ABSTRACT
Teachers in every generation have had broadly the same responsibilities and followed a similar routine: arriving at school, teaching children, maintaining discipline, assessing work, liaising with colleagues and parents, writing reports, supervising break times and keeping the classroom in good order. Even so, there have been changes – some subtle, others dramatic – in the way that these familiar duties and functions are carried out and in societal expectations of teachers. Increases in political pressures have made schools a touchstone for measuring government success. Considerable amounts of money have been allocated to schools and colleges to promote higher standards of attainment. Countless numbers of documents, pamphlets, papers and publications have been written to support this or that view on how to achieve the best results. This chapter contains some, but by no means all, of the more significant changes and arguments for change, including two major reports in 2009 by Jim Rose and by Robin Alexander, and examples of recent government thinking. Meanwhile, teachers continue to serve faithfully and do their very best for the children in their care.
