During the last CollectivEd Advisory Board meeting in November 2019 our board members made a robust argument for the need to create and support a counter-narrative to the hyper-accountability culture that schools in England find themselves subjected too.
What could be more exciting than starting out as a teacher? There’s the chance to work with children and young people, with all their foibles, quirks and enthusiasm. There’s the chance to walk into that staffroom as an adult, going into territory that as a student was off-bounds. There’s the chance to develop new skills, gain new knowledge and forge new friendships. There’s the reassurance of knowing that someone is waiting for you to arrive to do your thing every work day. There’s the pleasure of being able to choose how to spend your weekends and holidays. There’s the potential of a long and curiously diverse career.
How can we best support early career teachers? Can collaboration, a social life and autonomy make a difference?
On February 4th 2020 Carnegie School of Education held its second Carnegie Big 6 debate evening, with a discussion on how we can best support early career teachers.
There are lots of reasons to talk to your colleagues. Perhaps you need to pick their brains, perhaps you have a good idea to share. You might need to explore a dilemma with them or in leadership role you need to give them advice or guidance. Sometimes it’s just good to talk.
We hear a lot of the difficulties faced by headteachers in England, but rarely hear of potential evidence-based solutions. At a time when the challenges in the education system are becoming acute it is essential that we find approaches which support school leaders and allow them to contribute to sustainable school cultures.
CollectivED at ICSEI 2020: Participatory International Dialogues About Mentoring and Coaching in Education
By Rachel Lofthouse, Yasodai Selvakumaran, Jeremy Hannay, Trista Holweck and Deborah Netolicky.
In December 2019 a number of participants of the EU Promise Project engaged in a study visit to Tilburg in the Netherlands.
In October 2019 Leeds Beckett University launched a partnership with Growth Coaching International (GCI) which will see CollectivED, a research and practice centre in Carnegie School of Education build further on the collaboration that has developed between Professor Rachel Lofthouse and GCI. In this blog post Rachel Lofthouse talks to both Rose Blackman-Heganci (GCI) and Leeds Beckett colleague Rachel Bostwick about the new partnership.
In this short blog-post I am going to describe the emerging clarity of purpose that our research and practice centre CollectivED is generating, and also recognise the importance of our new Advisory Board.