Best of Bett 2020

London’s annual BETT Show – the long-running exhibition of new educational technology – took place in late January, highlighting the massive array of hardware, software, platforms and products on offer for schools.

The show is amazing, but can also be overwhelming, and it can often be difficult to figure out which of these new objects of desire will actually solve a real educational problem, and which are the latest shiny solutions in search of a problem.

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      string(312) "... boards learners simultaneously held up to show the teacher their answer. “We know that when we ask learners to do presentation work, they do their best work” commented Juliette Heppell at London’s BETT in January, “so why wouldn’t we want all work to be like that?”.  And if ..."
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      string(5654) "Is it that there’s something about the sense of audience: something about learners being on show that makes them work so well? Or is it that, now information technology is no longer in its infancy, that the novelty (so-to-speak) has worn off and we want to revert to the visceral, instinctive action of picking up a pen and making a physical mark on a surface? Whatever, it seems that dry-wipe surfaces are back, they’re here to stay and they now can be much much more sophisticated than the hand-held boards learners simultaneously held up to show the teacher their answer. “We know that when we ask learners to do presentation work, they do their best work” commented Juliette Heppell at London’s BETT in January, “so why wouldn’t we want all work to be like that?”.  And if you think once students walk out of the learning space the work is lost – wiped off and gone for ever – then think again. With the camera on a mobile phone or tablet it’s recorded and can ultimately be uploaded to a digital portfolio. Dry wipe surfaces typically fall into two formats – vertical (which we’d traditionally recognise as wall-mounted but which are now equally available as freestanding, mobile panels), and now horizontal (tables) too. There’s something about the physical space the learner takes up with vertical surfaces that puts a single person ‘in charge’ but horizontal surfaces absolutely change that dynamic: when you’re gathered around a table, a much more collaborative approach is evident, one where everyone participates on an equal footing.But whilst it’s relatively easy to create an impromptu dry-wipe surface (pretty well any gloss surface will, to some extents, work) what is it about surfaces that make the best dry-wipe – ones that will remain stain-free for years – and which should you avoid at all costs? IKEA’s Lack gloss white coffee tables for example at, depending on where you live, kr59, US$14, A$20 or £8 (well it had to be cheapest in Sweden!) work perfectly well for a while, but in time they’d doubtless stain (although at that cost, arguably you could replace them). Nobody would claim that they’re designed, manufactured or advertised as dry-wipe, (it’s no more than a quirk of what was selected as an aesthetic treatment) and are manufactured using a gloss melamine foil – a material that just isn’t the most durable for a horizontal worksurface. In a learning space, they’ll inevitably have more than a coffee cup put on them, so it’s therefore unlikely they won’t, over time, get at least a little scuffed and scratched. For what they were originally designed for, this isn’t an issue – it’s simple aging. But when you’re then writing on them, it would represent a real problem. What makes them, and many other gloss finishes stain (it’s frequently referred to as ghosting) is ink becoming trapped in the porosity of the surface. Even glass – one of the least porous of materials – will trap some ink in its surface (only much less so than a surface that is more so) to the extent it’s pretty well imperceptible to the naked eye. And it is this that makes glass, or alternatively vitreous enamel (the same chemical composition) when you judge them by performance alone, probably the best dry-wipe surfaces that are widely available. You’d like to think there were a series of formal standards for dry wipe surfaces to enable you to determine what’s good and what isn’t, but despite searching we could only find the 2010 European standard, EN 14434 and this we understand is being revised. But even with the best dry-wipe materials though, without an appropriate cleaning regime, the surface will deteriorate, and it has to be said that a piece of thick felt glued to a chunk of wood is, despite the popularity of the traditional board rubber to do the job, not the best way by far. Because over time the felt simply becomes impregnated with ink and it therefore becomes more of a case of redistribution than cleaning, with old ink being pushed around the surface, whilst it gets more and more ingrained into both the surface and the rubber. And whereas proprietary school supply catalogues boast that their liquid spray cleaners for dry wipe surfaces are ‘alcohol-free’ in truth, the ones with alcohol tend to give far superior results: the alcohol mixes with the ink and evaporates quickly out to the surface where it can be wiped away, preferably with something like a microfibre cloth (that should be regularly washed) or alternatively, although clearly not as environmentally friendly, with a disposable wet wipe. In all cases, what you’re trying to do is to remove the ink, and to keep whatever you’re cleaning it with, ink-free too.Whilst there are some great glass vertical surfaces commercially available, the trouble with using glass as a table surface in learning environments is, and forgive the pun, clear to see: it’s vulnerable when it suffers impact, and if this did happen, the result inevitably carries significant danger. With vitreous enamel (the same chemical composition) on the other hand, the constraints lie around how the material is manufactured: finely powdered glass (frit) is fused to a metal (usually steel) substrate by firing. In the cases of mass-manufactured items (such as cooking utensils, baths etc) the steel ‘blank’ has been pre-fabricated to pre-determined sizes and profiles, but when if it was necessary to cut it (for example in furniture manufacture or if you wanted bespoke wall-boards to cover an entire wall) it’s"
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ECO Friendly Design

