挑战最具挑战性的学校？Challenge the challenging schools? | 中英双语
screenshot source: https://ioelondonblog.wordpress.com/2018/02/12/our-greatest-challenge-what-is-the-best-way-to-support-the-most-challenged-schools/
在开始阅读之前请注意：
这只是一个中国学生出于兴趣的翻译练习( 本次内容主要是对最近一场辩论的博客总结)。尽管得到了学院的许可，但绝非这一系列博客的官方译本，且不保证翻译精准度，更像是带有个人色彩的解读。如果你想要知道原意，请以英文官网为准：https://ioelondonblog.wordpress.com/2018/02/12/our-greatest-challenge-what-is-the-best-way-to-support-the-most-challenged-schools/
Before you go, please notice:
This is just a Chinese student’s translation practice due to her own interest (the content is a translation of a blog post for the latest debate). Despite of permission from IOE events team and the author, this is not the official translation of the blog post, nor a 100%correct translation to the original ideas. It is more like a personal interpretation. If you would like to know the original ideas, please refer to: https://ioelondonblog.wordpress.com/2018/02/12/our-greatest-challenge-what-is-the-best-way-to-support-the-most-challenged-schools/
Our greatest challenge: what is the best way to support the most challenged schools?
我们面临的最大挑战：给最具挑战性的学校提供什么支持是最好的？
POSTED ON FEBRUARY12, 2018
IOE Events.
发布于2018年2月12日
IOE Events 团队
The fifth in our 'What if…?’ debates series, looking at how best to support the most challenged schools, featured the stellar line-up of the National Schools Commissioner, Sir David Carter, Sam Freedman of Teach First, Head of Passmores Academy (and 'Educating Essex’) Vic Goddard, and Lucy Heller, Chief Executive of the international education charity Ark.
“如果…”系列辩论的第五场关注的是如何最好地给最具挑战性的学校提供支持，参与辩论的嘉宾阵容强大：全英学校委员David Carter爵士，代表“教学优先”项目的Sam Freedman，以及Passmores学院的校长Vic Goddard（BBC 纪录片Educating Essex中的学校），以及国际教育慈善组织Ark的首席执行长Lucy Heller。
source:https://twitter.com/ioe_london
While some schools and students buck the odds, the correlation between disadvantage and lower educational attainment remains a strong one. This has been a central concern in education debate for some time, but it seems we keep taking two steps forward and one step back on (some might say one step forward and two steps back). We asked our panellists: if you were Secretary of State, what would you do tocrack this problem once and for all? This required some radical ideas; what we got was radical but also practicable (well, in theory at least – even the suggestion of moving Parliament to Sheffield; the upcoming re-fit does provide the opportunity, after all…).
尽管有些学校和学生就是能打破赌注，在不被众人看好的情况下逆袭成功，但处于劣势和较低的教育成果还是有着很强的相关性。在教育界人士的激辩中，这也确实一直都是关注的重点，但我们似乎总是向前走两步又往后退一步（有些人也会说是向前走一步，往后退两步）。所以我们向参与辩论的四位嘉宾提出提出这样的问题：如果你是内阁大臣，那么你要采取什么样的措施来一劳永逸地解决这个问题呢？这需要一些激进的想法；而目前我们需要激进的同时也需要实际上可操作的措施（至少从理论上来说，比如把议会搬到谢菲尔德去；似乎即将到来的改组确实给了我们这样的机会，但是毕竟…）。
source:https://twitter.com/ioe_london
Inevitably, the greater difficulties challenged schools face in recruiting and retaining teachers was a major theme. There are many potential levers at our disposal toaddress this. Some are monetary: paying off teachers’ student loans; helpingthem with housing; offering higher salaries. Other levers speak to teachers’working life, highlighting the need to 'de-risk’, in career terms, time spentin more challenging schools.
不可避免的是，具有挑战性的学校面临的更大困境是招聘并且让老师愿意留下来。在我们这次辩论所提出的倡议中，有不少可能有效的手段。有些是物质上的：给来这些学校任职的教师取消其大学时的学生贷款；帮助他们安居；提供更高的薪水。当然还有其他的措施比如在教师工作方面，重视'降低风险’的必要性，换句话说也就是这些具有挑战性的学校需要有更多的时间投入。
source:https://twitter.com/ioe_london
Vic Goddard set out why teaching in these schools is different: the teachers are generally youngerand less experienced (and often teaching outside their subject area);regardless of their career stage, they will also have much more work to dooutside the classroom. So, reducing these teachers’ contact time* issomething to consider. Professional development was also on the menu – ideallyin the form of a 10-year plan, and bespoke to the teacher but also to theclasses he/she is teaching.
Vic Goddard提出在这些学校中的教学之所以不同，在于：整体上教师队伍偏年轻而去缺少经验（往往教的科目不是自己本行）；不管处于什么职业阶段，他们也都有很多教学之外的工作要做。所以，降低这些教师的在教室里的教学时间*是非常重要的。在给他们提供的职业发展菜单上应该有专业发展这一项，理想状态下应该是有为每个教师量身定制的并且和他/她所教授的课程有关的十年计划。
source:https://twitter.com/ioe_london
This is the time that teachers spend actually teaching in class.
Across the panel and audience there was a spectrum of views on how directive the government should be in its management of the teaching workforce. Ultimately, there was a preference for a voluntary/incentives-based rather than conscription-based approach to encouraging teachers away from the leafy suburbs**. A notable insight was the extent to which schools are now 'growing their own’ teachers. In contrast to the almost missionary model of Teach First of old, which was lauded for simply getting 'high flying’ role models into disadvantaged communities, schools – and Teach First – are seeing real benefits from teachers returning to their former schools. And this related to a wider shift in thinking on socialmobility, more on which in a moment.
