teacher professional development Archives

Teaching teamwork made easy with a simple ABC guide

December 13, 2024

The article “Teaching Teamwork Made Easy with This Simple ABC Guide” by Gemma Hewson, published on December 13, 2024, in R.I.S.E. Magazine, presents a straightforward ABC approach to enhance teacher collaboration for addressing classroom challenges.

At Badock’s Wood E-ACT Academy, regular Friday briefings provide a platform for teachers to share strategies and brainstorm solutions, fostering a supportive environment that benefits both new and experienced educators.

This collaborative practice has led to effective changes in teaching methods, positively impacting student progress and staff morale.

The article emphasises that such teamwork not only addresses immediate classroom issues but also contributes to a cohesive and motivated teaching community.

4 Strategies for Tech-Enabled Safeguarding

November 29, 2024

In the article “4 Strategies for Tech-Enabled Safeguarding” in Teach Secondary magazine, Matt Tiplin, the VP of ONVU Learning and former MAT senior leader, teacher and Ofsted inspector outlines key approaches for integrating technology into school safeguarding practices:

Set Clear Policies and Procedures: Develop unambiguous guidelines to ensure all staff understand their roles in protecting students online.
Establish Robust Systems for Safeguarding Support: Implement software that accurately flags concerns, enabling prompt responses without overwhelming staff with false alerts.
Engage Partners: Collaborate with parents and local organisations to address issues like cyberbullying, ensuring comprehensive support for students.
Regular Training: Provide ongoing professional development to equip teachers with the necessary skills to use digital tools securely and effectively.

These strategies aim to enhance student safety by effectively leveraging technology within educational settings.

Marginal gains & school improvement: Big changes in small steps

December 5, 2022

Since school and trust leaders are constantly under pressure to bring about positive change, it’s understandable that they would look for a solution by thinking big, such as starting a whole-school specialised training programme.

But these programmes frequently end up being wasteful, expensive, and time-consuming. By concentrating on tiny, achievable improvements that schools are certain they can maintain, so much more may be accomplished. That is the key to long-lasting change.