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Leadership Briefings 10.09(117)"
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      string(5579) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.EDUCATIONAL EXCELLENCE EVERYWHEREKeywordsEducationalExcellence,world classprovision,academisation,leadershipdevelopment,staff, resources,national fundingformula,teacher training,accreditation,pupil premiumSummaryThis government white paper sets out plans to deliver educational excellence everywhere, sothat every child and young person can access world class provision, achieving to the best ofhis or her ability regardless of location, prior attainment and background.The whitepaper outlines continued plans for the full academisation of all schools, as well as reformsto teacher qualifications, according them the same status of expertise as doctors and lawyers. Thereare also details around the future development of the next generation of school leaders. ■ The whitepaper confirms the government’s proposed strategy, that all schools should beconverted to academy status, or in the process of converting, by the end of 2020. It alsosuggests that the majority of these work in Multi-Academy Trusts (MATs) in order to pool staff andresources; further increasing the expertise and performance at a local level. ■ A new accreditation will replace the current qualified teacher status (QTS) awarding teachers for‘classroom proficiency’ including subject knowledge and behaviour management. ■ The government is proposing the introduction of ‘Improvement periods’ – during which schools willbe exempt from OFSTED inspections. These periods could be up to three years at a time, givingheads the opportunity to make significant improvements between inspections.Other key focus areas: ■ Continued commitment to support an independent college of teaching ■ Consulting on a fairer national funding formula for schools ■ More leadership development training is planned to be delivered by successfully performingschoolsMain Proposals:1. Reform the National College for Teaching and Leadership2. Create web tools enabling schools to advertise jobs (& new national website)3. Reform allocation of teacher training places4. Strengthen ITT contentWeek Commencing 18th April 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508550/Educational_excellence_everywhere__print_ready_.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.5. Replace QTS with a stronger, more challenging accreditation6. Develop new National Teaching Service7. Ensure there is a sufficient supply of high quality CPD provision8. Introduce a new Standard for Teachers’ Professional Development9. Examine feasibility of incentivising teaching schools to publish their research and CP on an ‘opensource’ basis10. Support” college of teaching, peer-reviewed journal, and EEF11. Design new voluntary National Professional Qualifications for leaders12. Rebalance incentives in the accountability system to help challenging schools including Progress8 AND giving taken-over schools THIRTY months before an Ofsted13. Implement fair national funding formulae14. Launch a new Excellence in Leadership Fund for best multi-academy trusts15. For governors: “provide clearer info” about schools, “establish national database” of governors &bar “unsuitable” ones16. Take new powers to direct schools to become academies17. Launch a new online Parent Portal and new league tables site18. Guidance on academy complaints, easier for parents to do so via DfE/ombudsman19. Consider how parents can petition RSCs for their school to move to a different MAT20. Streamline admissions objections and relax sixth-form admissions procedure21. 300 new teaching schools & 800 more National Leaders of Education (NLEs)22. If academies can’t organise school improvement support, RSC will do it and have an InterventionFund to help23. Teaching schools to be based on data (not Ofsted) and funding “better targeted”24. Establish new and better means of brokering school improvement25. Target a range of interventions toward Achieving Excellence AreasLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.26. Support schools to expand evidence-based, character-building activities & tracking27. Publish a strategy for improved careers provision for young people28. Reform alternative provision & make schools more accountable for excluded pupils29. Ofsted will consult on removing graded judgments on quality of teaching, learning andassessment30. Reduction in using Ofsted grades for choosing system leaders, teaching schools, etc31. League tables for multi-academy trust performance measures32. Improve effectiveness of pupil premium spending33. 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Leadership

