Teaching School News
Specialist leaders of education recruitment
We are looking to recruit more Specialist Leaders of Education (SLEs) to support school improvement in our area. This is a National College of Teaching and Leadership (NCTL) accolade and a fantastic opportunity for outstanding middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools. Research shows that schools who regularly share good practice through mentoring and coaching also make significant gains in their own practice and standards.
We are looking for outstanding practitioners with experience in leading their own areas of expertise, be it in teaching or leadership. They will have an excellent track record in raising standards and developing staff through coaching and mentoring, excellent interpersonal skills and a commitment to outreach and sharing good practice across a wider sphere.
We welcome applications from any phase or specialism (full and part-time), but are particularly interested in appointing people with the following areas of expertise:
· Primary Maths and Literacy
· Secondary English, maths, science, computer science, music
· Closing the Gap – disadvantaged students and SEND
· Leadership of Continuing Professional Development (CPD)
· Improving teaching and learning across all key stages
· Behaviour management
· Supporting leadership and management, and curriculum development
Following the recruitment process and training, there will be an expectation for the SLEs to be deployed for at least one day per term, supporting leadership development in other schools or settings. The exact dates of any deployments will be mutually agreed between the SLE and RTSA. Schools will be fully reimbursed for staff cover costs, but it is essential that the SLEs have the support of their school’s Headteacher. f you wish to be deployed on a day you are not in school and in your own time, the rate is £300 per day.
The deadline for completed applications to be returned to Vicki Walsh is 3pm on 24th June 2019 and interviews will be held during w/c 1st July 2019. Please click here for the application form and guidance notes. If you require any further details please contact Vicki Walsh on email@example.com.
The Connolly Foundation
5 June 2019
Redborne's First Chartered Teacher
13 May 2019
Huge congratulations to Sam Fisher of the maths department, who has become one of the country's inaugural and prestigious Chartered Teachers, following a rigorous selection process and a 14 month programme of research and study. In the Chartered College's own words: 'Successful completion of the programme confers participants with Chartered Teacher Status, which recognises the knowledge, skills and behaviours of excellent teachers, highlights the importance of their expertise in supporting the learning of children and young people and represents the first step in the development of a career pathway focused on effective classroom practice.
In order to complete the programme and achieve Chartered Teacher Status, participants will undertake a range of different assessments that allow them to showcase their knowledge and skills against the areas set out in the Chartered College’s Professional Principles. These highlight the importance of deep subject knowledge, understanding of pedagogy, assessment, and excellent classroom practice, as well as critical evaluation, engagement with research evidence and a desire to contribute to the profession.
Assessments include rigorous written and oral assignments, completion of a professional development plan, participation in debate activities, a research-based school improvement project, and submission of a portfolio of videos of practice, work samples and reflections; full details are included in a later section of this guide.
During the course of the programme, participants will attend three face-to-face training days, as well as participating in a range of online activities, with each element designed not just to test a teacher's knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.
Working with Parents to Support Children’s Learning
15 January 2019
The new EEF Guidance Report, Working with Parents to Support Children’s Learning, has been eagerly anticipated. Engaging parents and developing effective working relationships with them can be critical in ensuring the very best outcomes for all children. Sir Kevan Collins writes in his foreword to the report:
“We know that levels of parental engagement are consistently associated with children’s academic outcomes. We also know that a parent’s job, education and income matters less to their child’s development than what they actually do with them.”
This Guidance Report offers four evidence-based recommendations for primary and secondary schools:
Recommendation 1: Critically review how you work with parents
The theme that underpins the report is that it is essential that we review and monitor any activities we use to encourage parental engagement to ensure they are having the intended outcomes. This is particularly important as the evidence base in this area is not as strong as the EEF would like.
Recommendation 2: Provide strategies to support learning at home
As a parent myself, I often find it challenging to know how best to support my daughter’s learning at home, and in particular how to align this support with what she is doing at school. This section of the report provides clear strategies that schools can share with parents to support this process. Different age groups need different approaches; with younger children shared activities such as reading together are appropriate, but with older children an interest in your children’s learning is more important than direct involvement. There is also an interesting section on homework and how parents can be pivotal in creating the right environment for effective routines, but that we need to be cautious about direct parental assistance.
Recommendation 3: Tailor school communications to encourage positive dialogue
The key message here is be positive, personalise and link to learning, with research evidence suggesting that communication can have a positive impact on a range of outcomes such as attainment and attendance. Text messaging, in particular, is shown to bean approach with promise, but thought needs to be given to the frequency,timing and targeting of the messages.
Recommendation 4: Offer more sustained and intensive support where needed
The report clearly identifies that for some families more intensive approaches are needed and that these can be associated with larger learning gains. However, these strategies can be significantly more difficult to implement.
For us, what shines through in this report is that an optimistic and positive approach to working with parents, combined with a strategic approach, can really pay dividends.
The full Guidance Report can be found at https://educationendowmentfoundation.org.uk/tools/guidance-reports/working-with-parents-to-support-childrens-learning
We are confident at Redborne that we already undertake much excellent work in this field . Key staff are now busily reading their way through the EEF report to see how we can further learn and develop.
English and Media Centre respond to Ofsted’s new Framework
A fascinating blog by the EMC has focused on Ofsted’s briefing on their new framework, in particular its implications for the teaching of literacy in general and English in particular. The blog can be found here:
Sarah King, Research Lead , is currently investigating the issues of literacy, and its impact on examination success, examining in particular the different types of reading students encounter, and the demands on their writing skills. Details of training opportunities and workshops will follow.