Essential Guides for Early Career Teachers book series launched
Essential Guides for Early Career Teachers book series launched by NASBTT and Critical Publishing A new suite of books designed to help early career teachers navigate through their training year and first two years of teaching has been launched by the National Association of School-Based Teacher Trainers (NASBTT) and Critical Publishing at a reception at the Ambassadors Hotel in Bloomsbury. The Essential Guides for Early Career Teachers series, edited by NASBTT Executive Director Emma Hollis, complement and are fully aligned to the Early Career Framework and assist ongoing professional development by bringing together current information and thinking on each subject. The two texts immediately available are: Assessment, by Alys Finch A range of practical but critically engaged strategies and approaches to assessment. The book offers a brief history of the core ideas and educational philosophy underpinning these strategies, looks at links to planning and reflection, examines the concept of progress over time as a mirror for quality teaching and learning, and explores the idea of pupil self-assessment. Most importantly it recognises that assessment can and should be at the heart of enabling and accelerating the progress of all learners. Alys said: “Assessment is a core aspect of all that we do in education: assessing others, assessing ourselves, assessing the impact of our work. It is a broad term which houses a wide range of processes, purposes, politics and pedagogies: negotiating the world of assessment can seem complex at best and impossibly confusing. This book aims to give readers a path through the myriad facets of what can be meant by ‘assessment’ and some starting points for their own negotiation of this world to enable them to both maximise the positive impact of assessment on their learners and to begin to forge their own understanding of it. I hope it will enable readers to begin to construct their own framework for developing the depth and breadth of their professional knowledge, as well as providing opportunities to think practically about what they do on a daily, termly, yearly and career-long basis.” Mental Well-being and Self-care, by Sally Price Exploring the increasingly significant issues of mental well-being and self-care for those training to teach or in the early stages of their teaching career. The book draws upon a new body of evidence-based knowledge and an emerging lexicon which fosters and supports mentally healthy routines as teaching practice develops. Critical but also practical, this text guides readers through research-based concepts and reflective tasks central to positive mental health and well-being, supporting them as they develop teaching skills and techniques. Sally said: “Just like the rest of us, teachers have times in their lives when they do not feel so great. It is therefore important for them (and everyone else) to realise that, sometimes, it is OK not to feel great. It is even better if they understand what to do when that happens, and ideally have access to the tools to prevent it happening (as much as can ever be possible) in the first place. In my experience, teachers who require guidance on their self-care and well-being often will not allow themselves to seek help until it is far too late. All teachers need to practise self-care and look after their well-being. This book is responding to the fact that there are clearly many teachers who are not in touch with what it is they need to do to stay well and happy in their jobs. This is particularly the case for those at the start of their teaching careers.” Both books are available to order at https://www.nasbtt.org.uk/essential-guides-early-career-teachers/ and there is an exclusive discount available to NASBTT members. Two other guides – Special Educational Needs and Disabilities, by Anita Devi; and Behaviour, by Patrick Garton, will be available to purchase in 2020. Speaking ahead of the launch, Emma Hollis said: “As a passionate advocate of high-quality teacher education and CPD, it has always been a source of frustration for me that beyond the ITT year, access to high-quality, structured ongoing professional development has been something of a lottery for teachers. Access and support have been patchy, with some schools and local authorities offering fantastic opportunities for teachers throughout their careers, while in other locations CPD has been given lip service at best and, at worst, is non-existent. The Essential Guides for Early Career Teachers series was conceived to attempt to close some of these gaps and to offer accessible professional learning to busy teachers in the early stages of their careers. The aim of this series is to distil some of the key topics which occupy the thoughts of early career teachers into digestible, informative texts which promote discussion, contemplation and reflection and will spark further exploration into practice. Each edition has a series of practical suggestions for how readers can put the ‘big idea’ in each chapter into practice – now, next week and in the long-term. By offering opportunities to bring the learning into the classroom in a very concrete way, we hope to help embed many of the principles that are shared into day-to-day teaching.”