Educational Excellence Everywhere

14 Apr 2016

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      string(424) "... School of Education and Humanities, University of Gloucestershire Like to read more articles on Professional Development? Subscribe to Professional Development Today and keep updated on best practice! ReferencesHawkins, M., & James, C. (2018). Developing a perspective on schools as complex, evolving, loosely linking systems. Educational Management Administration & Leadership, 46(5), 729 ..."
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      string(4803) "duress. Thus, discovering the relevance of adult development to school leadership practice emphasises the critical importance of the environments we provide and work within. In summary, if we want leaders to recognise the complexity of their environments, work collaboratively with those around them, provide developmental support and to recognise the emotions within an institution, the workplace needs to provide a safe holding environment for adults. Such environments promote psychological safety, emotional containment, empathy and support for individuals to comprehend the situation (Kahn 2001). Through these conditions, adults can express themselves at their fullest potential and, thus, those within this stage are facilitated to operate within it. Conclusion – the value of the Adult Development perspectiveThis article has sought to demonstrate the relevance for adult development in school leadership development. How an individual makes sense of their environment is critical to how they lead and manage within school settings. This is governed by their stage of Adult Ego Development – a psychological construct that does the work of sense-making and can develop across the life span. Across the main stages of adult development, it would appear there are substantive differences in how leaders work with complexity, handle those around them and manage emotion. Critically, those in the rarer individualist stage of development appear to have some distinct advantages. This raises three points – the day to day job of leadership is far harder than we give credit for; that we should be prepared to consider the process of adult development within wider professional development and the need for a supportive holding environment in which adults can thrive. Neil Gilbride is Lecturer in Education.in the School of Education and Humanities, University of Gloucestershire Like to read more articles on Professional Development? Subscribe to Professional Development Today and keep updated on best practice! ReferencesHawkins, M., & James, C. (2018). Developing a perspective on schools as complex, evolving, loosely linking systems. Educational Management Administration & Leadership, 46(5), 729-748.Leithwood, K., Begley, P.T and Cousins, B. (1994) Developing Expert Leadership for Future Schools. Bristol, PA: Falmer Press Armstrong, D. (2017). Wicked problems in special and inclusive education. Journal of research in special educational needs, 17(4), 229-236.Rittel, H. and Webber, M., 1973. Dilemmas in a general theory of planning. Integrating Knowledge and Practice to Advance Human Dignity, 4(2), pp. 155-169.James, C., Crawford, M. and Oplatka, I., 2018. An affective paradigm for educational leadership theory and practice: connecting affect, actions, power and influence. International Journal of Leadership in Education, pp. 1-12.Hawkins, M., & James, C. (2018). Developing a perspective on schools as complex, evolving, loosely linking systems. Educational Management Administration & Leadership, 46(5), 729-748.Leithwood, K., Begley, P.T and Cousins, B. (1994) Developing Expert Leadership for Future Schools. Bristol, PA: Falmer Press Armstrong, D. (2017). Wicked problems in special and inclusive education. Journal of research in special educational needs, 17(4), 229-236.Hargreaves, A. and O’Connor, M.T., 2018. Solidarity with solidity: The case for collaborative professionalism. Phi Delta Kappan, 100(1), pp. 20-24.Crawford, M., 2009. Getting to the heart of leadership: Emotion and educational leadership. London: SAGEJames, C., Crawford, M. and Oplatka, I., 2018. An affective paradigm for educational leadership theory and practice: connecting affect, actions, power and influence. International Journal of Leadership in Education, pp. 1-12.Hy, L.X. and Loevinger, J., 1996. Measuring ego development. 2nd ed. ed. Mahwah, N.J.: Mahwah, N.J. : Erlbaum.Kegan, R., 1982. The evolving self : problem and process in human development. Cambridge, Mass. ; London: Cambridge, Mass. ; London : Harvard University Press.Manners, J.; Durkin, K. and Nesdale (2004), Promoting Advanced Ego Development Among Adults. Journal of Adult Development, Vol. 11, No. 1, January 2004.Gilbride, Neil, James, C., and Carr, S. (2020) School Principals at Different Stages of Adult Ego Development: Their Sense-Making Capabilities and How Others Experience Them. Educational Management Administration and Leadership. ISSN 1741-1432Drago-Severson, E., 2004. Helping Teachers Learn: Principal Leadership for Adult Growth and Development. Thousands Oaks, CA: Corwin Press. Kegan, R. and Lahey, L., 2009. Immunity to Change. Boston: Harvard Business Press."
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Professional Development