参与辩论的嘉宾和听众在政府该如何指示教师工作量的管理上观点各异。最终，大家都倾向于认为一个自愿的/基于鼓励的路径鼓励离开绿意盎然的郊区**去有挑战性的学校从事教师行业要比征兵式的方法好得多。值得注意的是，学校如何'培养他们自己的’老师。和'教学优先’传教士般的传统模式不同，各所学校-包括教学优先项目的学校-都在看到让老师回到他们的母校真是好处多多。这也和思考社会流动性这一更广泛的转型有关。
source:https://twitter.com/ioe_london
Accountability was of course the other stand-out theme, the sentiment of the discussion summed up in the comment that we 'should focus less on weighing the pig and more on how to fatten it’. Government must be able to act briskly where problems are emerging– but accountability cannot be one size fits all, and needs to be pro-active and supportive, not reactive and punitive. An apparent 'easy win’ would be to better delineate the roles of Ofsted and the Regional Schools Commissioners.
问责制当然也是一个备受瞩目的话题。整场讨论的观点最终可以归结为这句妙语：我们'应该少关注给猪称重还是多关注如何喂胖它’。政府必须要能够利索地解决正在萌生的问题—但明确责任界限不是一刀切，还需要有积极主动的承担和支撑，而不是消极被动的反馈或惩罚。这其中教育标准局和区域学校委员会所承担的角色就值得深入思考。
source:https://twitter.com/ioe_london
Getting more radical, there were calls for an end to grammar schools and private schools. In the same vein, the need for a re-balancing of competition and collaboration came through strongly. While a system will always encompass both elements, a greater emphasis on schools’ collective role in educating the whole of the community, and supporting each other to that end, should be more inspiring than dog-eat-dog competition. Sometimes this will need stronger regulation/lessautonomy – not least over admissions (and illegal exclusions).
更激进的想法是，有嘉宾号召终结所有的文法学校和私校。同样的论调还有，我们需要重新平衡竞争和合作的关系。尽管教育系统总是对两项要素都很重视，但是应该更关注学校在这个社区的教育中起到的整体性作用，这样的小鸟关乎职称会产生更有激励性的竞争，而不是狗咬狗的恶性竞争。有时候这会需要更多的规范/更少的自治—不只体现在录取人数（和不合法的开除）。
source:https://twitter.com/ioe_london
In amongst these strands there were echoes of the New Labour children’s workforce/multi-agency working agenda (Every Child Matters). This came sharply to the fore in relationto children’s mental health, support for which, all panellists were clear, isat crisis point. Funding cuts have eroded both in-school support as well asChild and Adolescent Mental Health Services, and children being turned awayfrom the latter simply rebounds on schools, and of course the pupils themselves.
这次辩论中有部分内容让人回想起新工党提出的“每个儿童都重要”。在提到儿童的精神健康时，所有的辩论嘉宾都态度清晰地表明现在是危机时刻了。由于资金的减少，无论是学校内的还是儿童和青少年精神健康服务中心所提供的支持都受到了损害，后者拒绝了儿童之后把问题又还给了学校，最终受伤的当然是孩子。
Universities are part of the mix. Why are our most selective institutions not enrolling the best students from across all schools? Why are they not opening campuses in higher education 'cold spots’ in the UK as well as overseas? At the other end of the pipeline, so is early years provision, where policy is, in the words of one panellist, being driven by electioneering around the needs of working parents rather than the needs of the most needy children.
大学情况更为复杂一些。为什么我们那些最精挑细选的机构没录取那些来自各所学校最棒的学生？为什么他们不在英国高等教育的'冷点’区域建立校园，或者建立海外校园？在供应链的末端，和早期教育一样，用一位演讲嘉宾的话来讲，政策是在努力拉拢工薪阶层的父母，为了竞选而在考虑他们的需求，忽视了最需要这些政策的儿童。
source:https://twitter.com/ioe_london
And this brings us full circle to the overarching problem – inequalities. Here the comments reflected the shift we’re beginning to see in the wider debate on social mobility – away from a '(rescuing) embers from the ashes’ model to a focus on distributing resources, including talent, in a way that helps all communities to flourish. Schools sit at the heart of their communities, so hopefully they will feel the benefit of this shift in sentiment very soon…
这就把我们带回了这个关于不平等的大问题。这就让我们想起之前在讨论社会流动性是的一些评论-远离'（拯救）尘埃里的灰烬’，转向关注资源的分布，包括天赋，以及如何帮助所有的社区都实现繁荣兴旺。学校坐落于每个社区的心脏位置，那么他们也应该也能够很快感受到变化所带来的好处。
source:https://twitter.com/ioe_london
*contact time：This is the time that teachers spend actually teaching in class.
**the leafy suburbs
Leafy suburbs in this blog refers to greener spaces that are attractive toindividuals and families, usually away from congestion, pollution, big citiesetc. – so in other words, what would drive teachers to leave the peace andquiet of suburbia to move to a less scenic, busier and more challenging area/environment to teach.
-2018.02.15 00:00 截止-
感谢你看到这里，也请你如果觉得有帮助，发给你觉得可能会感兴趣的朋友，一起开始讨论、辩论吧！哪怕争得面红耳赤，却仍然没能达成一致的结论也没关系，因为这本来就是最巨大的挑战，而你已经走出了第一步——不再假装它不存在。
Thanks for reading this, and it would be great if you are willing to forward and discuss even debate with friends on this topic. It does not matter if you have no consensus at the end, afterall it is the greatest challenge and you are not treating it as the elephant in the room.