Solving the recruitment crisis – a focus on retention, workload and wellbeing

In 2019 I presented at the SSAT National Conference in Birmingham.

#teacher5aday: why I started it, what we’re doing now, and its impact

A reflection on the SSAT National Conference 2019: Fighting for deep social justice

The main messages from my presentation were based around all things #teacher5aday and how we can look after our workload and wellbeing more mindfully in schools and personally when required.

As the years have moved on #teacher5aday post lockdown is probably more important than ever. In December it will celebrate it’s 10th birthday and I am very pleased with what I thought might be a year’s worth of activity that has now spanned almost a decade.  

In the presentation at the Birmingham ICC I also referenced some of the leadership benefits of considering workload and wellbeing as a school improvement technique. In 2014 in another SSAT event (a teachmeet – remember them!) I shared some ideas that in some quarters on twitter and beyond were viewed as a little bit soft or woolly.

#teacher5aday

I’m very happy to report that this feedback has almost disappeared and in fact, on the verge of an election, perhaps looking after the profession is exactly what is required.

Along with the teacher wellbeing index data from 2019 as part of the numbers I used to back up my story I shared with the audience the cost of supply across the country covering for absent colleagues. This figure has always bothered me particularly what happens with the millions of pounds which are spent on agency staff and the percentage that  leaves the profession entirely.

Budget pressures have caused hard decisions to be made at my school over the last three years. SEN, inflation and absence issues have, amongst other things, caused us issues along with an unfunded pay increases in real terms. Without any understanding of a pay settlement this year we are again guesstimating how to run our school over the next 1-3 years.

Nationally these and other issues are sending LAs to the wall and pushing HTs and governors/ trustees to set deficit budgets or not meet the needs of their pupils.

Across the country areas which have seen increases in expenditure include a 12.3% increase in money spent on supply teachers (£698.1m spent in 2022/23, including £486m on agency supply teachers). Overall, the figures show that while schools’ income rose by 3.3% in 2022/23 their expenditure rose by 5.1%.

I would be interested to see how those numbers increase this year. In my opinion educational staff on the front line have been hit even more this year with the impact of the pandemic and associated illnesses. I’m thinking an” Erin Brokovic” style class action on the horizon like the doctors have started ……. 

https://www.bmj.com/content/384/bmj.q188#:~:text=The%20campaign%20and%20advocacy%20group,not%20properly%20protected%20at%20work. 

I’ve invested in air filters in all classrooms at our school this year. Another attempt to provide the best and safest conditions for learning. We have had workload and wellbeing as a central strategy for our school development plan since I arrived and, by no means perfect, our deliberate actions are having an impact with our recruitment of excellent staff into our team.

We’ve focused on keeping the main thing the main thing and training people well.

https://www.ssatuk.co.uk/blog/the-hayling-college-an-efa-case-study/ 

I ask all staff to note the three things that make them the happiest during term time and give them the resource (time) to do it as part of their 5 ways to wellbeing. (20% PPA)

This is how I’ve modelled my volunteering

https://www.englandhockey.co.uk/media/news/martyn-reah

and now after a decade I think the wellbeing word is out. 

Less the mantra of “treat them mean and keep them keen” a la Wilshaw et al 

https://amp.theguardian.com/education/2012/may/10/teachers-dont-know-stress-ofsted-chief

and more “love the ones you’ve got”. 

Which brings me to my next pondering. Why do we persist in doing the things we’ve always done as part of our recruitment processes. We are now “in demand” if you can teach and lead / mange well. The supply and demand scenario has changed the nature of this discussion. I don’t want to pay supply companies a finders fee to solve my vacancy difficulties. (BTW at the moment we don’t have any 🤞). My inbox is full of emails from people I don’t know offering me “ECTs that they have been working” obviously all at cost.

Today I had a conversation with an individual who is taking the big companies on at their own game.

Leadership recruitment.

I had been recommended by an ex colleague who worked with me in a previous school as someone who “might be interested in a conversation about a leadership role at a trust”.

