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Micro:bit Educational Foundation partners with Code.org to Bring Power of Physical Computing to Educators Teaching the CS Fundamentals Curriculum  

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The two non-profit organisations have joined forces to empower teachers using Code.org with free micro:bit physical computing resources, helping bring code lessons to life   

 

The Micro:bit Educational Foundation, the education non-profit on a mission to inspire all children to achieve their best digital future, today announces a partnership with Code.org, a US-based education innovation non-profit, to offer teachers computing resources to complement use of the handheld micro:bit physical computing device as an extension to the Code.org CS Fundamentals curriculum.   

 

With over 70 million students and two million teachers subscribed to Code.org, this partnership will expand the reach of micro:bit’s physical computing resources to students around the world, helping both organisations achieve their shared goal of improving digital literacy and delivering richer teacher materials and tailored support to empower computer science educators in schools.   

 

Elementary school students using Code.org curriculum will now have access to new lessons which will show them how to bring code to life with a partner handheld computing device, the BBC micro:bit. Bringing a physical element to computing education is proven to greatly enhance how children – especially girls - learn how to program. Using the micro:bit helps make connections between the code entered on screen to real life, improving motivation to learn and building confidence with tech as their conceptual understanding grows.   

 

Micro:bit Educational Foundation works closely with schools, educators and some of the world’s biggest tech companies like Arm and Microsoft to help implement computing education at a young age and improve diversity in computer science. Its micro:bit programmable device is already used in over a third of UK schools and there are over 7 million in use internationally, supporting both block-based beginner coding and more advanced text-based skills.   

“Physical computing is a great way to engage students in computer science, and I’m excited that Code.org is expanding its offerings in this maker education space. We’re delighted to partner with to provide physical computing extensions to our existing courses, says Code.org CEO Hadi Partovi of the partnership.  

 

“Growing a diverse pipeline of tech talent who contribute to the creation of better technology in the world begins in the classroom. We are invested in excellence in computer science education for younger students and are excited by the size of the impact we can create together with Code.org to bring the benefits of physical computing to young learners.” Commented Gareth Stockdale, CEO at the Micro:bit Educational Foundation.  

 

Interested educators can learn more about the Micro:bit Educational Foundation and Code.org on their respective websites. The new micro:bit physical computing resources for CS Fundamentals are now live.  

 

 

About Micro:bit Educational Foundation   

The Micro:bit Educational Foundation is a not-for-profit organisation founded in the UK in 2016, with the aim of inspiring every child to create their best digital future.  

 

We do this by:  

  • Developing hardware and software that inspires young people to get excited about technology and the opportunities it presents for them  
  • Creating free, user-friendly educational resources to support teachers in delivering engaging and creative lessons  
  • Working with like-minded partners to deliver high-impact educational programmes across the globe.  

 

 

About Code.org  

 

Code.org® is an education innovation nonprofit dedicated to the vision that every student in every school has the opportunity to learn computer science as part of their core K-12 education.  

 

The leading provider of K-12 computer science curriculum in the largest school districts in the United States, Code.org also organizes the annual Hour of Code campaign, which has engaged more than 15% of all students in the world.  

Education strikes: concerns grow for skills availability

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Following the news that teachers will go on strike in February and March, Tania Bowers, Global Public Policy Director at the Association of Professional Staffing Companies (APSCo), comments:

 

“The general unrest we’ve seen spread across the public sector meant that this news wasn’t a surprise for many. While there will, of course, be concerns around the impact strikes will have on pupils across the country, the more pressing issue is the skills shortages that the sector has been facing.

 

“The education sector has struggled with resources for some time and the pandemic only exacerbated the issues. Professionals have faced mental health difficulties and burnout since Covid-19, juggling already significant workloads alongside the move to virtual teaching. Issues around supply teachers have only added to the problems the sector is contending with. Staff illnesses – which have become a more prevalent challenge in the post-Covid era- have put further pressures on temporary resources which were already in short supply across the education arena. This has led to an increase in staffing costs at a time when schools can ill-afford the additional expense.

