Teacher effectiveness programme makes a difference in prisons too
Corinne Settle was deeply affected by seeing prisoners’ responses to educational opportunities.
Corinne Settle was deeply affected by seeing prisoners’ responses to educational opportunities.
Steve Lee, Sutton Community Academy, describes their overhaul of the process, which made access easier for both students and staff, and has boosted completion by removing the possible excuses.
Lead practitioner Abby Chivers, assistant principal in charge of teaching and learning and CPD and assessment, Bristnall Hall Academy, identifies the key element of her role.
Clare Taylor, EFA Lead, Helsby High School, describes key features, including staff enjoyment through teacher-centred development, and student involvement in success criteria.
Helsby High School teachers and school leaders share their experience of embedding formative assessment through the two-year teacher learning communities (TLCs) programme, authored by Dylan Wiliam.
Sarah Sawyerr, assistant headteacher, Ricards Lodge High School, explains how their initiatives have included students running training sessions for educational and health care professionals, and primary pupils.
There are many nuances in the understanding and management of pupils with autism, explains Yvette Jackson, head of English, Bay House School and Sixth Form.
Emily Evans, chief executive, The Economist Educational Foundation writes.
Douglas Greig, Headteacher, Plumstead Manor School, writes: my first headship, facing a significant budget deficit, falling roll, battered reputation and deflated staff morale meant that the challenge was on.
Mike Randall, maths teacher at Malmesbury School and author, ASDAN’s new Accelerating Progress maths course, which is aimed at helping learners gain a grade 4 or 5 in the new, more demanding GCSE, writes.