Flattered to be remembered and recommend the conversation made my day. Nothing may come of it but nothing ventured nothing gained.

So what about you?

Are you looking for leadership?

Could we connect you with employers that have the same values and moral purpose?

If so do please get in touch. I’m not on a financial agreement just interested in supporting a colleague to do something different.

In the 1980’s my Dad took a gamble and got a job in Oman working in the oil industry. For the rest of his career he networked his way into different jobs. He still gets offers in his late 70s via LinkedIn because there are very few engineers left with his experience.

Is education going in the same direction?

If you’ve got the experience and you hope a change is as good as rest why not reach out and see what is available.

What have you got to lose and no “finders fee” will be taken.

#PedagooBrum24

I attended my first ASCL Council meeting the week before last. This was preceded by my first National Conference in March this year, ironically in Birmingham, and before that ASCL’s new HT course at the end of my first year of headship in July ’22. At each event I’ve been inspired by the quality of  speakers and people I’ve met. Inspired enough to give back and do some more to help others and most importantly to help me.

Listening to Evelyn Forde at the National Conference inspired me to try to become a regional rep for ASCL. Her call to arms was about the role the profession plays as the fourth emergency service and to be more professionally stroppy.

Now some colleagues may think that’s my natural disposition, however I understood it to be more clear in and beyond our schools about what we can offer as educators and the additional work we have needed to do during the ongoing Pandemic with very limited resources.

A time to say enough is enough.

Not just for those teaching now but for those who are put off joining our vocation. And most importantly so that we can support our young people who have had an appalling deal post lockdown.

At my first Council Meeting I listened equally attentively to the new president of the union Jon Cam. With the aid of an excellent video about the impact he has had in his schools he explained his life story and his desire for interconnected leadership in this important year. In March ASCL will be celebrating its 150th Birthday in Liverpool and hopefully we will be heading to the polling booths sooner rather than later. When we work as a collective I think we can make a real difference in our schools and communities and also at a local and a national level.

I’m ready for a change and ready for some better working conditions for our teachers and young people.

Driving back from the Midlands to Hampshire after the Council meeting I was processing all of the sessions I had taken part in and particularly Jon’s inspirational speech.

When I got home I decided to write about my inspiration as part of my “why”. Twenty nine years in education and time to deal with some demons.

Our Joanne https://wp.me/p4VbxY-HM

In the blog above I explained the importance of my family to me and particularly my sister. I’ve been overwhelmed by the support I have received about speaking about my trauma. This significant event has impacted every relationship I’ve had since the events of 1994 but now I know that there is help out there if I need it. It turns out it’s never too late to start dealing with your “stuff”.

As part of my personal wellbeing I’ve enjoyed #teacher5aday and #pedagoohampshire. It hits my #learn, #connect, #volunteer and #notice all in one. That’s why it’s great for my wellbeing and it can be for you!

My negative experiences in life and work have been supported by the amazing people I’ve met through both initiatives. They have been the best staffroom I could imagine.

After the successes of #pedagoohampshire23 and #pedagoohampshire22 at The Hayling College I’ve decided to try and branch out this year. In total I’ve hosted 6 events in Hampshire under the Pedagoo banner in an attempt to be the” in person” version of the #teacher5aday community that coincidentally will celebrate its tenth birthday next year.

So on the 10th of February 2024 both Angela @deputyschofield and I are very excited to host #PedagooBrum24 at Colmers Farm Primary School in the second city of Birmingham.

The first job is to recruit some speakers for our learning conversations. We are going back to our Pedagoo roots and we want teachers to share their passion projects. To facilitate learning conversations based around the five elements of #teacher5aday. How can you help other teachers with the best PD. Learning from excellent teachers to be better at the job of teaching.

I often get feedback about anxiety regarding presenting. As the boy who blushed beatroot red when any teacher asked me a question at school if I can do it then so can anyone. The next most frequent feedback I receive is how supportive the #teacher5aday crowd is. Ego is checked into the cloakroom. We are equal at a pedagoo event and we all lift each other up.