 

“There needs to be a fundamental rethink around how the education sector’s staffing challenges are addressed, including more sustainable and cost-effective access to supply teachers which will only help improve the financial situation across the sector and, in turn, help solve some of the salary concerns that the TUC has raised.

 

“On a longer-term basis, though, the education arena needs a well-overdue boost of talent to help remove the work burden that is driving so many professionals to not only strike, but also exit the sector altogether.”

 

Cambridge University Press launches international celebration of teaching with fifth Dedicated Teacher Awards

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Following more than two years of disruption to education caused by the pandemic, Cambridge University Press is asking people around the world to submit their stories about inspiring teachers, as the publisher opens its Cambridge Dedicated Teacher Awards for 2023.

 

The global competition provides the chance for students, parents and colleagues to say ‘thank-you’ to a special teacher, and to share examples of inspiring education across the world. Nominations are open between 16 January and 16 March 2023.

 

Now in their fifth year, the awards were established by Cambridge University Press to showcase the resourcefulness and positive impact of inspiring teachers across the globe. In 2022, the Cambridge Dedicated Teacher Awards received a staggering 7,000 nominations from 112 different countries.

 

While there are six regional winners announced every year, overall winners of the accolade have come from Pakistan, Colombia, and the United Arab Emirates. Last year’s inspirational winner, Khalifa Affnan, continues to teach at Keningau Vocational College in Malaysia.

 

Nominations can be made by going to dedicatedteacher.cambridge.org/nominate and submitting a written entry (in English) of less than 150 words or a video no longer than two minutes.

  

Publishing Director for Education at Cambridge University Press, Matthew Walker, commented: “Over the last year, we have seen students across the world return to classrooms and in-person learning. As a result, teachers have had to effectively support students at varying levels of attainment and be constantly aware of the social and academic impact of ‘lost learning’ caused by the pandemic.

 

“Teachers have never been more important, and their role in shaping young minds more vital. These awards are designed to celebrate everything they do around the world to support the next generation.”

 

Once nominations close on 16 March 2023, a panel of educational experts will choose six regional winners who have made a difference to the lives of their students. These teachers will receive a trophy and feature on a ‘thank you’ page at the front of new Cambridge University Press Education textbooks for one year from September 2023. They will also win class sets of books or digital resources.

 

The public will have the opportunity to vote for their favourite story when the regional winners are announced via social media on 24 April 2023. Cambridge University Press will announce the overall winner on 22 May 2023.   

 

The Cambridge Dedicated Teacher Awards stipulate that for an entry to be valid, nominators should only nominate one teacher. Furthermore, nominations may not be for family members, relatives or partners.  For more information, or for full terms and conditions, please go to dedicatedteacher.cambridge.org

 

British teachers turn to their own technology to do their job

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87% of those working in the UK education sector say it’s essential teachers have access to a printer, but 67% admit they use their home printer for teaching needs

 

Nine in 10 (87%) education workers say it’s essential that teachers have access to a printer, yet only half (52%) of teachers use printers in the classroom, according to new research from Epson. Many are driven to using their own with three quarters (67%) saying they use their home printer for teaching needs.  

 

The survey of 3,460 people working in the education sector across Europe, the Middle East and Africa shows pressure is mounting for better technology provision in schools. Six in ten UK respondents (60%) say students expect higher levels of technology use now compared to before, and the majority (55%) are looking at greater ways to collaborate and generate student engagement.

 

But improving solutions comes at a price, so it is unsurprising that in the context of economic crisis in the UK, nearly two-thirds of those working in the sector (63%) are prioritising managing rising costs right now.

 

Considering those questioned say nearly four tenths (38.5%) of the average school day is spent using digital technology, it’s worrying that the current economic climate may be impacting the transition to better technology. The sector needs to look at how it can best support students and teachers in the wake of hybrid and digital learning. And at a basic level, provide easy and official access to tools such as printers – particularly as 57% expect an increase in print volumes over the next 12 months. 

 

Commenting on the findings, Richard Wells, head of office print sales UK&I at Epson, said, “Teachers appear to lack the basic technology needed – such as printers in the classroom. While using their own technology to deliver provision or produce materials fills a gap, it’s unfair to shift the cost burden to them and raises the question of education equality – as many students will have teachers that are unable or unwilling to support this.  

