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.
It is perhaps appropriate that this year the 5th October falls on a Saturday. For those who don’t recognise the date it is the internationally observed as The United Nations' (UN) World Teachers’ Day.
As a new professor I was invited to establish a research and practice centre, and it was suggested by the dean of my school that creating a working paper series would be a valuable output. The idea both enticed me and created some anxiety. Would I be able to encourage enough people to contribute? Would they be read? Would it detract from my capacity to undertake work deemed significant in external evaluation? While these questions bubbled up, I could not erase the thought that I could take the thread of this conversation and use it to create something new and of value.
Turning the PROMISE into a reality; making sense of teachers’ dilemmas as the basis of professional learning
Late September 2019; the Brexit debacle rumbles on in the UK, but our European partnership project has regained momentum. This week the Erasmus+ PROMISE project group reconvened in Scotland where we were greeted by a warm welcome from colleagues at The School of Education at The University of Aberdeen and where we were enveloped in autumn mists.
The CollectivED research and practice centre is working in partnership with Growth Coaching International (GCI), this partnership was celebrated at the CollectivED Knowledge Exchange Conference which took place this July.
As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge.
Tübingen in southern Germany was experiencing the June European heatwave when members of the Erasmus project ‘PROMISE; Promoting Inclusion in Society through Education: Professional Dilemmas in Practice’ attended the project meeting at the end of the first year of work.
This short blog offers reflections on three things which happened on Wednesday 19th June 2019 which were of note to me.