LYN DALE, CAMBRIDGE ASSESSMENT ADMISSIONS TESTING, UK ALISON FOX, THE OPEN UNIVERSITY, UK ROB LOE, RELATIONSHIPS FOUNDATION, UK ANNA RICHARDS AND KATE SIDA-NICHOLS, SUFFOLK AND NORFOLK SCHOOL-CENTRED INITIAL TEACHER TRAINING, UK BEN WINKLEY AND EVELIN GAÁL, EIDO RESEARCH, UK The role of personality in teacher retention Personality, or people’s preferences in how they think, feel […]
Tanya Ovenden-Hope, Institute of Education, Plymouth Marjon University, UK There is a discord internationally between the ‘agencies’ that control the supply and quality (teacher status) of the school ‘workforce’, such as the Department for Education on behalf of the government in England and the government and Swedish Association for Local Authorities and Regions (SALAR) 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 […]
Lisa-Maria Muller, Chartered College of Teaching, UK Josephine Booth, Michael Coldwell, Emily Perry, Sheffield Hallam University, UK James Zuccollo, Education Policy Institute, UK Recent data suggests that, despite some signs of progress, teacher recruitment and retention are likely to remain issues over the next few years (Worth, 2020; DfE, 2020a). While teacher retention improved slightly […]
REBECCA MORRIS, DEPARTMENT OF EDUCATION STUDIES, UNIVERSITY OF WARWICK, UK BENG HUAT SEE AND STEPHEN GORARD, SCHOOL OF EDUCATION, DURHAM UNIVERSITY, UK There is widespread concern about the shortage of schoolteachers in England. In some regions and some subject areas or phases, finding and retaining appropriately qualified teaching staff is a major challenge for school […]
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 […]
KATHRYN SPICKSLEY, SCHOOL OF EDUCATION, UNIVERSITY OF WORCESTER, UK This paper reports on selected findings taken from a research study that explored the professional identities of early career teachers (ECTs; defined as having up to five years’ teaching experience for the purpose of this study) working in primary schools in England that were situated within […]
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), […]
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 […]
Increasingly our schools and school systems feel driven by concerns around the likes of OFSTED inspections and league-tables. School leaders are increasingly forced to ask “what would OFSTED think?” rather than “what is the right thing to do?” when making decisions with their leadership teams. No wonder we are in a motivational crisis today, with […]
What’s the idea? Pupils in school need opportunities to engage in social action aligned to the school’s values. Core educational purpose often focuses on the school-leaver as the end product. An alternate approach might instead involve imagining students a decade after they leave school. What might they be doing in their late twenties? How would […]
What’s the idea? Young people across the country take part in activities that ‘make a positive difference to others or the environment’ (Angus, 2019); this is youth social action. Opportunities to participate in youth social action are frequently talk-rich. Whether collaborating with others or pitching their ideas, students are developing their oracy skills and relying […]
What’s the idea? As goals for all people of our planet, the 2030 Sustainable Development Goals (SDGs) require educators to develop a deeper understanding of how social action is pivotal to sustaining our planet. Developing a curriculum, culture and pedagogy underpinned by the goals of social and environmental justice means developing an awareness of the […]
What’s the Idea? Philanthropic citizenship, is a dimension of citizenship behaviour, associated with intentions and actions that produce public benefit for example helping, mutual aid, volunteering, social action, charitable giving, advocacy and activism. Philanthropic citizenship education moves beyond ideas of ‘charity’, instead embracing a ‘social justice mentality’, where children are encouraged to critically explore and […]
How we can support teacher career progression is the subject of much debate, and has important implications for the development of individual teachers and the retention of the teaching workforce. There are many barriers to career progression that teachers may face, as well as positive actions that can be taken to address them, in terms […]
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]
Please note, parts of this webinar recording have been edited out due to connection issues on the day. We apologise for any inconvenience caused. In this webinar recording, Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching) shared inspiring stories from her career, reflecting on children that challenged her, how she met their individual […]
In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. The 10 Principles of Instruction are as follows: Principle 1: […]
