Archive | Teacher Development

happy children running in school playground

The ‘Wellbeing ecosystem’: an essential condition for learning and achievement for all schools

With Teresa May’s recent pledge that every secondary school teacher will receive free mental health training, the profile of mental health and schools is raised once again. Do schools view wellbeing as an ‘added extra’ or firmly embedded within the culture and ethos of success? Penny Webb explores the research of Sue Roffey and argues […]

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Education Excellence Everywhere cover

The White Paper – whose evidence is it anyway?

On 17th March 2016, the Government published its white paper Educational Excellence Everywhere. This is the second major, recent government document that uses the term ‘evidence-based practice’ frequently…Educational Excellence Everywhere uses it 27 times, including nine times in the short section about initial teacher education.

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Montage of workplace faces and images

Supporting teachers in their role: making the case for formal supervision in the workplace

The challenges that children and young people face in their everyday lives clearly have an impact on their ability to access and engage with their learning. And listening and attending to these issues is part of the daily work of many education professionals…At best this can be exhausting – at worst the ability of teachers […]

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climbing silhouette

What happens to schools who host lots of student teachers?

For a number of reasons it’s getting harder to find schools to say yes (to student placements), with two factors above all cited – the fear of the progress data of a particular class getting damaged by teaching from a very inexperienced student and, similarly, ‘our data isn’t good enough and we’re expecting an Ofsted […]

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tree roots

Avoiding Newspeak: Why we need the critical voice of Higher Education in Initial Teacher Education

Given that teachers in schools can be positioned principally with being policy enactors and that education policy tends to be deeply implicated in political imperatives, some alternative perspectives are required if the thinking in schools is to evolve beyond the constant bending to policy initiatives…

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tangled cables

Should we review the impact of radical unpredictability in ITE?

The Carter Review comes after a radical restructuring of the ITE funding mechanism, giving much more money to schools and incentivising them to train their own teachers alongside traditional university-led routes into teaching…It’s interesting to speculate what such a report might have said four years ago. At that time the DfE could have taken a […]

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burst water pipe

Reviewing ITE – are we asking the right questions?

…Let’s start a serious conversation about retention and teacher development, to stop the wholesale wastage of expertise in both schools and universities to which the current situation is leading and to show that we are serious about sustainable, long-term investment in the thing that matters – the quality of teaching in schools.

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Man made of cogs

QTS: How meaningful is it anyway?

It seems axiomatic that if there is a choice between appointing someone to a teaching post who is ‘qualified’ and someone who is not it makes sense to appoint someone who is ‘qualified’. However…we may be wise to see the notion of being ‘qualified’ to teach in its broadest sense and this leads into questioning […]

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