So if you are interested in hosting a learning conversation of about 45 minutes sign up is here …..

https://www.eventbrite.com/e/pedagoobrum24-presenters-tickets-738772888597

Then we need to get an audience together. Hopefully Birmingham is more accessible than Hayling Island and I’m guessing by Feb 24 we might be in need of a wellbeing multivitamin or two.

Unlike other Saturday PD events #PedagooHampshire has been FREE. Why change a successful formula. With breakfast and lunch included in your FREE ticket you will go home with ideas to reduce workload, to improve your well-being and fully nourished.

Free tickets are here …..

https://www.eventbrite.com/e/pedagoobrum24-tickets-738775977837

For those not aware of how #Teacher5aday has developed over the last decade it has transformed from a simple idea for a hashtag into a social media campaign and movement aimed at promoting the well-being and self-care of teachers. I think its success can be attributed to several factors:

1. Community Support: #Teacher5aday has created a supportive online community where educators can share their experiences and strategies for maintaining their well-being in a safe space. This sense of belonging and support has been an integral part of our success and is crucial particularly in the current climate.
2. Practical Tips: The community of teachers in classrooms living the day to day life of five lessons back to back offer practical tips and suggestions for other teachers to improve their work-life balance, manage stress, and take care of their mental and physical health. These actionable steps have proven valuable for educators around the world.
3. Awareness: #Teacher5aday has raised awareness about the importance of teacher well-being. It has drawn attention to the challenges that teachers face and highlighted the need for a more balanced and sustainable approach to education.
4. Advocacy: The campaign has also become a platform for advocacy, promoting policies and practices that support teachers’ well-being and mental health in schools.
5. Engagement: Through social media, #Teacher5aday has engaged teachers, education professionals, and the broader community in conversations about teacher wellness, creating a positive and constructive dialogue.
6. Adaptability: The campaign can be personalised to fit individual needs and circumstances, making it accessible and relevant to a wide range of educators.

Overall, our collective success is as a result of our ability to address the pressing issue of teacher well-being, foster a supportive community, and providing practical tools and resources for teachers to improve their lives both in and out of the classroom.

If you want to find out more why not come along to Birmingham on the 10.2.24 and meet the #teacher5aday community in real life.

Ps – some people have asked about accommodation – The nearest hotel is the Premier Inn Longbridge B31 2UQ.

Our Joanne x

I started teaching in 1994.

My music taste up until recently didn’t go much past that year. I finished my Geography BSc at The University of Liverpool in 1993 and briefly flirted with the idea of pursuing a career in the law.

The cost of completing the top up qualification at the age of 21 was prohibitive so I reassessed and decided to take on a PGCE at The University of Nottingham.

Once I started the course I realised teaching was the job for me. Working in an infant class and then a couple of challenging secondaries I got the buzz from working in the most dynamic of environments. Twenty nine years on I’ve never had a boring day and I still look back fondly at that time despite the issues I have struggled to address.

Fast forward to the first Friday in October 2023.

I’ve just driven back from Coventry to Portsmouth from my first ASCL Council meeting as a HT.

Privileged to represent my colleagues.

Following in the union sized footprints of my dad and grandad but most importantly for me in memory of my sister. For the final thirty minutes of the journey the tears rolled down my face. For most of the previous 29 years I’ve shut off the events of this weekend but this year and particularly last Christmas I’ve started unpicking the pain of grief.

My dad was keen to make sure I got home safely tonight. We spoke twice in the car. There were years when I didn’t speak to my family. Some I still don’t speak with now. I’m so sorry.

Joanne was coming back from Art College in Newcastle on the first October weekend of 1994 travelling as a passenger in the back of a car that unfortunately didn’t have seat belts fitted. In the first half term of my NQT year I listened to the explanation of the events of her last journey home. I lasted about 5 minutes at the inquest into her death before I left quickly and went to a pub in Gateshead (I think) and sobbed my way through a “golden hour” that was playing on the radio.

