Summer 1 Teaching and Learning Newsletter

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Using Technology Across theTrustPage 4During the COVID outbreak many staff from across the Trust have been engaging with a variety of PLDopportunities available on numerous platforms, such as Seneca Learning, Teach Meets, ResearchEdsessions, Spotify. It has been fascinating to hear staff feedback about their PLD at home and how it hasshaped their professional practice. Below are just some of the experiences shared by the staff.Iain Hickman – ScienceFirstly, I’ve done a lot on Seneca and hereis a link to all the resources that havesupported those sessions, which may beuseful for faculty teams, some of themrelate to memory and retrieval, whichwith the linear exam structure we nowhave has never been more important.https://drive.google.com/drive/folders/1396JpnPfmZ9QBAy8qWj_eLvVYdISOc2rSecondly, I discovered last night whilstchoosing something other than RunningPodcasts to listen to on SPOTIFY, wasthere anything on there for ProfessionalDevelopment. So, I searched teacherprofessional development, and there wasa wealth of podcasts available to listen to.Also on the podcasts there were GCSErevision for Science available I’mtherefore assuming there should be othersubjects also available – not looked into ityet, but I will be giving some a listen andif I think they are ay good I will berecommending them to my Y10 studentsas another platform to access work duringthis school lock down period.Lastly, this one is purely Science(Chemistry) related but I’ve shared withthe Brunts Science Staff team materialsfrom an educator called Adam Boxer, whoseems to specialise in memory andretrieval approaches and there are somegreat materials on his website and what’seven better they are all FREE.Helen Taylor - MathsI’ve spent a fortune on books since we’vebeen in lockdown. My latest three were:1. Making every maths lesson count –Emma McCrea – there is a series ofthese books for each subject area –this was fantastic for maths,wonder if they are as good for otherfaculties too?! – links to CPD wehave been focussing on all year ☺2. Teach like nobody is watching – thiswas your recommendation – I’vealready used it when planning someCPD for the NQTs.3. Making Good Progress – DaisyChristodoulou - again, linked thisinto some of the CPD sessions I haveplanned.
Online Teacher Recruitment: NatalieAveyard features in the TESBy Gemma CorbyAnd Natalie AveyardPage 5This is an extract from the TES article availableat: https://www.tes.com/news/recruitment-itbusiness-usual-again-schoolsIt will come as no surprise that recruitingteachers, in the current climate, presentssome challenges.Fortunately, schools are innovative places,and many have found ways around theissues. Here we speak to three seniorleaders about their experiences ofrecruiting during the coronaviruslockdown.Natalie Aveyard is deputy headteacher atThe Brunts Academy, which is part of TheEvolve Trust in Nottinghamshire. Herschool has managed to successfully recruitstaff, despite the lockdown.“At the Trust we make it clear prior to theinterview that the day will be made up ofa number of tasks, but we do not specifydetails at that stage,” says Aveyard.Tasks set by The Evolve Trust, dependingon the role, include:Preparing a lesson plan in 30 minutes – withthe topic being given there and then.Candidates are required to explain theirplan and answer any questions. Critiquinga videoed lesson, sent via a link on the day.Analysing an article, also sent tointerviewees on the day.Aveyard says that The Brunts Academy,where she is based, has had candidateswithdraw once the schedule has been sentout as they realise that the process will stillbe rigorous despite lockdown.“It is not just a 20-minute phone interview,which I know some schools have done – Ithink the rigour of our process has putsome people off in terms of the work thatit will entail. We’re fine with this, as wewant the right candidates who are alsocomfortable with our culture andapproach,” she says.So far, so good. But what are the downsidesto this otherwise rigorous process?One of the difficulties of setting tasksremotely is that candidates can draw onother resources, which they are less likelyto be able to do if the interview is takingplace in person. This is something Aveyardhas experienced.“Obviously it is up to them whether ‘theycall a friend’, so to speak. Only on oneoccasion have we had a candidate submit alesson plan that was obviously not plannedby themselves, as upon further questioningthey were not able to articulate why theyhad chosen certain activities," she says."This was not in line with the values of theTrust and therefore this candidate clearlydidn’t progress to the next stage."Despite this downside, remote recruitinghas been working well for Aveyard and hercolleagues across The Evolve Trust.“Being able to see a candidate and lookthem in the eye (albeit via a computerscreen) is crucial," Aveyard says."We feel confident that we are overcomingthe obvious challenges and that ourprocesses are still in line with saferrecruitment."We are testing for the necessary skills and,above everything, ensuring that thecandidates are a values-match and thatthey have the information they need tomake the right choice for them, too.”
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Summer 1 Teaching and Learning Newsletter

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