Professor Dame Alison Peacock in conversation with Amjad Ali of BAMEed, Vivienne Porritt of WomenEd and Rae Snape of #CambsEdFest The ‘staffroom sessions’ are being run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. These sessions challenge us all to consider a long-term approach for education. Join […]
Stephen Munday CBE talks to Stephen Betts, CEO of Learn Sheffield and Christine Gilbert CBE Chair of Camden Learning The ‘staffroom sessions’ are being run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. These sessions challenge us all to consider a long-term approach for education. Join the […]
A long term plan for developing and supporting the teachers and leaders of tomorrow. Professor Dame Alison Peacock chaired a discussion with Viv Grant, Barnaby Lenon CBE , Dan Morrow and Professor Sam Twiselton OBE. The ‘staffroom sessions’ were run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. The sessions challenge […]
According to Singh and Kwhali (2015), the term ‘BAME’, also known as ‘visible minority’, is broadly documented as referring to black, Asian and minority ethnic groups. Generally, the term is used to address the diversity and multiculturality in a group of people in order to identify marginalisation and segregation patterns. An ally is ‘any person […]
Find out more about the Early Career Framework at our Q&A webinar taking place April 21st In this exclusive member-only update, we heard from Gareth Conyard and Frances Blurton from the Department for Education who shared an overview of the Early Career Framework and how it will support NQT development going forwards. We also heard […]
Join Fellowship (FCCT) and be recognised and celebrated for your achievements and commitment to the teaching profession Develop your expertise through our Certificate for Evidence-Informed Practice programme Develop as a leader and be recognised for excellent evidence-informed leadership with Chartered Teacher (Leadership) Status In this online event chaired by Professor Dame Alison Peacock (Chief Executive, […]
Achinstein (2002) suggests that conflict is essential in a learning community. Yet, while some communities will be conflict-embracing, others will externalise the conflict and become conflict-avoidant. Over the past five years, I have been using lesson study to support the development of a learning community in my school, so that it is increasingly conflict-embracing. In […]
In the early stages of your teaching career, it’s not uncommon to feel overwhelmed by the many demands of day to day classroom teaching. Teaching is a challenging but highly rewarding profession and with the added pressures of remote/blended teaching and learning, effectively managing your time and workload is more important now than ever. Additionally, […]
Judith Bruce-Golding, Researcher and SEND Teacher, University of Birmingham, UK Studies over the past 10 years have documented different school leadership approaches and how they influence students as well as individual staff members, including teachers’ career trajectories (Mboyo, 2017; Callender 2018, Bruce-Golding, 2019). Given the lack of black and global majority teachers and leaders in […]
Paul W. Miller, PhD, Professor of Educational Leadership and Social Justice; Principal Consultant and Director, Educational Equity Services, UK I am pleased to have been asked by the Chartered College of Teaching to guest edit this issue on teacher recruitment, retention and progression. These issues (recruitment, retention, progression) are fraught, and examining them together provides […]
ANTONINA TERESHCHENKO, SENIOR RESEARCH FELLOW, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK PROFESSOR MARTIN MILLS, DIRECTOR, CENTRE FOR TEACHERS AND TEACHING RESEARCH, UCL INSTITUTE OF EDUCATION, UK Reviews of the composition of the teacher workforce in England have shown a persistent shortage of black, Asian and other minority ethnic (BAME) teachers […]
Graham Chisnell, CEO, Veritas Multi Academy Trust, UK In this reflective piece, I explore the benefits of creating a culture of talent management within schools, and how this builds career pathways for teachers and strengthens staff retention. Through the springboard of a research trip to Singapore, Veritas Multi Academy Trust have devised a system of […]
Vivienne Porritt, Strategic Leader, WomenEd; Vice-President, Chartered College of Teaching; Leadership Consultant, UK Lisa Hannay, Strategic Leader, WomenEd; Senior Leader, Centennial High School, Calgary, Alberta, Canada Parm Plummer, Strategic Leader, WomenEd; Senior Leader, Victoria College, St Helier, Jersey England has a severe teacher retention crisis, with 32.3 per cent of newly qualified entrants to […]
During this online event in collaboration with Oak National Academy, attendees had the opportunity to hear from Matt Hood OBE (Principal, Oak National Academy) who shared information around Oak National Academy and how they are supporting the profession throughout the pandemic. We were also joined by Curtis White (Assistant Headteacher and Curriculum Leader, Royston St John Baptist CE […]
Differentiation is a pragmatic process that enables teachers to maximise each student’s learning in the long-term. It is a process of giving students appropriate levels of feedback, scaffolding and targeted practice to support them in achieving these common learning goals. In this webinar chaired by Dr Lisa-Maria Muller (Education Research Manager, Chartered College of Teaching), […]
This viewpoint on Ofqual’s proposals regarding summer examinations in 2021 is written by Dr Mick Walker, Former Teacher, Researcher, Fellow of the Chartered College, and an expert in educational assessment. The views presented here do not necessarily represent those of the Chartered College. Views on the best way forward are very varied across the sector. […]
This viewpoint on Ofqual’s proposals regarding summer examinations in 2021 is written by Shirley Clarke, Former Primary Teacher, Lecturer and Researcher, Fellow of the Chartered College, and an internationally-renowned expert in the application of formative assessment in practice. The views presented here do not necessarily represent those of the Chartered College. Views on the best […]
Back in October last year, I wrote for Schools Week about the complexity of the debate between exams and teacher assessment, and how I am always amazed and somewhat impressed by those who consider the solution to be entirely clear-cut. Now more than ever, the competing priorities and challenges seem almost impossible to reconcile, and […]
This viewpoint on Ofqual’s proposals regarding summer examinations in 2021 is written by Michael Chiles, Geography Teacher, Head of Department, Principal Examiner and Chartered College Council Member. The views presented here do not necessarily represent those of the Chartered College. Views on the best way forward are very varied across the sector. For a different […]
On average, 1 in every 29 children will be bereaved of a parent. That’s one in every class. Yet many teachers receive no bereavement training and are unsure how to support grieving children and young people in their class. It’s vital that schools have a bereavement policy and procedure and teachers and staff understand how […]
