Reflecting on coaching techniques for mentoring teachers - "actually it’s useful sometimes to step in”
What’s the best way to use a twenty-minute mentor meeting with a new teacher? We recently filmed the approach taken by Izzy Leahy (’10 Ambassador) to support first year Teach First participant Sam Bower at Harris Academy Greenwich.
"Parents are the greatest stakeholders in any school"
Bankside identified a need to involve parents more closely in the school. Although parents were interested in becoming governors, it was hard to gain their sustained involvement. The school hoped to support parents to become “confident participants within their children’s learning”, encouraging them to move through “tiers” of involvement.
Celebrating success and building teams at Reach Academy
From a recent visit to Reach Academy in Feltham, Ed Vainker (’03 Ambassador) invited discussion for teachers to share recent successes. Vainker noted the value of creating a “stronger sense of team”, and encouraging staff to go to peers in search of solutions, an “empowering and sustainable” approach.
“It was initially a little bit of a worrying concept”
A powerful objection to setting is that teachers deemed more effective are often placed with higher sets or borderline groups, while those students who most need great teaching are taught by those less able to provide it. As Head of Key Stage 4 Science however, Holly Youlden (’13) did the opposite. In the process, she set the example of what could be done among her year group.
Purpose, positivity, prioritisation and progress – Susie Meersand’s approach to pastoral leadership
What does it take to be described as a “great Head of Year” by colleagues, in only your second year in that role? We asked Susie Meersand, who works at a school in the West Midlands, about the challenges that responsibility for Year 10 has brought her, and how she has approached them.
Four ways to create a positive departmental culture
Teachers and Teaching Assistants: A team is more than the sum of its parts
Teaching assistants (TAs) are a valuable resource and the majority of teachers will work alongside them in the classroom. Few are better placed to demonstrate how to most effectively use TAs in a mutually beneficial way than Laura who, before becoming a Teach First participant, was a TA in her placement school.