Are Headteachers Adult Enough To Do The Job?

28 May 2020

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      string(3749) "Prior to the outbreak of Covid-19, EPI research found that disadvantaged children are already on average one and a half years of learning behind other pupils by the time they take their GCSEs.Ahead of the expected announcement on the reopening schools, the new paper calls on the government to set out a school “Catch Up Plan” to provide targeted pupil support. Proposals for Disadvantaged Pupils:Doubling Pupil Premium funding for one year, from September 2020, for pupils entering Year 1, Year 7 and Year 11. Costing around £500m, this would provide schools with more resources for catch up classes and small group tuition for those disadvantaged pupils making crucial transitions into primary and secondary education, and those taking their GCSEs.EPI also recommends doubling the disadvantage funding made available for students set to enter Year 13, who will be taking their A Levels and other Level 2 qualifications. This would cost around £242m.Doubling, for one year only, the Early Years Pupil Premium (costing £31m), the Looked After Premium for children in care (£263m), and permanently extending the Looked After Premium to those on the Child Protection Register (245m).Allowing schools to make their own, evidence-based judgements about how best to use this extra funding for disadvantaged pupils, including drawing on advice from the Education Endowment Foundation. Schools would be able to increase teaching resources, including by using supply teachers and tuition available from both private and charitable providers.Establishing a one-year national “Teacher Volunteer Scheme”, targeted at retired and inactive teachers, who may want to give their time to help schools to make good the learning losses experienced by disadvantaged and vulnerable children.Suspending Ofsted inspections of schools until at least January 2021, to allow schools to focus this year on the challenges of re-starting education while maintaining social distancing.Issuing new guidance to schools to prevent a significant increase in exclusions and “off-rolling” of pupils, as schools return. The return of pupils during this period of disruption may bring fresh behavioural challenges. Exclusions and off rolling particularly impact disadvantaged and vulnerable learners.Reviewing the current plans for national examinations in 2020 and 2021 to avoid the risk of adverse impacts on disadvantaged and vulnerable groups, including those with special educational needs and from certain ethnic backgrounds.Supporting further education (FE) colleges and 16-19 providers with an “Education for Recovery” package including funding for lost learning time, maintenance grants for post-18 courses, and the extension of vocational courses and for adult re-skilling.Funding Alternative Provision (AP) – education which sits outside of mainstream settings, usually reserved for pupils with behavioural or health issues – for post-16 students. Currently AP at this age is not funded by the government. The impact of having no specialist provision after age 16 will be particularly harmful to those children who miss on out on GCSE grades this year.Ensuring access to home tutoring and therapies for some children with special educational needs and disabilities (SEND). While some pupils with SEND are currently in attendance at school, for others home support is needed because of medical conditions or because of the inability to safely socially distance in the school environment.The expansion of support for vital out of school services such early intervention, mental health, children’s social services and youth services.LINK: Preventing The Disadvantage Gap From Increasing During And After The Covid-19 Pandemic"
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Leadership

Preventing The Disadvantage Gap From Increasing During And After The Covid-19 Pandemic

19 May 2020