 

“This is a major concern and technology manufacturers like us must do all we can to help solve the problems faced within the sector. Energy efficient, cost effective and easy-to-use solutions are available both when it comes to staple products like printers and with newer digital and collaborative technologies such as projectors.  Getting this right is imperative if students and teachers are to maximise the benefits that technology can offer and advance the way in which students learn.” 

 

The full findings of the research are available to download in the report IT peripherals are no longer peripheral.

 

HYUNDAI TO OFFER 25,000 CHILDREN SCHOOL TRIPS IN 2023

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The Great British School Trip is open to all teachers across the UK by registering interest at https://greatbritishschooltrips.co.uk/ 

  • Hyundai is investing £1 million in a programme of school trips   
  • The initiative launches today with Tim Campbell MBE as Hyundai’s Educator in Residence 
  • Research shows that children are missing out on essential and accessible school trips due to the cost of living, lack of funds and staffing issues
  • 61% of teachers admit they are less likely to plan a school trip now, versus 5 years ago  
  • 52% of children have intentionally not told a parent about an upcoming trip, due to money worries 

Tuesday 6th December 2022: Children are missing out on school trips due to the cost of living crisis, lack of funds and staffing issues. 

A study involving 2,000 teachers and parents across the UK and commissioned by Hyundai, has revealed that school trips remain on the decline with the cost of travel, parents not being able to afford to cover additional expenses, entry fees and lack of staff being listed as the key factors.    

 

As part of the study, research of 1,600 parents of school aged children revealed over half (52%) of UK children have intentionally not told a parent about an upcoming trip, with a further 54% of parents admitting it was over their child’s concerns of affordability. Three in 10 parents revealed that finances are the main barrier to sending their children on school trips. 

 

Specific research of 433 teachers revealed that of those who organise school trips, 61% are less likely to plan trips now – compared to five years ago. Over half (56%) of teachers who organise school trips have had outings cancelled or not approved in the last 12 months, and more funding to help cover the costs would benefit in supporting them to run more trips. 

 

As a direct response to the study findings, Hyundai announces its ‘Great British School Trip’ programme. This activity has been designed to inspire school children aged seven to 14 and to help them to shape their future goals.  

 

Through the ambitious initiative, Hyundai is investing £1 million in the programme and is committed to sending 25,000 pupils on school trips across the UK over the next academic year, kicking off from January 2023. The automotive company will offer bursaries to help the schools most in need to fund their school trips, including booking fees and travel costs. 

 

Ashley Andrew, Managing Director, Hyundai Motor UK, said: “School trips should provide some of the most exciting and memorable times for our young people. They help to bring their learning to life, encourage greater engagement and inspire their future ambitions. I know that’s what they did for myself and for my children. 

 

“I firmly believe that they are an essential part of our young people’s development and something that every child should have access to. As a company that strives to support humanity and to foster  

an ambitious next generation, we are delighted to launch this pioneering initiative, which will deliver these life experiences as well as supporting teaching staff and parents.” 

 

The Great British School Trip has been shaped around Hyundai’s vision for the future, Progress for Humanity. This vision focuses on how connections and collaboration can help accelerate progress and innovation. The programme will support the curriculum by covering important subjects such as art, maths and STEM as well as being centred around four themes: Imagination and Curiosity, People and the Planet, Journeys and Adventures and Breakthroughs and Discoveries.  

 

Over 200 venues have shown their support for the initiative by signing up as trip locations already. Children will be able to explore locations including RAF Museum Midlands, PGL, The YHA, Disney Theatrical and Nottingham Playhouse, amongst others. 

 

Tim Campbell MBE has been announced as Hyundai’s Educator in Residence as part of the initiative. Tim sits on the City of London Education board and is Chair of Governors at an outstanding London secondary school. Tim spoke about The Great British School Trip: “School trips are an integral part of a child’s education. Not only are they a fun day out but allow children to properly cement their learning outside of the classroom. I firmly believe in education as a facilitator of social mobility, so it’s shocking that our younger generation are missing out on this opportunity due to circumstances outside of their control. I’m thrilled to be involved with this programme and feel that it is exceptionally timely, not to mention necessary, to put school trips firmly back on the agenda.”  

