Understanding The Council of All Beings In Climate Teaching

The Council of All Beings is a series of activities designed to connect us with the living Earth and the creatures with whom we share it.

Intellectually we can see that we are all a part of nature, but we behave as if we are apart from it. Even talking about ‘the environment’ seems to separate us from the natural world as if we were outside it. This activity is inspired from the Work That Reconnects (WTR) organisation. It is designed to help our children and young people grow a sense of their ecological selves and develop compassion for all living things on this planet in the face of human destruction.

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      string(2769) "With all the pressures on teachers, leaders and other school staff during pandemic lockdown learning, and subsequent return to schools, is it self-evident that any thoughts about professional development should be put on the back burner?Well, there are many voices that would argue precisely the opposite! It is during these times of pandemic crisis that professional development is needed more than ever. So, for instance, Colin Penfold of the Education Development Trust has said that given the demands of the pandemic, focussed support and professional development will be even more crucial:“Teachers may be facing additional pressures of delivering multiple – and possibly simultaneous – models of provision, as some students remain learning at home, either by government mandate or parental choice, while others are attending school full- or part-time.”Indeed some would claim that the challenge of the lockdown has given rise to new and innovative approaches to professional development and learning:“In fact, the pandemic has only served to enrich CPD provision, giving immediate and unlimited access to expertise and knowledge to support teachers. A rich new variety of opportunities could keep the profession nimble through this uncharted territory.”In addition, the changes that have developed through necessity over the last year may have also heralded a shift in the way we do professional development. Nicola Podd observes that:“ …the pandemic has only served to enrich CPD provision, giving immediate and unlimited access to expertise and knowledge to support teachers. A rich new variety of opportunities could keep the profession nimble through this uncharted territory.”She concludes that this will potentially have long lasting implications which will be vital to combating the worse effects of Covid for staff and students:“The advent of more agile CPD is key to ensuring Covid’s legacy doesn’t become a wholesale injustice for the profession.”This issue of Professional Development Today explores the professional development that has been taking place in lockdown, the challenges and opportunities posed, the lessons learnt and the long term changes that may follow in the pandemic’s wake. There has rightly been considerable concern for the effects of disrupted schooling on the most vulnerable and disadvantaged learners. So our HOW TO section concentrates upon this and gives practical professional development guidance and activities for staff supporting students with special needs. We hope you find this issue of PDT focused on the extraordinary period we are living through helpful.Graham Handscomb is a visiting professor at UCL and the editor of Professional Development Today graham@handscomb-consultancy.co.uk"
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      string(2104) "different ways that researchers can be present in schools – as governors, as mentors, as readers, as researchers-in-residenceEngage outside of your echo-chamber by following hashtags on social media not just individuals.Karen is a social researcher and has worked in the education sector for twenty years. She is passionate about increasing and communicating the use of evidence in education to positively impact the lives of young people. Karen is the Chief Operations Office at Teacher Tapp and Parent Ping, a school governor, trustee of education charity Parentkind, and a mum of two. In December 2020 she was awarded an MBE for services to children and young people with special educational needs and disabilities, particularly during the COVID-19 response.References[i] The Economist. (2018). England has become one of the world’s biggest education laboratories. https://www.economist.com/britain/2018/03/31/england-has-become-one-of-the-worlds-biggest-education-laboratories. Accessed 07/11/2019. [ii] Connolly, P., Keenan, C., & Urbanska, K. (2018). The Trials of Evidence-Based Practice in Education: A Systematic Review of Randomised Controlled Trials in Education Research 1980-2016. Educational Research. https://doi.org/10.1080/00131881.2018.1493353. Accessed 07/11/2019. [iii] Farrington, D. P., Ttofi, M. M. School-Based Programs to Reduce Bullying and Victimization. Campbell Systematic Reviews 2009:6. https://www.campbellcollaboration.org/education-updates/reduction-of-bullying-in-schools.html. Accessed 07/11/2019. [iv] Education Endowment Foundation (2018a) Preparing for Literacy: Improving Communication, Language and Literacy in the Early Years’, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/. Accessed 07/11/2019.[v] Education Endowment Foundation (2018b) Metacognition And Self-regulated Learning, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/. Accessed 07/11/2019."
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9 Apr 2021

