It’s not (just) what teachers know, it’s who teachers know

I have been talking to many teachers and school leaders recently about what information needs to be recorded, whether in a markbook or in a centralised system, for a teacher to teach effectively. The answer is, partly, that it depends on what information the teacher is able to hold in their head, without the need …

Continue reading It’s not (just) what teachers know, it’s who teachers know

If CPD is so important, then why is so much of it so bad?

Towards the end of last year I took part in a debate about the quality of CPD. I was asked to take one side of the argument, so this is my deliberately one-sided perspective on it. The wonderful people of edu-twitter helped me compile the bizarre examples of CPD that you’ll read below. Everybody remembers …

Continue reading If CPD is so important, then why is so much of it so bad?

The pupil premium is not working (part III): Can within-classroom inequalities ever be closed?

On Saturday 8th September 2018 I gave a talk to researchED London about the pupil premium. It was too long for my 40-minute slot, and the written version is similarly far too long for one post. So I am posting my argument in three parts [pt I is here and pt II is here]. I used …

Continue reading The pupil premium is not working (part III): Can within-classroom inequalities ever be closed?

The pupil premium is not working (part II): Reporting requirements drive short-term, interventionist behaviour

On Saturday 8th September 2018 I gave a talk to researchED London about the pupil premium. It was too long for my 40-minute slot, and the written version is similarly far too long for one post. So I am posting my argument in three parts [pt I is here and pt III is here]. Most school expenditure …

Continue reading The pupil premium is not working (part II): Reporting requirements drive short-term, interventionist behaviour