£18m school opens its doors after successful lobbying of parliament
When the roof collapsed just days after a condition survey carried out by the Department for Education concluded the building was in A1 condition, High Tunstall College of Science Headteacher Mark Tilling, headed to Parliament to lobby for a new school. With the help of the previous Member of Parliament for Hartlepool, Iain Wright, Dean Jackson, the former assistant Director of Education for Hartlepool Borough Council, Mark was able to secure a meeting with Minister of State for Schools at the time, David Laws, and his assistants. Mark Tilling said: “The College has been an important part of Hartlepool for over 47 years, but the building was old and tired. The facilities and the resources for our young people were nowhere near up to the standard they should have been. “We took a portfolio of this evidence down to Parliament as we felt it was important to put forward a strong case as we’re just one of thousands of schools across the UK and everyone wants a new building. “We were lucky enough in arranging a meeting with the Minister of State for Schools where we explained the situation the College was in and presented to him our evidence.” Six months later Mark and High Tunstall were successful in being placed on the Priority Schools Building Programme 2 (PSBP2). The PSBP2 came into effect in 2014 and was the replacement of the previous Building Schools for the Future programme implemented in the 2000s by the previous Labour Government. This meant the College would be allocated a portion of the £4.4 billion fund specifically set aside by the Government for the renovation and development of new schools across the UK. Mark was initially allocated £17.1m from the programme but when the local authorities increased the number of pupils at the College from 240 to a 270 intake, Mark was allocated an additional £1.3m from the Local Authorities Basic Need Funding. Contracts were then put together and the design for the school began in 2016 with key contractor BAM and the Department for Education working together. Mark continued: “The team came up with six or seven different models for the new College and eventually came up with a design that was functional and aided in movement and navigation for our students. “All the way through the process, the Department for Education was very much in agreement with what we were doing with the new building and worked hand-in-hand with ourselves and BAM.” Facilities in the new 3-storey building include 10 new science rooms and one demonstration laboratory, creative design rooms, design technology and one food technology classroom and a food demonstration room. The College has also benefited from a brand-new learning resource centre where students can learn independently. The four-court sports hall features solid wood sprung flooring and the ground floor features a theatre and dance studio as well as a large open plan cafeteria, which is the heart of the College. Classrooms in the new college contain interactive televisions. There are currently 4,188 secondary schools across the UK. A recent report from the National Audit Office has stated that 35% of these school buildings require substantial repairs costing more than £1 million to return to satisfactory condition. The report also states in order to get all schools into an acceptable state of repair it would cost £6.7bn. Mark said: “Projects like this show students they are cared about, are invested in and they can come to a school that they can be proud of. “We’ve always been proud of the High Tunstall name and now we have a facility that is befitting the name, befitting the College and makes students feel proud. Also, teachers come into work to a nice environment. With their well-being being looked after, they’re going to teach better and everyone is going to achieve better in the long run.” “High Tunstall College is set for a very bright future.”
Education Professionals Only Getting Six Hours Of Sleep
Majority of the education professionals are up and planning their day at 6am, with two-thirds only getting six hours of sleep a night before catching up on emails, spending time with loved ones and reading the latest news. What time do you wake up in the morning? According to the latest study from CV-Library, the UK’s leading independent job board, the majority (83.1%) of education professionals wake up at 6am for work every day, with a further 63.5% stating that they get just six hours of sleep a night. The study of 2,000 UK professionals found that only 32.7% of workers in the sector get the recommended eight hours of sleep per night, with 37.8% even admitting that they wake up as early as 5am every day. The study went on to ask respondents what they like to do with their time before work, with the average morning routine including the following: Planning the day ahead (35.3%) Catching up on emails (33.3%) Reading the latest news (29.4%) Checking social media (27.5%) Spending time with loved ones (21.6%) Networking over coffee (18.1%) Texting their partner (11.8%) Texting family (9.8%) Working out (5.9%) Walking the dog (5.9%) Lee Biggins, founder and CEO of CV-Library comments: “Let’s face it – not everyone can be a morning person – and for some people, the prospect of doing anything but eating your breakfast before work can seem a bit much. However, our research suggests that ‘successful’ people tend to wake up earlier, despite getting less than the recommended amount of sleep. “Naturally, you’re going to pack a lot more into your day if you make the most of the early hours, but only if you’re fully awake and ready to be productive. Tasks like working out or meditating can set you up for a great day ahead, but there’s no use trying to start a routine that’s not sustainable in the long run.” Interestingly, just over half (50.9%) of education professionals think that waking up early benefits your career. When asked why they think this, 48.1% said it helps them to get ahead with their tasks, 40.7% said it helps to improve their work-life balance and 11.1% said it teaches them a good work ethic. Biggins continues: “Getting the right amount of sleep can help you to stay healthy, alert and ready to tackle the day ahead. You’ll naturally feel happier, stay calm under pressure and forge positive relationships in the workplace. If you’re thinking of shaking up your routine, make sure you’re waking up early for the right reasons; if you’re doing it to crack on with your work before the day has even begun this might be counter-productive and could suggest it’s time to find a new job altogether!”