 

The research of 1,600 parents of school-aged children revealed 60% agreed more needs to be done to ensure all children have an equal opportunity to go on school trips. Furthermore, its drawn attention to the benefits of school outings, according to teachers, with the opportunity to visit places outside of the classroom cited as the main advantage, as well as being able to link topics and subjects in a more meaningful way and allowing children to contextualise their classroom learnings.   

 

Parents also acknowledge the pros of educating children outside of the classroom, with 38% saying the new experiences it gives them beyond the classroom is a huge plus. As well as this, they also listed that creating fond memories (34%), building confidence (34%) and it simply being more fun for their children (31%) were other advantages.  

  

However, 39% recognise there is a chance their youngster won’t be offered the opportunity to go on school trips during the 2022 to 2023 academic year because of a lack of school funding and volunteers. As many as 70% of the parents polled said their children enjoy the visits they go on, with science museums, the zoo and adventure activities, like kayaking or climbing, among the favourites.  

 

Teachers can now register their interest in the programme at https://greatbritishschooltrips.co.uk/ to be among the first to access the full programme when bookings open in January 2023.  

 

 

Free tool accurately assesses pupils’ online competencies and resilience for a digital life

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Teachers can now accurately assess pupils’ online competencies and resilience for a digital life using SafeSkills – a valuable free resource for all schools featuring an online quiz for pupils in higher primary and lower secondary, and an inbuilt online safety diagnostic tool for staff.  Easy to set up, teachers simply register their school at safeskillsinfo.lgfl.net to receive their login details with instructions for importing their classes.

 

Created by edtech charity LGfL-The National Grid for Learning, this important resource covers the digital knowledge and skills outlined in the Government’s Education for a Connected World framework, and as recommended in Keeping Children Safe in Education and statutory RSHE guidance.

 

Designed to promote the development of safe and appropriate long-term behaviours, and support educators in shaping a culture of safeguarding at school and beyond, the quiz covers:

 

  1. Self-image and Identity – which explores the difference between online and offline identity and the impact of technology on self-image and behaviour
  2. Online relationships – which looks at behaviours that may lead to harm and explores strategies for positive relationships online e.g. respect and giving and denying consent
  3. Online reputation – which covers how others can use digital content to form judgements and strategies to manage content effectively
  4. Online bullying – which explores the impact of technology on bullying and online aggression, legislation and strategies for effective reporting and intervention
  5. Managing online information – which looks at strategies for effective searching, critically evaluating data and managing online risks, threats and challenges
  6. Health, wellbeing and lifestyle – which reviews the impact technology can have on health, wellbeing and lifestyle – e.g. mood, sleep, relationships, and strategies for managing any challenges
  7. Privacy and security – which covers how personal information can be used, stored and shared, and strategies to protect data and systems from being compromised
  8. Copyright and ownership – which explores the concept of ownership of online content, legal implications and strategies for protecting content.

 

After using their pupil log in to access SafeSkills, children can select any quiz from the eight themes available. Once the quiz has been completed, they can download a certificate and view a summary of areas of achievement and areas for development. They can also download an overview of their overall progress. Pupil results data can also be exported easily for use in teacher markbooks.

 

As well as completing the quiz in school as part of a classroom activity, teachers can allocate questions for homework, which pupils can access from anywhere.

 

Because SafeSkills is intended as a diagnostic tool for both summative and formative assessment, teachers can monitor progress easily throughout the year – at school, class or pupil level – to identify areas for development. By viewing aggregate scores for each of the themes, teachers can revisit topics that had a low score and dedicate more time across the curriculum. Whilst some schools may concentrate on the high-level eight themes across the whole class, others can drill down to single competencies or individual pupils, so the approach is entirely flexible and needs driven.

