Effective teacher CPD improves teaching and learning and has one of the largest impact on student outcomes (Hargreaves 1994, Craft 2000). This means that getting it right is crucial. However, when it comes to CPD, how do we know we are getting it right? It’s a topic I discuss regularly, and it’s often the case that the answer I get tallies with research that states that CPD evaluation is often a neglected step and that many school leaders struggle to carry out any sophisticated, in-depth analysis (Porritt 2005, Goodall 2005).
In addition to academic development, the classroom is the perfect place for children to develop their characters. Character development helps children to build key social and personal components, such as a sense of morality, self-belief, and integrity; valuable traits that will continue to help students throughout the rest of their lives. This article outlines the best activities for inspiring character development in the classroom.
With so much emphasis on academic outcomes and the growing concerns about the mental and physical wellbeing of many students today (as well as some teachers and parents), how can we give young children and adolescents a rich, fully rounded, holistic education that enables them to fulfil their true potential and prepares them well for life as informed, active and dynamic global citizens?
There is no question that the technological age has changed all aspects of our lives: our constant need to check social media, scroll through our emails and post our whereabouts is almost becoming an obsession. Initially, findings discovered that this phenomenon was mostly prevalent amongst teenagers, however recent research has revealed that middle-aged women too have succumbed to the technological age, perhaps in a bid to ‘keep-up’ with their offspring, or maybe a way to while away a little ‘down time’ – a release from the humdrum of ‘normality’.
MemorAbility is a new and important programme designed for children in Nursery, Reception and Years 1 and 2. The resource has been created specifically for the pupil who is having difficulty learning to recognise letters, blending sounds and learning to read through either a phonetic or a visual approach.
This December, teachers and school leaders from across the UK will head to Oxford’s Cheney School for #TMOxford. Taking place on Thursday 15th December and organised by assistant head Amjad Ali, this annual, nationally-trending Christmas TeachMeet is returning for the fourth time, and once again attendees will be treated to a wealth of top-shelf speakers. Innovate My School are proud to be one of the sponsors for this event with a small selection of prizes, and each delegate will receive a copy of the newly-released IMS Guide 2016/17.
Teaching entrepreneurship as an academic subject has been a hot topic for years. Well-known business leaders such as Richard Branson have called for schools to “come up to date” and devote more time to entrepreneurship, and the Government has backed various initiatives and entrepreneurial competitions in schools.
Take stock for a moment and consider three revolutions that are taking place, and how today’s young children and adolescents are beginning to respond to the ‘17 Sustainable Development Goals’ agreed by world leaders of 193 countries in September 2015. The ambitious Action Plan to find lasting solutions for the 17 Global Goals started on 1 January 2016 and will continue to 2030 – during the critically formative years of today’s schoolchildren. What kind of world do they want in 2030 as young adults?
“Effective leadership coaching can happen on the dance floor of conversation.” -
John G. Agno
There are many definitions of leadership. Some highlight the importance of highly-developed professional skills and knowledge; others dwell on the importance of personal skills. A number of researchers state that leadership begins with the character of leaders, their emotional intelligence, self-awareness, personal values and beliefs. As Will Ryan (2003) pointed out: “If You Scratch a Good Head…You Find a Moral Purpose.” Other researchers rightly state that without a clear operational strategy or a strong strategic plan of how to communicate and achieve goals and create vision, success is not possible.
Independent learning has many different names - child centred, personalised or self-regulated - but at its core it is the process of shifting responsibility for the learning process from the teacher to the pupil. To achieve this outcome successfully, pupils need to have a deep understanding of their learning, be self-motivated and willing to collaborate with the teacher within the learning environment according to a 2010 white paper presented at the British Educational Research Association (BERA) Annual Conference.