Supervision has a long and illustrious history as a professional practice across multiple disciplines that are concerned with positive outcomes for children, young people and their families. Defined as a work-based learning relationship, it is a reflective space where those involved – either in relational dyads or in small groups – commit to purposefully engaging […]
EDDY LI, LANGUAGE SUPPORT OFFICER, HONG KONG While working as a newly qualified teacher in Hong Kong, I often reflected upon, and explored with my colleagues, which classroom strategies might help to support the learning of all children. From time to time we felt uncertain about our own capacity to develop more inclusive practices. This […]
One of the biggest causes of stress for teachers is behaviour management (Education Endowment Foundation, 2019). This stress can be escalated when you use every behaviour management strategy under the sun, only to find it unsuccessful. The frustration of why it did not work can bother a teacher for a long period of time, and […]
In a climate where teachers’ response to traditional continuous professional development (CPD) and feedback from formal observations is often ‘passive’ (Danielson, 2009), Teacher Rounds (Del Prete, 2013) are an innovative form of professional learning, which take place in the context of the classroom. The Teacher Round protocols ensure a safe environment for teachers to work […]
We live in an age of rapid change, with pressures that are increasingly global alongside the everyday stresses and successes created by our individual lives. The rapid pace of change is driving opinion on what type of education can best prepare pupils for the challenges and opportunities that are ahead. In its perspective on this […]
Since the end of the 19th century, journal clubs have been used in medicine as a social way to read and discuss new research. By the 1980s, many medical training programmes included mandatory journal clubs, with a focus on the development of critical reading skills as a way of promoting critical appraisal in evidence-based medicine […]
Humour is a fundamental part of our everyday lives and is a shared characteristic across all cultures. We enjoy the playful humorous interactions that we have with others and we actively seek humorous stimuli in a variety of forms. Humour can act as a social lubricant and has been associated with improvements in a number […]
At Ambition Institute, we have come to hold what we see as a different perspective on school leadership from the orthodoxy – one with an increased focus on the specific educational work of school leaders and the expertise that they need to do it well, and a reduced focus on generic leadership concepts. In this article, we […]
It is difficult to use the word ‘love’ without risking alienating those who will immediately perceive it as a ‘fluffy’ concept, and one that has no place in leadership discourse. Byrne-Jimenez and Yoon (2019) suggest that even writing about ‘love’ will make some people feel uncomfortable, so an important distinction needs to be drawn between […]
It is widely acknowledged that improving the quality of teaching and leadership are two of the key levers for improving educational outcomes (Hattie, 2003; Leithwood et al., 2019). The provision of high-quality professional development is vital to that mission and should be seen as a key driver not only of staff development but also of […]
Current state of children’s mental health The discussion about children’s mental health and emotional wellbeing in schools has become a much talked-about topic for very good reason. Half of all mental ill health manifests by the age of 14, and 75 per cent by the age of 24 (Kessler et al., 2005). In the UK, […]
In 2018, the Education Endowment Foundation published some guidance for schools on Metacognition and Self-Regulated Learning, which we are told provides ‘high impact for very low cost, based on extensive evidence’ (p. 4). Naturally, schools are keen to put these impactful ideas into practice. However, teachers are not always clear about what ‘metacognition and self-regulated […]
I know, we are being inundated. From this account to that account, none of us can get away. To be mindful and free, open and breathing: there’s a buzz surrounding it, right? And to your dismay, no, I am not going to follow that up by bemoaning how it’s just a fad, a rage, or […]
Join Professor Sam Twiselton (Vice President of the Chartered College of Teaching and Director of Sheffield Institute of Education) and Katy Chedzey (Head of Teaching, Learning & Assessment at the Chartered College of Teaching) as they provide advice and guidance to student teachers and NQTs, supporting them to: Recognise the value of professional learning as […]
‘Cabin fever’ was how President Donald Trump chose to justify American citizens protesting lockdown restrictions on the steps of state capitol buildings in Austin, Lansing and Madison last week. Teachers are also feeling a little cabin fever right now: ours is brought on by a creeping sense of the life chances being denied to vulnerable students each […]
A staple of every school that I have taught in is the staff farewell session on the final day. Last year was no different. As the speeches started rolling in, one theme emerged and that was the theme of kindness and acknowledgement. It was great to acknowledge our peers who helped us and learnt with […]
Teachers are amazing. By entering the teaching profession, you’ve committed to making a real difference to each and every child in your classroom. We share a phenomenal opportunity to make a real positive difference. Every single day, we’re able to inspire, guide and enable the young people we teach to achieve great things. We may […]
Leading in difficult, challenging and unprecedented times – where there is no predictability, no certainty and potentially no end in sight – requires a different type of leadership, a different form of leadership practice. In this global lockdown, education has been rebooted as a home-based, technology-enabled, remote activity with zero physical contact. What we know […]
The public health emergency caused by Covid-19 Coronavirus has challenged accepted practice in schools around the world. The nature of that challenge is twofold. First, how teachers and school leaders ensure their students’ education can continue while school buildings remain closed. Second, how schooling itself should change once those buildings inevitably re-open. The Education Endowment Foundation sensibly reminds […]
Motivation is best thought of as the mental mechanism which allocates our attention. And because what we attend to is what we learn, motivation has an impact on learning. Based on this definition, it is a misconception to think of pupils as simply being motivated or not. Instead, it is more productive to think of […]
