As abnormal becomes our new normal, many people have missed memorable experiences that will never be recovered. Whilst the severity of the impact of the coronavirus will differ from person to person, it is important to ask: how do we respond to adults and children alike in this situation?
As children and young people are confined to their homes the expectations of how, what, where and when they should be learning are shifting rapidly.
In this period of unprecedented interruption to our routines and education landscape there will be moments when we might choose to be more reflective than our normal busy schedules allow. Indeed, some of us may find ourselves telling others to reflect. How many student teachers whose school placements have been cut short are now completing reflective tasks as they await decisions about their QTS award? How many of us in leadership are saying to our teams, ‘let’s just reflect on that before we act ‘? But, what do we mean by reflection, and how might it be of value at this time?
Last week Tulip Siddiq MP quoted Sir Michael Marmot’s Early Years Foundation Stage (EYFS) worker report in parliament, asking for the Education Secretary to push for increased funding in the budget to pay Early Years staff fairly.
Kayleigh Reddy is an international student currently engaged with the MA Education. Having completed her undergraduate studies in French and History, she is now working in the Middle East. Her current role as a language teacher, has given her a unique insight into the importance of Emotional Intelligence in the global context of Education.
Dr Anne-Louise Temple Clothier
We have a saying in our office: ‘Keep it real!’ Keeping it real for our second year Primary Education 5-11 and final year Primary Education 3-7 trainees, (with QTS), includes the Alwoodley Reading Project, first established in 2013 and extended following our Ofsted Phonics Monitoring Visit in 2015.
Education leadership is often talked about in hushed terms, there are so called hero-heads, there are numerous personal published narratives on leading schools, and we borrow and build theories of educational leadership.
There are some enduring questions about teachers and school leaders as a profession. What does it mean to be part of the teaching profession? Are teachers too often ‘done to’, or are they viewed as having emerging expertise? As professionals do they feel isolated or part of a unique and significant community? Should we be more concerned with the individual person or the characteristics of the collective? How are individual educators’ lives shaped by and contributing to the profession as a whole?
Often on social media practices such as coaching are presented as silver-bullets. In education there are many versions of coaching adopted and some are contested, some highly marketed, some are short-lived school-based innovations and others become woven into the professional fabric of schools.
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