 

Commenting on the tool, Mark Bentley, Safeguarding and Cybersecurity Manager, LGfL-The National Grid for Learning, said, “Schools know all too well the importance of teaching their students how to navigate the online world, but with limited curriculum time and a fast-changing threat landscape, it is all the more important to understand where pupils’ needs are and focus time on the most relevant topics. That’s where SafeSkills comes into its own.”

 

To find out more, please visit safeskillsinfo.lgfl.net

 

Learn from anywhere: The future of education and how technology can support it

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By Neil Bailey, Senior Sales Manager, Education at CDW UK & Matt Eccles, Education Business Development Manager at Lenovo UK & Ireland

In a world of “work from anywhere,” people also want to “learn from anywhere”. As Higher Education institutions establish themselves in a hybrid era, they are faced with a new set of challenges as they navigate increasing cost pressures that have far reaching effects.

During the pandemic many institutions rushed to implement expensive short term hybrid learning solutions to ensure they could continue supporting students’ education. Now as a hybrid approach becomes the new staff and student expectation, many universities and colleges are looking for technology solutions that fit a dual purpose, excellent user experience and security that are fit for purpose for the future context of learning.

The hybrid learning journey so far

The pandemic and consequent work from home experience saw most learners become accustomed to a home learning environment where they not only have multiple devices at their fingertips to switch between but are also equipped with lightning-fast Wi-Fi. Universities are now faced with the challenge of how to recreate this user experience on campus.

The UK has some of the best and most highly-regarded universities in the world and often with that comes best in class equipment at their fingertips – yet far too many are still using this technology in a pre-pandemic way. The way we use technology has fundamentally shifted in the past two years; there is now an urgent need to review security and user experience to keep pace with new expectations.

 

However, cost remains a key challenge for Higher Education Institutions. This is a historic issue for many establishments which has now exacerbated by the cost-of-living crisis. Not only in terms of how this will affect future learners’ affordability, but also the increasing cost of devices and other technology solutions.

 

Security fundamentals

 

Education Institutions are among the most targeted industries in terms of ransomware, and at a time when the prevalence and sophistication of security threats is increasing, it is incredibly important that they have the right security systems in place.

 

One of the factors that makes university network security so complex is that higher education institutions require open networks to allow for the breadth of resources that staff, and students need to access for specialist research. Many learning organisations now host documents such as theses and doctorates exclusively in the cloud and they require peace of mind for themselves and their learners that this information is protected and accessible at all times.

 

In many institutions, the devices and infrastructure are already in place, the question is: are education institutions implementing measures effectively? In the new hybrid world, there is so much more to consider when it comes to safely and securely accessing the university network. For example, it’s no longer just about protecting on-campus technology and ensuring a seamless user experience, the same level of security and access needs to apply to those working and learning from home.  

 

 

A first in class experience Often Universities have an enormous number of different software applications to fulfil niche requirements, many of which are out of date, and navigating these can be a challenge even for the most tech savvy of people. As user experience (UX) becomes more embedded in our everyday lives, moving forward a simple stocktake of which applications are fit for purpose will help to streamline UX for staff and students alike. Taking stock of apps that are no longer used or fit for purpose is a good exercise for organisations to go through to get rid of technology that is taking up space for no good reason.

 

Student wellbeing and mental health is also a major concern when it comes to ensuring students have a positive university experience. According to data by the Office for National Statistics (ONS), the suicide rate for higher education students in the academic year ending 2020 in England and Wales was 3.0 deaths per 100,000 students. Technology can play an important role in protecting and supporting students, for example safeguarding tools can be used to help identify students at risk of self-injury.

From student wellbeing to accessibility of resources, technology solutions play an integral role in the delivery of a first-class university experience.

 

The future of hybrid education

As we adapt to a hybrid world, navigating and striking the balance between online and in person interaction will likely remain a challenge for universities and higher education institutes moving forward.

 

Universities are increasingly seeing demand for courses and qualifications that provide students with transferrable skills for careers of the future. For instance, the esports and gaming industry has seen huge growth and investment over the past few years. Collaboration, problem solving, and communications skills are all valuable skills for this sector.

Choosing a technology partner that can understand the unique challenges that the sector faces will be instrumental in delivering a seamless and secure user experience. At CDW we call this the art of listening, and it includes understanding every possible user perspective to deliver solutions that are fast, efficient and deliver tailor made solutions that solve for specific client needs.

