Love this blog post. I’m biased, as I work with those two teachers, but so what!
Last weekend I attended the Sunday Times Education Festival at Wellington. It was brilliant. Sunshine, nice grounds, hundreds of people chatting about edu-nerdy things. It’s basically my nirvana.
Busy enjoying myself I didn’t take many notes or feel particularly moved to write a blog about it all. HOWEVER, one event stayed with me all week for what it encapsulated about the true spirit of teaching. So I thought I’d share that part.
At lunch-time on Saturday I was lucky enough to be in the ‘street’ – a part of the festival including street-y food vendors and a soundstage. In total, about twenty people were milling around, with the majority of attendees still tucked away watching talks.
Out of apparently nowhere I hear two booming voices: “HELLO!”
It was two men stood on the stage. They were in England shirts. The night before, England had crashed out of the cup.
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Please read this clear account, by Huntington School Head teacher, John Tomsett, of an exciting opportunity to engage with our Education Endowment Fund project on using research evidence in education.
I have been a teacher for 25 years, a Headteacher for 10 years and, at the age of 49, this much I know about how you can be involved in our EEF Research Project.
Research-leads working through a structured school improvement process, involving external research and evaluation.
Political consensus is notoriously difficult to achieve. Consensus in the world of education is nigh on impossible. Tentatively, I would say that the use of research evidence in education has united many warring factions in something that resembles agreement. There appears to be a rare sprig of hope emerging, namely that using evidence to improve our students’ education is a priority for the school system, and a priority which could become a reality.
Is research evidence a universal panacea for education? No, of course not. Should we be circumspect about the what, how and who
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