Blending theory and practice, the book offers an approach to designing and delivering a curriculum journey for all.

Has our system of accountability and quick fixes meant we've lost perspective of what can really improve the quality of education? With a multitude of issues at the heart of some of our more toxic schools, including micro-management, over-complicated policy and the intricate measurement of the wrong foci, it appears that teachers are experiencing a disconnect from the very reason they joined teaching in the first place. With little autonomy over what's important, fewer teachers enter the profession than the monumental amount of teachers that are leaving, and those that do, do so with reluctance and regret. With an astute examination of practice in schools, Claire Hill and Kat Howard take a thoughtful and strategic view of how to ensure a sense of connection and cohesion within schools, to ensure that all feel part of the collective curricular journey towards a gold standard. With a consideration of research-informed practice, this book will provide a series of strategies for curriculum designers at every level, keeping the high quality teachers that we very much need in schools, and providing a better palette to students in the process. At a time where teaching is somewhat politicised, monetised and overcomplicated, Symbiosis: Curriculum and the Classroom sets about the task of refining the way in which we run our schools to improve the quality of our everyday lives in schools.

An ideal text for aspiring teachers, the new Fourth Edition of Introduction to Teaching thoroughly prepares students to make a difference as teachers, presenting first-hand stories and evidence-based practices while offering a student-centered approach to learning.

What Every Teacher Needs to Know is a must-have guide for both primary and secondary teachers that summarises key research papers, offers evidence-informed teaching and learning strategies, and explains how to disseminate this information across departments and schools. There is a growing thirst for evidence-informed teaching in the UK and beyond, in order to help ensure that schools have the biggest impact on student learning. In a concise, accessible manner, this book distils key educational research into clear, precise guidance that can be used immediately. It is ideal for any busy teacher or school leader looking to transform student outcomes through a research-informed approach. What Every Teacher Needs to Know is essential reading for research leads, heads of department, and teaching and learning leads. It offers: - summaries of 20 prominent research papers on effective teaching and learning - key takeaways for classroom practice - evidence-informed teaching and learning strategies - examples across a variety of phases and subjects - insightful case studies from practising teachers.

Educational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read? Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development. Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes A summary of the key ideas Key takeaways and implications for classroom practice With an accompanying website featuring the video interviews and additional resources, accessible at https://glt-alwayslearning.co.uk/posts/glt-friends-book-club-edu-book-club, this will be a valuable resource for teachers and school leaders at all stages of their careers.

At The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated with different stages of working parenthood (including discrimination and how to avoid it as an employer and address it as an employee) case studies from our community suggestions for individuals and schools recommended further reading. Each chapter will help you to navigate the journey from planning a family, to stepping in and out of teaching to suit your parenting needs, to creating family friendly working environments, whatever your role in school. With its mixture of research-informed solutions, hints and tips, this text is perfect for colleagues embarking on their parenting journey and school leaders who want to take practical steps to retain and empower valued colleagues.

In recent years retrieval practice has continued to grow in prominence and interest – an evidence-informed effective teaching and learning strategy that supports all learners. After extensive reading, engaging with research and working with schools, Kate Jones has written a guide that explores how retrieval practice can work in a primary school context. The book begins with research then focuses on classroom application, covering curriculum design, task and question design with retrieval practice and how to embed retrieval practice as part of the language of learning across the wider school community. This is an essential read for teachers and leaders at all levels looking to effectively embed retrieval practice in their primary classroom.

A quarter of a century after its initial publication, The Classroom Arsenal remains pivotal in understanding and challenging the relentless promotion of technology to reform education. This seemingly benign education technology juggernaut carries forward the momentum of military agendas in man-machine systems detailed in the book. Promoters continue to flood schools with technology and its (still unfulfilled) promise of cutting edge, "personalized learning." Meanwhile, they continue as well their insatiable pursuit of federal funding, educational legitimacy, corporate profits, and access to student subjects and their accumulated learning data for product development. Less understood, though, is a companion enterprise, there from the start, to replace teaching and learning in traditional classrooms by efficient automated systems that manage and monitor human cognition and learning for high-performance systems, from weapons systems to high tech corporations. As education is moved imperceptibly away from its traditional humanistic aims and from the classroom itself, the goal of this human engineering project, the depersonalized accumulation of cognitive components for a 21st century militarized economy, best befits the book’s original title: "The Human Arsenal." This ongoing military/corporate-sponsored enterprise continues to impact education today, largely unnoticed. One example is the federally-funded Advanced Distributed Learning Initiative (ADL), which has been a major force behind the implementation of electronic learning systems, now used in all Defense Department and federal employee training. With the Defense Advanced Research Project Agency (ARPA) ADL is developing structures to capture students’ soft skills, and the Army Research Laboratory is developing "intelligent tutoring systems" to enable "instructional management of affect, engagement, and grit (perseverance)." ADL through the Department of Defense has developed Experience API, a learning technology that can monitor all student online and offline interactions and archive these in date lockers or learning record stores. ADL has already impacted thousands of school districts through nonprofits such as IMS Global and Future Ready Schools, part of an industry massively subsidized by high tech corporations and valued at $255 billion annually. A $90 million Advanced Research Projects Agency for Education (ARPA-ED), modeled after the military’s ARPA, has been proposed to fund "dramatic breakthroughs in learning and teaching." These include "digital tutors as effective as personal tutors" and, with the Navy’s Full Spectrum Learning project, "data collection tools for personalized education modeled after corporate data analysis that identifies consumer patterns and preferences." ADL is just one example of how the military/corporate ed tech enterprise is changing public education by hollowing it out into something that can be digitized, data-driven, automated, and monitored. Its promoters envision education as children interacting with online learning systems where, based on past performance, algorithms will serve up what each student needs to know next. Through this digital curriculum, students create virtual educational identities at very young ages and learning devices are watching students as much as students are watching them. Such is the education landscape presaged by The Classroom Arsenal a quarter century ago, whose origins and trajectories need to be deeply understood now more than ever.

A powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it. Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development. Written by a leading practitioner and designed to support reflections and planning for concrete actions, this is essential reading for school leaders and head teachers wanting to develop an authentic, powerful and positive school staff culture. School Staff Culture benefits from a completely free school development package, with session plans, slides and resources to structure a programme of sessions for leadership and specialist culture teams. The package supports the input, reflection, discussion, evaluation and contextualised application and review that will really bring the ideas in School Staff Culture to life in a school, and can be downloaded from www.routledge.com/9781032121963.