During the middle of this year’s coronavirus pandemic, a report published by the National Foundation for Education Research (NFER) looked at how the school system was progressing with the country’s ongoing teacher supply challenge.
Key findings of the Teacher Labour Market in England Annual Report 2020 included:
For teachers up and down the country, 2020 has been an interesting year to say the least. The coronavirus pandemic and its subsequent lockdown threw our education system into disarray, with millions of parents forced to tackle the challenge of home-schooling.
During this time, teachers themselves became key workers and had to provide pupils with schemes of work that could be delivered remotely. But now teachers must overcome a new obstacle – helping students catch up on work missed during the six-month stretch of school closures.
One thing that a huge number of teachers want and need the most isn’t actually available to them.
Unfortunately, time is a precious commodity that comes and goes all too quickly. Without sufficient time, many teachers struggle to fulfil all aspects of the role to the best of their ability.
In order to help schools, colleges and education leaders prepare for teaching in the coming months, the OECD and the Global Education Innovation Initiative at Harvard University have collaborated on a new paper.
Schooling disrupted, schooling rethought – How the COVID-19 pandemic is changing education has collected data and analysed information on the education conditions faced in 59 countries.
Knowing what makes a good teacher is a lot different to actually being one. So with this in mind, research organisation Evidence Based Education partnered with Cambridge International to produce the Great Teaching Toolkit: Evidence Review.
Contained within is a four-dimensional model that aims to help teachers identify the areas they can work on in their own professional development that will have the most impact on their learners’ outcomes.
In light of COVID-19, schools and teachers face a number of obstacles to overcome, from maintaining pupil morale to delivering content effectively.
But one of the biggest challenges is supporting students with special educational needs and disabilities (SEND) in order to reduce the disadvantage gap in young people.
Each and every teacher is bound to have their own heartbreaking or heartwarming experience of working with vulnerable children. But how can education professionals ensure stories of success in the future?
According to a new meta-analysis of empirical research published by Wisniewski, Zierer and Hattie (2020), feedback cannot be understood as a single consistent form of treatment. In fact, the impact of feedback is significantly influenced by the information and content being conveyed.
Also, somewhat surprisingly, feedback has a bigger effect on cognitive and motor skills outcomes than on motivational and behavioural outcomes.
In order to help schools better support teaching pupils remotely, the Education Endowment Foundation (EEF) has provided some much-needed resources designed for education leaders.
One rapid evidence assessment in particular examines existing research from 60 systematic reviews and meta-analyses for approaches that schools could use, or are already using, during the COVID-19 pandemic.
It goes without saying that every organisation and industry around the world is being affected by COVID-19, especially education.
According to the OECD, every week of school closures will cause a massive loss in the development of human capital with significant long-term economic and social implications.
While there are several things most teachers disagree on, the one thing everyone has in common right now is COVID-19 and dealing with its disruptive consequences. Most notably, moving away from physical teaching to online education and distance learning.
This is where Education Platform can help. It offers flexibility to plan and prepare lessons from home or elsewhere, providing support for teachers working in state and independent schools.