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      string(4234) "school / Trust contexts to ensure they remain fit for purpose and impactful.Key recommendations and top tipsWhen reflecting on the past seven years of research engagement there are a number of aspects that have been key to its success and long term sustainability and would be recommended for any school or Trust wanting to implement a culture of research engagement and practice.Develop a culture of researchFocus on a whole school approach that will impact on everyone.  Take time to ensure all staff are involved and understand the nature of research engagement and what it means for them.  It needs to be an attainable approach. Not as something that just academics do, that is removed from everyday classroom practice.  Know your staff and find those who have some understanding of research activity and use them as ‘champions’ for the approach.Start from personal interestsWhen implementing a first venture into research activity enable staff to explore their personal interests and hypotheses where possible.  As with any new initiative focussing on current interests sparks curiosity and engagement.  Experience at The Mead shows that even the more sceptical of staff saw value when the starting points were directly effecting their own practice and interests.  The success of the first research activity is vital for securing its long term sustainability.Time and resourcesA full commitment from leaders is needed to effectively embed research engagement.  In order for research activity to be part and parcel of professional practice it needs to be given the same priority as other areas of practice and thus needs clear time commitment for staff meetings and training days.  Experience at The Mead shows emphatically that as a result of research engagement teacher workload can be decreased.  However, it is vital that the actual act of researching does not add to workload.Lindsay Palmer has worked as class teacher, SENCO and Local Authority Advisor. Lindsay is currently the Head of Teaching School at The Mead Academy Trust based in Trowbridge, WiltshireReferences[i] Handscomb, G and MacBeath, J. (2003) The Research Engaged School, Chelmsford: Essex County Council[ii] Handscomb, G and MacBeath, J. (2003) The Research Engaged School, Chelmsford: Essex County Council[iii] BERA (2014) Research and the Teaching Profession. Building the capacity for a self-improving education system.  Final Report of the BERA-RSA inquiry into the role of teacher research in teacher education, BERA, London[iv] Brown, C. and Flood, J. (2019) Formalise, Prioritise and Mobilise: How school leaders secure the benefits of Professional Learning Networks, London, Emerald.[v] Stenhouse L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann.[vi] Dunn, K and Curtis, M (2012) The Incredible 5-Point Scale: The Significantly Improved and Expanded Second Edition , Shawnee,  AAPC[vii] Stoll, L. (2008) Leadership and policy learning communities: promoting knowledge animation, in: Chakroun, B. and Sahlberg, P. (Eds) Policy learning in action: European Training Foundation Yearbook 2008, (Torino, Italy, European Training Foundation).[viii] Brown, C. and Flood, J. (2019) Formalise, Prioritise and Mobilise: How school leaders secure the benefits of Professional Learning Networks, London, Emerald.[ix] Handscomb, G, Palmer L, Couzens, S, Cunningham, R (2017)  Research Report The Mead Teaching School.  Collaborate, Plan and Renew:  Reducing workload and increasing confidence through curriculum planning.  London, DfE[x] BERA (2014) Research and the Teaching Profession. Building the capacity for a self-improving education system.  Final Report of the BERA-RSA inquiry into the role of teacher research in teacher education, BERA, London.[xi] Palmer, L (2018) Teaching Assistant Handbook, Trowbridge, The Mead Academy Trust[xii] Palmer, L (2019) Leadership Appraisal Handbook (draft version), Trowbridge, The Mead Academy Trust[xiii] Palmer, L (2004) Evaluating a new model of in service education and training (Masters dissertation)[xiv] Carr, W. (1998) For Education. Towards Critical Educational Inquiry, Buckingham, OUP"
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Professional Development

How Our Primary Established A Meaningful Culture of Research

9 Apr 2021

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