Five ways to avoid ineffective ‘instructional coaching’

The instructional coaching approach is being misunderstood in some schools leading to ineffective support for teachers. David Weston explains why and considers what we should be doing

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Beating the teaching plateau: Professional Inquiry Programme

New teachers often make rapid improvements in their practice before hitting a ‘performance plateau’. Alex Beauchamp explains how a professional inquiry programme has helped overcome this challenge

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Working relationships: Dealing with difference

If we want to build better relationships with colleagues, it ultimately starts with us. But dealing with differences and building workplace relationships is not always easy. Leonie Hurrell advises

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'If you do that, you’ll be much happier in the job you do'

Primary school professionals – and brothers – Lee and Adam Parkinson’s podcast has been listened to more than five million times. Emma Lee-Potter caught up with them to talk staff wellbeing, advice for new teachers, online safety and more

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Implementing deliberate practice as part of CPD: A case study

Effective teacher development involves practising the right things, at the right time and in the right way then it is a key CPD tool. In part two of his look at deliberate practice, Robbie Burns explains how his school has implemented this approach

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Teachers collaborating on the curriculum

It is teachers who deliver the curriculum, so curriculum design and implementation through collaboration is a clear way to improve teaching and learning quality, says Richard Jackson

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Instructional coaching: What it is, how it works and why it matters

Considered by many to be the most effective form of teacher CPD, instructional coaching is gaining popularity in schools. In part one of a two-part article, Robbie Burns looks at what it is, why it works, three types of approach, and three principles for implementation

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Social media, teachers and schools: How to avoid the pitfalls

Planned changes to safeguarding law could see schools conducting social media checks on prospective teachers. Legal expert Sarah Linden considers the common pitfalls of social media use for teachers…

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Getting the most out of your MAT

As a teacher, how do you get the most out of your school’s multi-academy trust? Paul Ainsworth looks at some of the opportunities MATs should be providing for their staff and what teachers themselves can do to take advantage

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Flexible working: How can it work for your school?

Over the last 18 months more school staff will have worked flexibly than ever before, but what does flexible working actually mean in the school context? Louise Hatswell looks at employment law, best practice and offers some guidance for employers

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Early Career Framework: Roll-out and next steps

The Early Career Framework is here and with it comes a new two-year induction cycle for early career teachers across England. Leora Cruddas identifies some key questions schools should be addressing as full roll-out of the ECF begins...

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Early Career Framework: Choosing your school's induction mentors

Under the new Early Career Framework, schools must appoint an induction mentor for their early career teachers. Simon Clark explains the role of the mentor, how you can pick the best candidates, and ways you can support them in their role

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EAL in the Early Career Framework

The Early Career Framework makes no mention of teaching pupils who use English as an additional language, despite the fact that nearly half of teachers teach in diverse classrooms. Silvana Richardson advises

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Embedding CPD and action research using the Early Career Framework

The Britannia Teaching School Alliance has been using the Early Career Framework to help embed action research as part of its CPD programme for NQTs and RQTs. John Collier explains