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Educating the Educators

Educating the educators is a responsibility and a commitment we do not take lightly.

As we embark on a new academic year we must remember that whilst we are educating hundreds of students in our classrooms, we are also responsible for teacher education, and that the process of continuous professional growth is underpinned by a curriculum for our educators as well.

This article, first published in the June 2019 edition of ResearchEd, is a great example of ten guiding principles for a teacher education curriculum. The first of these principles addresses the need for a solid understanding of the science of learning and a common language to discuss that. Here at BLT we have established a glossary of key terminology specifically to address the need for us all to mean the same thing when we use common words. For example ‘learning' -a BLT teacher will know that we consider that for something to have been learned it must have been transferred into long-term memory. The second principle in the article relates to subject knowledge. At BLT we actively encourage and support our teachers to become members of a subject association and will be making time available for subject knowledge development focussed CPD throughout the year. The article also makes reference to Rosenshine, The Learning Scientists and the work of Doug Lemov all of which have shaped and influenced the development of the teaching and learning policies in operation across our three academies.

Educating the educators is a responsibility and a commitment we do not take lightly and whilst we are conscious of confirmation bias it is good to know that the advice given in this ResearchEd article is alive and well in the work of the Teaching and Learning leaders across our three academies.