School Workforce

What does 'professional capital' look like in your school?

7 March 2018

Do you recognise and develop the professional capital of the staff in your school? Drawing on research evidence, Ben Solly discusses his take as a school leader on the three key elements – human, decisional and social capital


The great unplanned lesson: Part 1

7 March 2018

You arrive at school and unforeseen circumstances mean that you’re covering a lesson in a subject you know little about – and with no preparation time. In the first of two articles, Gerry Mallaghan offers advice and quick activity ideas to help you survive...


Recruitment: Chemistry, character and trust

7 March 2018

Educating Greater Manchester’s Drew Povey explains to Liam Donnison how chemistry, character and trust plays a part in the recruitment and retention of teachers


Planning ahead for recruitment

28 February 2018

How can you make your recruitment processes more efficient? Rebecca Oram shares some long-term, low-cost strategies for success



Assessment: The feedback conundrum

31 January 2018

Achieving a whole-school marking policy that satisfies students, parents and teachers might just be impossible. Dr Bernard Trafford instead urges a focus on some simple tenets of good feedback...



CPD workshop: Handling difficult people

24 January 2018

Continuing his regular series, Steve Burnage talks us through CPD ideas that can be adapted for your school. He will offer a template for a 45-minute workshop, with free handouts and slides available on our website. This instalment looks at handling difficult people


Winning on workload

24 January 2018

The themes of workload, stress and pressure continue in education. Julian Stanley urges us to make 2018 the year of effective change to working practices


Leadership & staff retention: A no-blame culture (part 4)

24 January 2018

Our five-part series on the links between leadership approaches and staff retention and recruitment continues. In part four, Matt Bromley considers how a no-blame culture is essential to success and what this looks like in practice






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

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