One of the problems facing the teaching profession today is that we have become accustomed to looking for deficits in our work. This blogpost is about where I think this ‘deficit model’ approach comes from, how I think it has gained traction, why I think it is a wrong-headed model to take at present and what I think school leaders (of the middle and senior leader variety) could and should do to reframe the paradigm in order to ensure that we see the surpluses in our teachers and schools, rather than the deficits.
1782, from French déficit (late 17c.), from Latin deficit “it is wanting,” indicative of deficere “to be deficient”.
1580s, from Latin deficientem (nominative deficiens), present participle of deficere “to desert, revolt, fail,” from de- “down, away” (see de-) + facere “to do, perform”.
The etymology of the noun ‘deficit’ is much as you…
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