📚✍️ Mr. B

PAL/Head of Year 8 | Behavioural Specialist (Internal Exclusion/FTE Prevention)

[Mr T @HeroicMrT]

Fourth literature paper this year where the numerical mark awarded does not match the mark awarded in the comments. And a brand new first where I’ve found a whole section unmarked and a 0 awarded. 🤦‍♂️ 🤦‍♂️

Imagine schools who don’t have time to check @AQA’s failings.

[Tes magazine @tes]

The amount most teachers pay into their pensions is set to fall, with the DfE launching a consultation on reducing employee contributions and making other pension changes
https://t.co/DCwi9yiZ7Z

[Tom Sherrington @teacherhead]

Reflecting on my year working in schools in very different contexts, I'm convinced that the most important - yet underrated - relationships in school improvement are between CLs (curriculum /phase leaders/HoDs) and their SLT line managers. Before individual coaching processes have any hope of making an impact at any scale, it's essential to develop a team of CLs who can drive change in their areas. This requires a few things:
⭐ A good shared analysis of how to generate excellent learning outcomes in the subject - informed by formal and informal outcomes. Without this, everyone is guessing and misfiring, wasting effort. Sometimes external ideas are needed.
⭐A good shared understanding of how classroom practices need to change or be sustained to secure those excellent outcomes. Generic ideas about learning only go so far - and the line management partnership needs to support translating broad ideas and whole-school priorities into curriculum specific action. Imposing general ideas rigidly, can foster compliance that doesn't actually improve outcomes. It's hard to do this as SLT if you know nothing about a subject you line manage - so you need to listen and learn.
⭐A good shared sense of how well things are going - eg with routine joint learning walks, triangulating with assessment. You can't wait to see the exam results! And termly formal one-off observations are a waste of everyone's time.
⭐Time for CLs to be able to know how things are going - proper built-in time to see lessons on a regular basis and a recognition that this a core element of the work. Always amazes me when CLs do not regard it as a central responsibility to know how well their colleagues teach and how curriculum resources are used in practice, week in week out.
⭐Time for CLs to meet with their teams in routine cycles and - with appropropriate training - an understanding of how to lead team meetings as coaching/feedback sessions linked to curriculum needs.
⭐ A trust that is built around capabilities and confidence-building. CLs need some autonomy - but also that needs to be warranted, not just assumed. Plenty of CLs struggle to be true drivers of change (if they knew exactly what to do, results would be better already) and need help to develop those attributes: it's a central role of the SLT line manager to support each CL to get there.
⭐ SLT line managers need to earn trust by being sincere in their support and problem-solving stance, not blurring QA/accountablity language and roles such that CLs hide things and put on a show or become defensive. Unless people truly believe things can be better, they don't seek to make them so.

In short, schools should put these relationships at the core of their PD priorities because it's a learning process for all concerned. CLs can be the engine room of a great school - but that doesn't just magically happen. It needs to be fostered, nurtured, designed, built.. The way they are led by the SLT is central to everything.

[📚✍️ Mr. B @Mr_L_Badcoe]

But yet we teachers can only afford to be paid an extra 6.5% across the next three years!

[Politics UK @PolitlcsUK]

🚨 NEW: Rachel Reeves will announce an above inflation 4.8% rise to the state pension in the Budget

[📚✍️ Mr. B @Mr_L_Badcoe]

@JohnBaldLangLit Ask your ECT mentor for some guidance? Do you have a removal room policy for when behaviour becomes difficult? If not, ask the HT how they can put forward constructive suggestions for classroom management. Perhaps they can even model it for you! Good luck!

[📚✍️ Mr. B @Mr_L_Badcoe]

Results are in for my class!

20% 7-9 in Language
81% 4-9 in Language
20% 7-9 in Lit
77% 4-9 in Lit

Thrilled with their progress over the past two years - here's to next year!

[📚✍️ Mr. B @Mr_L_Badcoe]

A staggeringly good set of results YET AGAIN from Michaela - what a special place this must be

[Katharine Birbalsingh @Miss_Snuffy]

GCSE results are OUT!

First time we have achieved this!

Congratulations to everyone!

Social mobility at its best! 🥰

[📚✍️ Mr. B @Mr_L_Badcoe]

@JamesAFurey I could never be a rows teacher - maybe it's the maverick in me! 😂

[C Bentley-Davies @RealCBD]

Still a couple of days to win a copy of my latest book all about Adaptive Teaching. 🔥 off the press. Retweet and follow by end of 28th Feb! #adaptive teaching #cpd

[📚✍️ Mr. B @Mr_L_Badcoe]

@LauraLolder This looks amazing! Would you be happy to share the resource! Would need adapting for us - but happy to do this!

[Pritesh Raichura @Mr_Raichura]

Direct instruction is joyful & leads pupils to success. Here is a *clip* where I use high frequency & high participation questioning in 3 phases:
1. Check for listening
2. Rehearsal
3. Check for understanding
Established routines: all hands up, turn & talk, SLANT & ruler reading

[📚✍️ Mr. B @Mr_L_Badcoe]

English undervalued once again

[Tes magazine @tes]

Education secretary Bridget Phillipson has asked that support for maths and science GCSE students should remain in place for exams in 2025, 2026 and 2027
https://t.co/dDpJKjiVys

[Laura📚 @H_Miss88]

Starting a lesson after break duty:

[📚✍️ Mr. B @Mr_L_Badcoe]

@Team_English1 @MrTs_NQTs Some help required! I have been asked to facilitate our Open Evening this year - I would love to have a Shakespeare room that is interactive and engaging. So far we have Lady Macbeth or Lady Gaga? But in need of other ideas! Thanks! #EnglishTeacher

[Tes magazine @tes]

‘We have to address the behaviour, no matter how difficult the situation is at home’: expert Bill Rogers explains why schools have to hold all students to account for their behaviour, even those who have troubled lives outside of school
https://t.co/5k1l6UY77l

[📚✍️ Mr. B @Mr_L_Badcoe]

@HeyMissSmith I suppose 'cold calling' brings a purpose of ensuring that EVERY child in the classroom understands what is being taught. As opposed to 'asking questions' which on the surface sounds like something that is not targeted/directed with purpose..?

[📚✍️ Mr. B @Mr_L_Badcoe]

@K2SR7 Hi Kieran - would love to use this template with my Year 11s!

[Joe Kirby @joe__kirby]

“In schools where behaviour standards are high, disadvantaged children do disproportionately well.

In schools where behaviour standards are weak, disadvantaged children do disproportionately badly.”