...it takes a village to raise a child...it takes a whole school to educate a child!  As teachers it's important that we support each other, collaborate with each other...and yes...like each other.  The strong, collaborative environment and the relationships I have with staff and students is what I get out of bed for each day.  I am a very lucky teacher!