More applications to education roles, as job opportunities improve
Are you looking to ramp up your hiring efforts as Brexit pressure eases? Well, according to the latest job market report from CV-Library, the UK’s leading independent job board, it’s definitely a good time. In fact, applications for new education jobs have increased by a promising 6.6% year-on-year. Indeed, the findings, which analysed job market data from October 2019 and compared it with findings from September 2019 and October 2018, found that salaries for education jobs also increased by an almost equal 6.3% year-on-year. Lee Biggins, founder and CEO of CV-Library, comments: “Education plays a crucial role in driving a skilled workforce, so it’s encouraging to see this sector perform so well in our latest job market report. Candidates are clearly responding to the market strength and with the country now facing a significant break between any likely conclusion to Brexit, it appears to be a positive time to hire. “That being said, it is important for employers to remain wary. We know that this sector is suffering from a major skills shortage and while applications are up, the result of the upcoming general election could have a huge impact on the job market and how funding is allocated.” As well as this, the amount of education jobs on offer rose by a smaller 3.1% year-on-year, suggesting that employers across the sector are regaining faith in their hiring efforts once more. Biggins continues: “While many employers are tempted to wind down in the lead up to Christmas and the New Year, it’s a good opportunity to get ahead with your hiring plans. The promise of higher pay is driving applications up right now, but it’s important to evaluate and assess the suitability of a candidate before offering them a bumper new pay packet. “Set up a structured, fair and thorough hiring process to give you the best possible chance of making a great hire. Rushing or cutting corners can do more harm than good, and it can increase your chances of letting good candidates slip through the cracks.”
Can mindfulness training help improve mental health in schools?
What is mindfulness? Is there an activity in your life that you love and find absorbing? Do you ever notice moments of contentment and wellbeing? These experiences give us an idea of the ‘flavour’ of mindfulness; the capacity to be calm, open and aware in the present moment. Mindfulness is non-judgemental and always curious about experience, fostering a life lived consciously. Secular mindfulness practice is an evidence-based technique shown to be effective in improving wellbeing and reducing stress and depression. It is now used in a wide range of settings. Why offer mindfulness training in your school? A good foundation in mindfulness within the school environment actively combats problems such as anxiety, stress, and low mood. Practising mindfulness also promotes greater wellbeing and is a cost-effective way of supporting mental health. Children and young people have a natural capacity for absorption and positive emotion which mindfulness training can help to cultivate. Learners in your school can increase their ability to remain calm and focussed, and show greater emotional intelligence. The simple quality of enjoyment of experience that can result will set them up to engage more fully in the learning process. As members of staff, our states of mind can have an impact on the people around us. Mindfulness training is one proven way of helping staff to effectively manage stress, allowing them to maintain a calm perspective that can positively affect their children, students or colleagues. Research shows that well-conducted mindfulness training can result in: For staff: • increased job performance, problem-solving and ability to focus • reduced stress, burn-out, and anxiety • reduced days off work • better mental health; less distress, negative emotion, and depression • greater empathy and attunement to students’ needs For children and young people: • improved mental, emotional, social and physical health and wellbeing • reduced stress, anxiety, reactivity, and bad behaviour • greater calmness, the ability to manage behaviour and emotions, self-awareness and empathy • Improved focus, cognitive and performance skills, and executive function For more on the research, please see under ‘Resources’ on our website. Who we are ’Love Mindfulness’ is a training partnership of Dr Carolyn Drake, neuroscientist and former primary head teacher, and Annie Akasati McAuley, an ordained Buddhist and secondary/SEN specialist. We are based in Sussex and offer training in London and the South East. We are fully qualified, with extensive experience, and have enhanced DBS checks. We have been delivering mindfulness training since 2014 to a wide range of schools and colleges (staff and pupils), as well as sessions and courses for organisations and the general public. What we can offer