Let me explain!

My students have really enjoyed trying to to tell colleagues at their school about MoE.
First they start with the theory and then they are usually asked to give a practical demonstration.
They have to prove themselves?
Show MoE can actually work?
Who knows?

I can remember when students were encouraged to not experiment on teaching practice, but to "...save that for the real job!."
Ermm...
There are a lot of positives around the developing world of MoE, but it is becoming clear to me at least, that there is an awful long way to go.
After how long? 30/40 years?
How much longer can this be sustained?

Handy Hints

Information, advice and guidance.
The jargon issue pursues us all in education, doesn't it?
Andy Kempe has discussed this, at length, and he is absolutely right.
If you get caught in the 'jargon' trap you will end up having to constantly defend your stance, point of view and so on.
This, it seems to me, is the 'trap' Dorothy has created for all of us who use MoE.
Our attempts to convince colleagues of MoEs value and worth will always be thwarted by her 'meta-language'.

I dare you to create, with me if you wish, a Dorothy Heathcote Glossary.
Then take it to your colleagues for their assessment.
I, for one, would really appreciate their thoughts and observations!