JAYSON COX-DARLING, LEAD TEACHER FOR SEND, ST REGIS CE ACADEMY, UK Building blocks I am sitting on my living room floor helping my daughter with her homework. It’s phonics, and as I’m a specialist teacher, it is quickly delegated to me to help. I grab the DUPLO® blocks and a whiteboard marker and together we start […]
DR JESSICA TALADA, LIBERTY UNIVERSITY, USA Introduction Assessments are critical for providing targeted supports to students. Students must take assessments that provide teachers with a system for actionable processes for support. That system is contingent on utilising tools that target specific areas of need in order to provide teachers with guidance for how to support students. […]
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK Introduction Assessment can be described as a planned or unplanned process involving the review of learning and the utilisation of the outcome for various purposes. Teachers are the key drivers of an assessment process. They use the process to review what their students have learnt, understand […]
CIARAN ELLIS, CURRICULUM LEADER OF DESIGN AND TECHNOLOGY, LAURUS RYECROFT, UK Times are changing, within both the education sector and the wider world. This is unavoidable, and as educators we need to prepare our students for a future that we may not even be able to comprehend yet. The rate of technological development has been unfathomable […]
MOHAMMED JAMILI, FCCT MED, HEAD OF LEARNING, WAAD ACADEMY, JEDDAH, KINGDOM OF SAUDI ARABIA As an educator with over a decade of experience in the UK education system, and currently serving in a senior leadership role in an international school based in Saudi Arabia, the journey of assessment practices has been both enlightening and challenging. […]
SAM GIBBS, Trust Lead for Curriculum & Development, GMET NIKKI SULLIVAN, Deputy Headteacher, Beckfoot School In this article, we consider why the summative assessment of teaching and professional learning may persist, along with the associated problems. Secondly, we explore how the formative evaluation of CPD (continuous professional development) might support leaders in not only assessing […]
JO DAY AND PURVI GANDHI, TRENT COLLEGE, UK Introduction This article outlines a pilot case study of an innovative project-based induction model for second-year early career teachers (ECTs). The model, based on principles of effective continuous professional development (CPD), integrates essential mechanisms like goal-setting, feedback and action planning, as recommended by the Education Endowment Foundation (EEF, […]
KAREN BOARDMAN, KATIE SMITH AND RICHARD DOHERTY, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK Introduction This article outlines the impact and possibilities in supporting primary trainee teachers (across both three-to-seven and five-to-11 age phases) with their developing pedagogy, employing the new approach of intensive training and practice (ITaP) within initial teacher education (ITE). Given that […]
KYLE BAILEY, HEAD OF TEACHING SCHOOL HUB, ARK TEACHING SCHOOL HUB, UK ISABEL INSTONE, SECONDARY CURRICULUM LEAD, ARK TEACHER TRAINING, UK LEANNE JHALLEY, EARLY CAREER FRAMEWORK LEAD, ARK TEACHING SCHOOL HUB, UK NISHA KUMAR-CLARKE, NETWORK LEAD FOR PRIMARY PROFESSIONAL DEVELOPMENT, ARK, UK Assessment can help facilitators and participants on programmes to make better decisions about what they know and […]
Ben Dryden, School Partnerships Manager, Education Development Trust Laura Fox, Senior Education Adviser, Education Development Trust Douglas Fairfield, Education Adviser, Education Development Trust Aided by the government’s response to COVID-19, including the National Tutoring Programme, in-school tuition in the form of one-to-one and small group interventions has emerged as a popular strategy to address progress […]
Dom Shibli, Secondary Science PGCE Lead and Lead University Mentor, University of Hertfordshire, UK Chris Powell, Secondary Geography PGCE Lead and Admissions Tutor, University of Hertfordshire, UK Vicky Pateman, Head of Initial Teacher Education, University of Hertfordshire, UK For a novice teacher, stepping into the classroom can resemble a vast wilderness, navigating through uncharted territories. […]
PAUL SMALLEY, EDGE HILL UNIVERSITY, UK Many who gained qualified teacher status (QTS) before 2020 will remember a major feature of their training as amassing a huge amount of ‘evidence’ over time to demonstrate that they had met the Teachers’ Standards (DfE, 2012, but in place since 1993). This evidence, often contained in several folders-worth of […]
LIZ PYNE, ASSISTANT HEAD (TEACHING AND LEARNING), PRINCETHORPE COLLEGE, UK Introduction Providing feedback to students is nothing new. As teachers, we do this every day in verbal and written forms to enhance the progress of our students. However, embedding such feedback to ensure action by the students continues to be a frustration and a challenge […]
Rachel Eaton, Teacher of Geography and Lead Practitioner for Teaching and Learning, Whalley Range High School, UK The synthesis of inclusive education, social justice and mobility The concept of education as a form of social justice (DfE, 2017) is an incredibly broad brush stroke, which must consider many factors without idealism. When we think of […]
Teacher of Physics, Frankfurt International School I was introduced to single point rubrics (SPRs) a few years ago, initially trialling them before dismissing them as a useful tool. My introduction was an assessment rubric levelled for a mid-level student that ‘could be used for any/every student’. Assessing every student against a single statement felt like […]
DR MARLON MONCRIEFFE, PRESIDENT ELECT, BRITISH EDUCATIONAL RESEARCH ASSOCIATION (BERA), UK We have had a long era of government policy setting a particular direction for education, with national curriculum aims and contents influencing the delivery of curriculum, and inevitably shaping learning cultures in our schools. With a UK general election on the horizon, this direction […]
BENG HUAT SEE, STEPHEN GORARD, MARK LEDGER, KULWINDER MAUDE, NADA EL SOUFI, DURHAM UNIVERSITY CENTRE FOR EDUCATION, UK REBECCA MORRIS, DEPARTMENT FOR EDUCATION STUDIES, WARWICK UNIVERSITY, UK INTRODUCTION The most commonly cited reasons for teachers leaving the profession are excessive workload and poor working conditions (Long and Danechi, 2022). Teachers in England and across a […]
Kat Howard, Executive School Improvement Lead; Founding Chief Executive Officer, Litdrive, UK Does an absence of meaningful curriculum development in schools prompt the loss of teachers? There is a widespread and justified concern about the alarming shortage of teachers currently teaching in the UK and how this fails to match the staffing required in schools. […]
You can listen to an audio version of this article above. CAROLINE BARLOW, BECKA LYNCH AND EMMA SMITH, HEATHFIELD COMMUNITY COLLEGE, UK Research from the Teacher Development Trust and NFER (Worth and Van den Brande, 2020) found that teachers in England typically have lower levels of autonomy compared to other professionals, and suggests that there is […]
TAZREEN KASSIM-LOWE, TUTOR, PROFESSIONAL DEVELOPMENT LEAD AND PHD STUDENT, UNIVERSITY OF NOTTINGHAM, UK REBEKAH GEAR, LECTURER, NOTTINGHAM TRENT UNIVERSITY, UK This article explores how professional development (PD) can be used as a vehicle for promoting more equitable, responsive teaching. The PD model presented is defined as a ‘Research and Innovation Work Group’ (RIWG), commissioned by […]