you For staff: We provide INSET, single sessions, and courses. These are all practical and interactive, including guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. While we recommend up to thirty participants as an effective group size for INSET and twilight training with staff, we also have experience of working with larger groups. Courses are usually arranged for smaller groups of up to 15 people. For children and students from key-stages one to five: We offer age-appropriate and engaging single sessions and courses. We work with full class groups, providing some differentiation to accommodate different needs. We also provide bespoke events for Health Weeks, Enrichment days and other special events in the school calendar. All sessions are practical and interactive. As with the staff sessions, we include guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. Testimonials from staff • “Annie’s visit to our school left our staff with a very powerful message about the importance of mindfulness. Her mindfulness training sessions allowed all staff, with a wide range of previous experience, to access the course. There were an appropriate amount of links to theory and some excellent examples of sessions that were designed for students of all ages. We will continue our focus on mindfulness training for staff and students …” Duncan J Stonehouse, Head of School, Bangkok International Preparatory & Secondary School • “The whole school is calmer.” Catherine Allison, acting Head Teacher Testimonials from learners, key stages 2 to 5 • “I absolutely loved all the lessons” • “When you get stressed out, do one of the practices” • “I’ve learned more about my mind and how I can train it” • “I used the hand practice for my times tables and tests” • “I learned that if I am worried I can take a minute to breathe and it helps me calm down” • “I learned how to keep calm and relax. I will keep doing the petal practice, it makes me feel happy” • “…a massive thank you for all your help… I am back in practical lessons thanks to everything you’ve taught me… still practicing the mindfulness activities every day, and will continue to do so.” • “It is really helping me in difficult situations in my life.” • “It’s relaxing, calm and it helps you to be yourself.” LOVE MINDFULNESS Visit our website to find out all about us. Contact us to discuss training opportunities for your school or telephone on 07795 562483.
Mindfulness in Schools
Since 1967, the average age of onset of major depression has slipped down from 31-33 to 13-15 years of age, starting now as young as 4 years old (N=4041; Zisook, 2007, American Journal of Psychiatry). School teachers are noticing a gradual growth in the number of children with personal, social and emotional needs. There is clearly a need to provide support for the physical and mental wellbeing of young people, as well as support for head teachers and school staff, undergoing high work pressure. Randomised control trials have shown the effectiveness of mindfulness in reducing a wide range of physical and mental health conditions in adults and young people. MRI scans studies suggest that mindfulness meditation alters the structure and function of the brain in key areas involved with concentration, empathy, thoughts and feelings, and decision making. “There are many reasons why the development of mindfulness for teachers and school staff is a welcome move. Mindfulness has the capacity to improve staff occupational wellbeing and job satisfaction, improve performance, and reduce the wasted expenditure and human misery represented by the many days of stress related sickness and attrition from the teaching profession. The evidence base for the beneficial impact of mindfulness on the young is growing rapidly and students clearly need teachers skilled in mindfulness to teach it.” Katherine Weare Evidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff Mindfulness Midhurst specialises in delivering evidence-based mindfulness courses to the general public, in the workplace and particularly involved in the implementation of mindfulness in schools. Each school is different and the implementation will therefore start with an initial consultation to assess the context and needs of the school. We will then offer a package which includes courses for school staff, pupils and parents, as well as ongoing support and interventions until mindfulness is embedded in the school. All courses are evidence-based and secular: – The adult course is based on ‘MBSR’ (Mindfulness Based Stress Reduction). It has been carefully designed, using a combination of classical mindfulness teaching and modern psychology. – The ‘Paws B’ curriculum for children is a six to twelve session mindfulness course taught to 7-11 years old. It is taught with striking visuals, film clips and activities. This course was designed by experienced classroom teachers and senior mindfulness teachers at the Centre for Mindfulness Research and Practice at Bangor University. Mindfulness in Schools Project is the teacher training provider for this course. Mindfulness can support a sense of well-being and give children essential tools to navigate skilfully through adolescence and adulthood. It has been shown to help with self-esteem, emotional self-regulation, metacognition, compassion, coping with stress, wellbeing and concentration. Sandrine Cranswick Founder Mindfulness Midhurst Mindfulness Teacher and Supervisor www.mindfulness-midhurst.co.uk |sb.cranswick@gmail.com |t.07976 751559