My coping mechanism I’m ashamed to say since then until Christmas 2022 was to box away this event. To leave it in the darkest recesses of my mind. I would occasionally get triggered by a news story or a pshe lesson I wasn’t expecting. Casualty and Holby City were NO GO areas.

The guilt that has sat with me has been difficult to process. In my head her accident was my fault. In my head we had arranged for her to travel to Nottingham to go to Goose Fair with me. In my head I didn’t organise the train tickets. In my head it was my fault she was in that car rather than on a train coming down to see me. It has taken me up until this summer to come to terms with this and say it out loud to my friends without falling apart.

I’m not really sure how I survived my NQT year or the years after. I have very hazy memories after the funeral. I started smoking heavily and didn’t have a good relationship with alcohol. My friends rallied around me at home and in Nottingham.

My school family looked after me every day. I remember coming back and hearing about the reaction to the staff meeting where they had shared my news. I think my parents spoke to the DHT before I came back. I don’t think I ever properly said thank you to those wonderful people who helped me through. I was very angry and very upset. To those I upset and offended I apologise.

Sometimes as a HT your diary isn’t your own. On one such occasion, last year, before Christmas, I had a meeting where my PA hadn’t recorded fully the details of who I was catching up. Without a persistent governor (thank you Fiona) I wouldn’t have met Emma’s mum and started processing my grief. Emma was a pupil of my school who had died suddenly, roughly ten years after our Joanne’s death. The oak tree which had become a memorial for Emma needed to be cut down because it was diseased and dangerous.

We chatted on a number of occasions after our first meeting. We both cried and shared our grief. I now understand it never really leaves you. It doesn’t get any easier but remembering and sharing does give some comfort from the pain. My first presentation evening as a HT we awarded Emma’s trophy. I gave the speech and I just about held it together. We planted another tree and a forest. We are remembering her every year now and in my own way we will also remember Our Joanne.

I now understand in my 20s I suffered from panic attacks. I didn’t know what they were but I’ve pieced it all back together now. I gave a reading at a friend’s wedding and couldn’t say the words in the poem. Every time I went into a church for a wedding the same feelings would come over me. A crippling pain. The pain of not sharing Joanne’s happy day. I was angry even when I should be happy for others. I locked it away. I didn’t deal with it.

Since Joanne’s death and getting myself sorted I think I’ve been on a mission to save people. I couldn’t save her but I could save others. I now understand I actually needed to save myself first.

My new mantra is to put myself first. To look after myself first. Then I will be able to help others. One day at a time. To lean in.

The funny thing with grief is that it drifts into all aspects of your life. If I feel like I’m going to lose something I love I shut down. I put it into the recesses of my mind so I don’t have to feel the pain again. This is purely done in self defense but I know for those on the receiving end it is hard to take. I’m sincerely sorry.

Joanne lived a full short life. Her boyfriend still visits her to lay flowers on her grave. She is not forgotten and never has been.

She was pretty good at sports but not as good as me. She played tennis and managed to break her ankle and get sent home from the hospital without anyone spotting it. I sat up with her that night until she went back to the next day to get it sorted. My memories fade but the feelings don’t. She was funny, rude and intelligent. She was great at Art and cut you down with a look or a single sentence. She had great musical taste cause she had a big brother. She got in trouble in and out of school. She was destined for great things. She had parties that we didn’t know about. She did things we didn’t know. She was my little sister and I love her and I miss her.

At Christmas I needed to go to the grave to see her again. I had avoided the pain for 29 years but what I actually got was a huge sense of relief. I spoke to her again and apologised. I remembered her and the time we had together. The fun we had.

Now that I’ve released my grief valve the emotions are pouring out of me like a vortex. I yearn to go and see her again. To go home. To do the things I love. The things we did together. Fortunately things in Sunderland don’t change very quickly. I love going home and one day think I will end up back there. Walking along the beach. Living life in a little bit of TECHNICOLOUR.

