what I have learned is that research can really help us understand more about why things do or don’t work in the classroom, developing our conscious competence so we can play to our strengths.
Analysis from the NFER and TDT suggests teachers’ feelings of autonomy make a huge difference to their morale and intention to stay in teaching.
A guest post from Kathy Rastle (@Kathy_Rastle), Professor of Cognitive Psychology, Head of Department of Psychology, Royal Holloway University of London. We are
The urgency of taking climate change action cannot be overstated. In their recent report the Intergovernmental Panel on Climate Change
In recent years, there has been growing recognition of the importance of climate change education (CCE) in schools. However, despite
Alex explores a CPD approach that he and his colleagues have been using at Hunter’s Bar
“We need more people who are ‘clueful’ at helping teachers.” So said Dr Ben Goldacre in the Houses of Parliament
Resistance from colleagues is a familiar experience to many school leaders. In many cases this resistance is not unfounded.
The DfE finally published the 2013 teacher workload diary survey today and it contains a huge range of fascinating findings.
Teacher mentoring can be a powerful tool for CPD and school improvement – if it is done effectively.
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Join us to explore how leaders can tap into the power of great CPD and create cultures of professional growth that inspire joy and agency.
A one-day collaborative conference bringing together anyone interested in making staff development in education count.