The Early Career Hub is our one-stop shop for trainee teachers, early career teachers, and those involved in supporting, coaching and mentoring those new to the profession.
Whether seeking top tips on how to maintain a work-life balance and manage workload and wellbeing, or more specialised advice on key approaches in those first days in the classroom, we’ve got you covered.
Content is helpfully linked to strands of the Early Career Framework, and includes accessible research articles on essential topics such as using technology, providing feedback and understanding how pupils learn.
We highly recommend that you use the Early Career Teacher booklet to support your professional learning journey. This workbook is designed to help you make the most of the resources below and help you effectively plan your ongoing professional development.
What kind of teaching do we need for the future we want? As global expectations for learners rise, so too do the demands placed on our teachers. While many education systems focus on what students should learn to thrive in an uncertain future, they also need to consider how to best support teachers so they, in turn, can help their students grow. That’s where our Teaching Compass comes in. It supplements the OECD Learning Compass, which set out a bold vision of student learning for the future.
It is a trying time to be a Trust, school, or college leader. Today’s education leaders face rising expectations, shrinking budgets, staff shortages, and mounting accountability pressures. They are expected to deliver high-quality education, drive improvement, support wellbeing, and lead inclusively—all while under intense scrutiny from Ofsted and performance frameworks. These challenges leave little room for strategic thinking or sustainable leadership.
Join Dr. Matt Silver and Mandy Gage in conversation with Jo Malone to explore how ethical leadership can shape the future of education.
In this webinar Sarah Chicken and Alison Porter will discuss the approaches they have used to develop innovative pedagogic practice in primary and early years settings. Their projects took place against a backdrop of policy change. In Wales, children’s participative rights are now part of the early years curriculum framework; in England, learning a Modern Foreign Language has become part of primary KS2. In conversation with Sinead Harmey and Bernadette Holmes, they will reflect on the role of classroom-based research in supporting professional development and the conditions that facilitate or hinder this.