Thanks to those people who have been involved in my self made intervention team since Christmas. You’ve had my back and I will never forget that.

Any time any place anywhere.

This year I’ve chosen to remember Our Joanne. I volunteer as a trustee at our local gallery because I love Art and I love her. I’m now a member of the Council and all of the teacher5aday stuff is really to remember her. To help others because I’m not not able to help her. I now understand that all of these things are to help me. To process things one day at a time. Me first and then my girls.

Pedagoo Hampshire is back! (10.9.22)

After a couple of false starts #pedagoohampshire is back! A new venue but at the same time of year and I’m hoping we can come back stronger.

Back bigger and better!

I’ve now managed to secure my first headship so the asking permission stuff is even less important!

I have gone for the weekend of the 9th – 11th of September 2022 because it will be a great start to a new academic year and it coincides with the Hayling Island Kite Surfing Festival https://www.kitesurfingarmada.co.uk/

Make a weekend of it?

I’m thinking Friday night BBQ and beach party, Saturday some excellent education chat at The Hayling College, then the after party at the festival on Saturday night with some sports viewing on the Sunday. A step up from the first four Pedagoo Hampshire events. More of a series of experiences and a weekend by the sea. A chance to charge the batteries for the term ahead by having a weekend on this amazing island OR just come for the 5th #PedagooHampshire conference. CPD for teachers by teachers.

Get it in the diary now and have something unique to look forward to!

Tickets are FREE

and can be signed up to here https://www.eventbrite.com/e/pedagoohampshire22-tickets-363925881107

The agenda is taking shape but to whet your appetite the following amazing educators have signed up so far ……

PedagooHampshire Presenters 2022

With a venue change comes the logistics. For those coming on the train we are 1 hour 15 mins from London Waterloo on the Portsmouth line. I will get the school mini buses out and we will run shuttles from Havant train station down to school for those coming in from the north, east or west. You will be able to enjoy my less than 10 minute commute over the amazing Langstone Bridge.

We are located on a hidden gem of an island on the south coast next door to Portsmouth, so accomodation is plentiful. I will be approaching local venues for some special pedagoo rates but if you do want to book up quickly the Newton House Hotel https://newtownhouse.co.uk/ is a lovely spot and on our mini bus route.

Newtown House Hotel

The keynote is organised and regular Pedagoo Hampshire folk will be pleased to hear the plenary session will be as powerful as ever. I’m curating the line up as we speak and the theme this year is sharing your passion project under the #teacher5aday banners. Still research informed but a bit more relaxed and with an emphasis on improving your wellbeing.

Watch out for more information coming soon!

If you are interested in finding out how we got on last time the details are here https://martynreah.wordpress.com/2018/02/10/pedagoohampshire18/

This event is proud to be supported by @PupilProgress @wellschools

The Last 100 Days…

On Monday 7th February 2022 I start my last 100 days as a Headteacher/Executive Headteacher.

I first stepped in to a classroom on my initial teacher training in 1983 as a fresh-faced, long haired & enthusiastic young educator. As I prepare to step away in the summer of 2022, the face is not as fresh, the hair is much thinner, but the enthusiastic old educator is still living the dream. My reality is that I have taught tens of thousands of children, over 5 decades, with cohorts of ex-students now in their 50s. I’ve worked with a whole host of talented support staff, teachers and leaders and survived the Ofsted dance with 21 inspection teams!

I know that we are currently haemorrhaging headteachers from the profession; many due to the pressures of the pandemic, funding and/or toxic accountability; however, although I still feel fresh enough to keep going indefinitely, I have always set my sights on retiring at 57. Sadly, I’ve known too many headteachers that have tragically dropped before or shortly after reaching a later finish line!

Work opportunities are showing no signs of slowing down and I know that I am in a privileged position by still feeling on an upward trajectory with my career. In the past week alone, I have been accepted as a Fellow of the Chartered College of Teaching and included in the @ISC_Reseach Edruptors 2021: the top international education influencers of the past year. Now is a good time for me to step away from my personal school leadership and step up my work as a leadership development coach to spend a few years supporting those who are picking up the leadership baton!