Mengage: practical work with boys and men on health concerns
Mengage is a not-for-profit company working with males on their health and the issues that affect their health. The services we provide include direct work with males, accredited male health education courses –with internal verification, resources, workshops and training, consultancy and research-based solutions from both national and international practice, backed by years of experience of practical work with men and boys. Mengage has a primary focus on practical work with men; it is founded by and run by practitioners who use their extensive knowledge of ‘what works’ to deliver and implement practical work that makes a difference. As practitioners we are aware that all too often males fail to present themselves at health services because they are not aware that they could be affected by a health concern, or that they don’t realise the implications of their actions or behaviour; that they had not been given health advice and information delivered in a way that was appealing and accessible to them – in environments that they were comfortable in, and in a language or manner that they could readily understand. Mengage acknowledges that men’s health encompasses a broad range of theories and disciplines. We seek to acknowledge this in our work; we do not promote any work on a rights-based or ideological basis. We promote a social determinants and ‘salutogenic’ approach that has identified key factors likely to enhance male health. Complementary to this we use social marketing methodology to construct our services to ensure that our products are suitable for males to invest in and consider taking up healthier lifestyles. Our main practitioners are Liam and Paul. Liam trained originally as a teacher. He has worked in the teacher and training field for 23 years and has a wealth of experience of leading subjects at secondary level, and drugs/alcohol, Teenage Pregnancy Strategy, Sex and Relationships, and segueing into male health for the last ten years. He has recently gained a counselling qualification and operates Mengage Therapy; a service just for men. He adopts the Carl Sagan mantra of, “If we aren’t laughing, we aren’t learning!” Paul trained as a nurse. He transferred into Public Health practice around engaging with men, which is where his interest in this area was first spawned. He has completed a Masters in Men’s Health, where he established his credentials in this field and championed the social determinants and salutogenic approach, discussed above. The combination of these two practitioners and their varied experiences lends itself well to delivery leading to the following types of comments being made: Paul/Liam overall – the balance between the two facilitators, lots of information delivered with aplomb and humour; nice style and pace; interaction of the presenters, the succinct style of the presentation with the facts being presented; good combination of learning and fun, academic concepts, practical exercises; pace and delivery of training, good balance between structured learning and group based/activity work. good chemistry, very well presented by both, catered for all learning styles; I love your delivery, the language you use and how you get things over. You both work well together, bouncing off one another; it was very engaging and interesting, got a lot out of the 2 days; Various participants, Men’s Mental Health Champion Training, North Somerset October 2019 Mengage can write bespoke training events around positive approaches to preventing suicide, accredited Mentoring, Raising Boy’s Achievement, Boy’s Mental Health, Therapeutic Approaches to Pastoral Work – and any combination of the above. Get in touch to discuss your specific requirements and Mengage will be happy to help. info@mengage.co.uk 01905 570180 07788725318 www.mengage.co.uk
Celebrating a score in school first aid