 

The past two years have seen an enormous amount of change in how we teach and learn, however it is not only the way we learn that has changed – the context of learning is also shifting. Views on the future of hybrid teaching reflect an increased demand for a hybrid approach, in fact many higher education institutions offering this style of learning have seen a boost in enrolment numbers. Not only does it increase the accessibility of higher education but allows it provides students with skills that are now considered mandatory for the future workforce.

 

To support a new generation of learning, education institutions must embrace hybrid technology and choose a knowledgeable technology partner that is able to support them on this journey.

 

 

Teacher Wellbeing Index 2022: record numbers plan to leave profession as mental health suffers

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Record numbers of UK teachers and education staff have considered leaving the sector in the past academic year due to pressures on their mental health and wellbeing. Over half of this group have actively sought to change or leave their current jobs, citing workload as the main factor:

  • 59% of staff have considered leaving the sector in the past academic year due to pressures on their mental health and wellbeing (67% senior leaders, 59% schoolteachers)
  • 55% of those who have considered leaving have actively sought to change or leave their current jobs (58% senior leaders, 53% schoolteachers)
  • 68% of staff who have considered leaving cited volume of workload as the main reason for thinking about leaving their jobs (83% senior leaders, 66% schoolteachers)

 

The findings, part of the 2022 , conducted annually by the charity Education Support in conjunction with YouGov showed that overall, stress levels have increased when compared to 2021. Staff working in education also continue to experience higher levels of depression and anxiety than those reported in the general population.

  • 75% of all staff are stressed (84% of senior leaders, 72% of schoolteachers)
  • 47% of all staff always go into work when unwell (61% of senior leaders, 45% of schoolteachers)
  • 78% of all staff experienced mental health symptoms due to their work (87% senior leaders, 76% schoolteachers)

The sector has been further hit by the cost-of-living crisis with school leaders warning of “catastrophic” measures they will be forced to take this winder – including restricting heating in classrooms and cutting staff. [1] 

 

Matt Quigley, Headteacher said:

 

 “This report correlates directly with my current experience as a school leader. Stress, anxiety and depression are prevalent amongst staff; funding cuts really aren’t helping with me having to ask staff to give even more when they’re already on their knees; it is reasonable to expect that this would then negatively impact on the long-term health and well-being of staff; and, despite working really hard over the last few years – with the challenges we have all faced – in order to create a ‘compassionate culture’ amongst our staff, even for a great staff like ours we are all starting to fray at the edges. This way of working simply isn’t sustainable for much longer and some wide-ranging changes need to be made.”

 

 Commenting on this year’s Index, Sinéad Mc Brearty, CEO of Education Support said:

 

“These findings paint a grave picture for the future of education. The Prime Minister has made clear his commitment to growth and the skills agenda, but the reality of the education workforce crisis will not magic itself away. No-one has sought to create this situation, but these chronic, entrenched dynamics around workload, stress and mental ill health will limit our national ambition for a generation. We are witnessing the slow disintegration of the workforce.”  

“Whilst these data make difficult reading for everyone involved in trying to make the system the best it can be, the simple fact is that we are failing.  Our children and young people deserve so much more from us. It is time to invest in the workforce and to remove the well documented drivers of significant stress in the system.”

To download a full copy of the report, including conclusions and recommendations visit Education Support’s website.

Bournemouth Pupils Use Technology To Unite for Anti-Bullying Week

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Bournemouth school children have been celebrating Anti-Bullying Week by using the latest in educational technology to learn about friendships, kindness and how to stay safe online. 

 

Pupils from Kingsleigh Primary School took part in a week of special activities to mark the event, which included using digital resources from Discovery Education Espresso . Taking place in November each year, Anti-Bullying Week is a nationwide campaign to raise awareness of different kinds of bullying and empower children to take a stand and make a difference.

 

Kingsleigh Primary School pupils began their learning by coming together for ‘circle time’, where they used digital resources to investigate what bullying looks like and how it can be prevented. The children discussed what it means to be a good friend and explored how to take a stand against unkind behaviour. 

