How did we let teacher burn-out happen, and what can we do about it – before it's too late? This brave and disruptive book accurately defines the problems of low teacher morale and offers systemic, future-proof and realistic solutions to bringing hope, energy and joy back to the profession. The simple answer is staring us in the face: increase teacher agency. Our rallying cry: our profession needs a return to values of humanity, pride, and professionalism. From research literacy to a collective voice, better CPD to smarter accountability, contributors to this book demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, supported by a broad range of academics and policy makers, vouch for increased teacher agency and stronger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. This text offers an exciting and hopeful perspective on education; urging teachers to work together to ‘flip the system’ and challenging policy makers to help... or get out of the way. Chapters have been contributed by Tom Bennett, Peter Ford, Jonathan Firth, David Weston, David Williams, Zeba Clarke, Julie Smith, Dr Robert Loe, Jeremy Pattle, Debra Kidd, Steven Watson, Ross Morrison McGill, George Gilchrist, Howard Stevenson, Professor Dame Alison Peacock, d’Reen Struthers, Phil Wood, Rae Snape, Simon Gibbs, Ross Hall, Jackie Ward, Simon Knight, David Frost, Sheila Ball, Sarah Lightfoot, Andy Hargreaves, Darren Macey, Gary Farrell, Julian Critchley, Tony Gallagher, Gareth Alcott, Sam Twiselton, Jelmer Evers, Alma Harris, Michelle Jones, Natalie Scott, Deborah M. Netolicky, Jon Andrews, Cameron Paterson, Per Kornhall, Joe Hallgarten, Tom Beresford and Sara Hjelm.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education. Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world. Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This powerful and honest book uncovers how we can flip the system, building a more democratic, equitable, and cohesive society where teacher expertise drives solutions to education challenges. Editor Michael Soskil brings together a team of diverse voices to highlight solutions, spark positive change, and show us the path forward towards a more civil and more peaceful America. In each chapter, inspiring educators describe how we can create lasting and meaningful change by elevating teacher expertise; educating the whole child; increasing teacher morale; and fighting for all of our children to have equitable opportunity and quality schools.

This edited book brings together teachers and education academics who are committed to education about, for and through democracy. It presents a diverse range of viewpoints about the challenges facing educators working across different sectors and discusses ways to challenge issues like neoliberalism, excessive managerialism and accountability and privatisation. It also engages with the times that education has, and continues, to fail students. This book outlines both logistical and ideological challenges which educators committed to democracy face and describes innovative approaches they have adopted, including networking, the use of social media and digital tools and extending their reach beyond their local communities to international audiences. It encourages conversations about how educators and academics might re-commit to education for democracy and generate further avenues for discussion and action by educators and academics.

Professionalism is a key component of teaching. During their training, new teachers must swiftly begin to develop their professional identity. They are required to meet and demonstrate professional behaviours outlined in Part 2 of the Teachers’ Standards before they can be awarded QTS. Becoming a professional requires critical reflection and a knowledge-base that is complex. This book helps trainee teachers to both meet the content of Part 2 of the Teachers’ Standards and develop the professionalism that supports their identity as a teacher.

This book constitutes the thoroughly refereed post-conference proceedings of the 4th International Conference on Higher Education Learning Methodologies and Technologies Online, HELMeTO 2022, held in Palermo, Italy, in September 2022. The 59 revised papers presented were carefully reviewed and selected from a total of 126 submissions. The papers present recent research on challenges of implementing emerging technology solution for online, online learning pedagogical frameworks, online learning technologies in practice, online learning strategies and resources, etc.

This essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings. This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include: • Roles and responsibilities of mentors • Developing a mentor—mentee relationship • Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes • Observations and pre- and post-lesson discussions and regular mentoring meetings • Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices • Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills • Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils • Developing autonomous science teachers with an attitude to promote the learning of science for all the learners Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

Emerging from an education world that sees professional learning as a tool to positively shape teaching practice in order to improve student learning, Transformational Professional Learning elucidates professional learning that is transformational for teachers, school leaders, and schools. Written from the unique ‘pracademic’ perspective of an author who is herself a practising teacher, school leader, and researcher, this book articulates the why and the what of professional learning. It acts as a bridge between research and practice by weaving scholarly literature together with the lived experience of the author and with the voices of those working in schools. It covers topics from conferences, coaching, and collaboration, to teacher standards and leadership of professional learning. This book questions the ways in which professional learning is often wielded in educational settings and shows where teachers, school leaders, system leaders, and researchers can best invest their time and resources in order to support and develop the individuals, teams, and cultures in schools. It will be of great interest to teachers, leaders within schools, staff responsible for professional learning in school contexts, professional learning consultants, professional learning providers, and education researchers.

This accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on ‘what works’, all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development. Divided into three parts, this book examines the various understandings of being ‘research-engaged’ and covers key issues such as: Finding and interpreting research How to apply and evaluate findings in reliable ways Planning and carrying out a classroom-based project Building a culture of research within a school Establishing local research networks Publishing work Illustrated with inspiring examples of how to these implement ideas in schools, The Teachers’ Guide to Research is perfect for practicing schools teachers, student teachers and educational leaders who are looking to expand their research knowledge and rekindle their professional curiosity.