School Workforce

Teaching: What I wish I knew back then...

10 January 2018

With the joy of hindsight from his years at the chalkface and as a school leader, how would Fergal Roche start again as a teacher if he could use the knowledge he has today?


Leadership and staff retention: Organisational structures (part 2)

10 January 2018

Our five-part series on the links between leadership approaches and staff retention and recruitment continues. In part two, Matt Bromley considers the most common organisational structures and how they link to staff satisfaction, motivation and retention


Supply teaching: Going back full-time

10 January 2018

As part of SecEd’s series on supply teaching, school leader Ben Solly offers practical advice for supply teachers thinking about returning to the chalkface as a full-time teacher



Creating a climate for learning: Five steps

3 January 2018

Creating the perfect conditions in your classroom so that students are engaged and learning is not easy. Geoff Barton offers five secrets to an effective climate for learning


Shared teacher planning to reduce workload

3 January 2018

Shared teacher planning could be an effective response to heavy teacher workloads. Dr Andrew K Shenton, Andy Sherlaw and Gareth Ellis report on research at Whitley Bay High School into possible approaches


Leadership and staff retention: Surgeons vs architects (part 1)

3 January 2018

In a new five-part series, Matt Bromley looks at the links between school leadership and the retention and recruitment of school staff. In part one, he considers research into the different types of leadership approach – and the implications of these for school staff


Supply teaching: Difficult placements

3 January 2018

SecEd’s supply teaching series continues. John Dabell looks at some of the common problems and practical challenges encountered by supply teachers and offer some solutions and advice




Effective performance management practices

6 December 2017

Is your school’s performance management helpful or harmful? Maria Cunningham looks at the evidence and explains how to make effective performance management and appraisal systems that contribute to genuine teacher development and improvement


Supply teaching: Your legal duties

6 December 2017

SecEd’s supply teaching series continues. Matt Bromley looks at the legal duties of the supply teacher, not least when it comes to child protection and safeguarding


NQT Special: A planned lesson, not a lesson plan

29 November 2017

The art of planning lessons is a key challenge to master for the new teacher, both from the point of view of work/life balance and effective teaching practice. Matt Bromley advises




Case study: Recruitment, retention and CPD

29 November 2017

One of the secrets to the successful recruitment and retention of teaching staff at Neale-Wade Academy is the importance placed on CPD. Jason Wing explains






In-class marking and feedback

22 November 2017

Specialist Leader of Education, Adam Riches, proposes a strategy of in-class marking to drastically reduce workload while improving teacher feedback


CPD workshop: First steps as a middle leader

22 November 2017

Our series offering free in-school CPD templates continues. Steve Burnage talks us through CPD ideas that can be adapted for your school. He offers a template for a 45-minute workshop, with free handouts and slides. This instalment looks at CPD for those taking their first steps into middle ...


Supply teaching: Time for a different approach?

22 November 2017

SecEd’s supply teaching series continues. This week, we meet the exasperated supply teacher who set up her own ‘ethical’ supply agency and ask her for some ‘top tips’ as well


Running your own lesson study

15 November 2017

The lesson study process can be effective, rewarding and even fun for groups of teachers seeking to improve student outcomes or an element of practice. Roy Watson-Davis looks at how to structure a lesson study investigation


Staff feedback: How to give hard messages

15 November 2017

Feedback – this time it’s professional. High-quality appraisal and feedback is essential to teachers’ professional development and progress. But the personal element can make these interactions difficult. John Dabell gives some advice

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