 

Next, the pupils took part in a whole-school assembly, where they watched a Discovery Education video about the importance of respect and kindness. Produced in partnership with the Anti Bullying Alliance, ‘One Kind Word’ gave the children lots of ideas for ‘random acts of kindness’, which can break down barriers and brighten the lives of those around them. 

 

Teacher Janet Beauchamp said:

“It was wonderful to see the children work together to take a stand against bullying. Discovery Education’s anti-bullying resources gave us lots of different scenarios to explore and prompted valuable discussion points.  Although the children were already fairly knowledgeable about the different types of bullying, it was a good refresher of how we can beat bullying with kindness.”

 

Discovery Education Espresso offers a vast array of anti-bullying and online-safety resources, spanning all primary key stages and subjects and including video, text, audio, images and interactive activities.  

 

Explore Discovery Education’s award-winning, curriculum-matched digital resources at www.discoveryeducation.co.uk.

 

National Institute of Teaching publishes first phase of inaugural research on mentoring for teachers

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The National Institute of Teaching (NIoT) has published the first phase of its inaugural research project, ‘Mentoring and coaching trainee and early career teachers: conceptual review and current practice survey’. The aim of the research function of NIoT is to find workable and evidence-based solutions for the most urgent and complex teacher professional development challenges faced by schools everywhere.

 

The mentoring project draws on a diversity of perspectives and reference points from across the teacher development and wider education sectors*, bringing together a wide range of experts, organisations, skills and expertise. This first phase clarifies definitions and approaches – and explains the theories behind how schools-based mentoring can achieve a range of positive outcomes.

 

To inform the project’s recommendations to the sector, this phase also includes findings from a Teacher Tapp survey of around 300 mentees in their first five years of teaching and more than 1,000 mentors**, including:

 

  • Mentees in the sample were generally positive about being mentored: 87 per cent named at least one benefit, particularly greater confidence and improved teaching practices.
  • Whilst almost all mentors report experiencing some benefits, most also named some detrimental effects, and these frequently relate to lack of time and mentoring detracting from other activities.
  • A third of primary teachers in the sample did not feel that they had been given an appropriate mentor – twice the proportion of secondary teachers, who will typically work in schools with larger staff teams.
  • The benefits and challenges of mentorship reported by mentees did not differ substantially between those who were mentored by their line manager and those who had a separate line manager and mentor. However, more than half of all teachers surveyed said they would prefer not to be mentored by their line manager.

 

This work will help inform the final stage of this project, the publication in Spring 2023 of recommendations on effective practice for mentoring in primary and secondary education. Recommendations will also be informed by a review of the evidence. We will bridge gaps in evidence with practical, transparent and actionable recommendations that can benefit the whole school system, including other teacher-development providers, as well as NIoT’s own programmes. 

 

Executive Director of Research and Best Practice, Calum Davey, said: “Achieving our mission to improve the quality of teaching across the country means conducting rigorous research on areas of professional development that are challenging for schools to implement.”

 

“We chose teacher mentoring as our first research project because mentoring is a fundamental element of trainee and early career teacher training and, when done well, is a powerful way to support, develop and retain effective teachers. Issues such as capacity and expertise persist, which mean that schools can struggle to identify appropriate mentors and to provide them with sufficient time and support. 

 

“Schools, training providers and policy makers can benefit from guidance on where to focus effort and resource. Working closely with our research partners across the sector, the next phase of this project will analyse the evidence and findings to produce evidence-based recommendations.  These will inform our own training programmes and, crucially, be proactively shared with everyone in education for the purpose of benefiting teachers and pupils everywhere.”

 

To read the full conceptual review and research findings, go to niot.org.uk/teacher-mentoring-research.

 

* The core project team consists of education and research experts including teachers, leaders and academics.

 

The expert panel has senior-level practitioner, academic and provider representation from seven leading teacher training universities, providers and academies. 

 

** This data was collected via the Teacher Tapp survey app in early July 2022 in order to give an overview of current mentoring practice in state-funded schools in England for teachers with fewer than five years’ experience.