The celebrations have begun at school first aid supplier Eureka!, as the organisation kicks off its 20-year anniversary this month. Set up originally as a catalogue business on the sunny south coast in Dorset, the company quickly succeeded in its quest to become the UK’s number one provider of school first aid supplies, by offering low prices, easy ordering, outstanding customer service and exceptionally quick delivery—attributes which remain at the heart of the organisation today. As the years have passed, Eureka! has listened to its customers and adapted to the changing needs of its school customers to ensure it remains the first-choice supplier in this sector. Supplies to meet any budget Providing schools with alternatives to well known and inevitably higher priced brands, is one such project that Eureka! has applied, to assist those schools facing tight budget constraints. Having long established relationships with suppliers around the globe, meant that Eureka! could source and implement its own range of essential first aid supplies such as bandages, plasters and wipes that perform as well as the leading brands. The Eureka! range of first aid items has become increasingly popular and the organisation is looking to expand the range in the near future. Assisting schools to implement change The last 20 years have seen various changes to the school curriculum and first aid industry standards, including the latest addition of first aid training in English schools, and the new British Standard BS8599-1:2019 for first aid kits. Eureka! monitors proposed changes as soon as they are announced and implements products to ensure schools can make early preparations and adhere to legal standards. Other additions to the Eureka! portfolio in recent years, include the provision of defibrillators, inhalers and adrenaline auto-injectors, that help schools to prepare for the administration of lifesaving first aid if needed. Hidden savings Schools will know that suppliers often enforce a minimum order value to secure free delivery. This isn’t the case with Eureka!. Whether you need to order a box of plasters or kit out your medical room, delivery of all orders with a UK mainland delivery address is free of charge. Often overlooked when assessing the budget, a decrease in delivery charges can lead to substantial monetary savings over the course of the school year. Eureka! also provides schools with special clearance deals, significant quantity discounts and buy two get one free offers on some of the most frequently used first aid items. Eureka! is looking forward to continuing its celebrations throughout 2020 which will include very special offers to schools. Request your catalogue now by calling 0800 358 0085, or visit www.eurekadirect.co.uk to find out more.
Engage students through tailored outdoor experiences with Travelbound
You know how important time in school is for your students, but have you ever considered how you can make an even greater impact beyond the school walls? Providing your students with varied learning environments away from school can be the key to reaching disengaged learners, re-motivating your students and breaking down the barriers to help even your most introverted students find a voice amongst their peers. Travelbound’s educational experiences abroad provide the platform to do just that and more. Travel abroad and there will be a million and one things you can do, which immediately and directly impacts upon students’ development positively. The journey itself is an education with new sights and smells alone acting as a gateway into different cultures, languages and traditions. What is the beauty of providing an experience like this? It doesn’t have to involve jetlag, nor does it have to break the bank. Walk along the battle-scarred beaches of Normandy and suddenly students feel transported back in time to the battles faced by soldiers and local communities. See the lights of Broadway at night and your school group may suddenly think they’re stepping into a different world in New York. Both experiences do more for the student than reinforce the lessons from D-Day or igniting a passion for performing arts as they begin to contextualise learning and be inspired to embark on a journey of lifelong learning extending far beyond their locality. Travelbound’s Château du Molay in Normandy enable schools to build a comprehensive programme with the support of on-site teams. The facilities allow for students to develop interpersonal skills, take on lessons on independence, whilst also increasing their awareness of living cooperatively with their peers. There are also opportunities for students to utilise their language skills in both English-speaking and foreign language situations reinforcing purposeful learning and self-confidence in their ability. “I never hesitate to book simply because I know that they consistently deliver an authentic and complete package that represents the best value on offer.” Ralph Allen School Planning an educational or ski trip abroad is made easier with school travel experts on hand to support teachers every step of the way. With over 30 years’ experience in organising extended learning opportunities abroad, Travelbound have the expertise and backing of the Council for Learning Outside the Classroom (LOtC), ABTA and ATOL to make booking your trip a seamless experience for you and your students.