Lessons learnt…

Like every teacher, I ‘ve got some battle scars that tell the story of my career. Teaching and school leadership is a tough gig!

In the first 100 days of my teaching career, I remember Monday evenings as a Probationer (NQT in old new money, ECT in new money) alone in my damp attic bedsit in Manningham, Bradford, fearful of my horrendous year 11 boys group on a Tuesday morning. I would cry in secret, unable to discuss my vulnerabilities with anyone. I was told on day one by my Head of Department, “I believe in letting new teachers sink or swim.” To demonstrate this, for my first ever lesson as a qualified teacher, he put all three PE groups together in the sports hall, sat down with the other PE teacher and said, “Over to you…show us what you learnt at university!”

In the first 100 days of my first substantive headship, I remember taking on a school that had just been graded inadequate by Ofsted and in the first month uncovering a projected deficit of £1.96 million. Although done with kindness, the resulting process of losing 25 members of staff was brutal.

Throughout my career, I remember 1000s of other challenging events and circumstances. They have shaped me as a leader and taught me that none of these crises last forever. I believe that given the right approach/conditions, it is possible to turn each challenge and adversity into an opportunity. It has shaped me as an ethical and authentic leader, with a genuine passion for staff mental health, wellbeing and talent development.

Lessons learnt throughout my career have shaped my moral purpose and approach for all subsequent roles. There are far too many individuals and organisations to thank, but I’ve included some here who have played a part in my journey. My lived experiences have created my narrative and provided a toolkit of resilience that has served me well, particularly in my approach during my 18 years of headship/executive headship:

· I approach each challenge with energy, passion and a contagious optimism.

· I generate a clear sense of purpose. I particularly enjoy bringing order to chaos to ensure that teams not only survive, but thrive.

· I build a solid foundation of trust, by embracing the notion that feedback is a gift…even if some of those ‘gifts’ are hard to receive!

· I do the right thing even when I feel afraid. Courageous leadership is not fearless; instead, in the words of @WomenEd, it is more about being 10% braver.

· I make timely sensible decisions based on a values based vision, with the information available at the time.

· I establish expectations and establish relationships, before then managing expectations and managing relationships to build culture and take people with me. @Carter6D

· I ask for help from colleagues and have built an ever strengthening professional learning network. We all need help from time to time and I’m proud to be associated with several groups that selflessly provide it. @HeadsUp4HT @CarnegieMHWBCommunity @SLTchat

· I remain curious and believe in the power of quality professional learning. I give myself both time and space to think @LisaFathersBF @CharteredColl

· I remain playful and have a sense of fun…well I think I’m funny! Mum & Dad x J

· I develop talent and lift others. Invaluable advice given to me by my Geoff Mawson OBE, my old primary school teacher, “A great leader is not a hero, s/he is a hero maker”

· I use my allyship to help remove barriers, create opportunities and amplify the voices and actions of those underrepresented &/or discriminated against in education. @DiverseEd2020 @WomenEd @BAMEedNetwork @DisbilityEdUK @LGBTedUK @LynReilly

· I believe in the power of Creating a Culture of Care @fcsafeguarding

· I look after myself first, before helping others, so that together we can make the biggest difference for our students. I am a self-professed Wellbeing Supermodel! @teacher5aday @MartynReah

Leadership to Eldership

I’ve been a senior leader in schools for 28 years, with the past 18 years as a headteacher/executive headteacher. I have collected a breadth and depth of experience along the way, as well as the right pieces of paper, e.g. Masters degrees, NPQH, NPQEL etc. In recent years, many people have increasingly sought my knowledge, expertise, advice and opinion; they often call it ‘wisdom’. Initially, I took this as meaning ‘old’, but now believe that I have made a mind shift from leadership towards eldership; using my accumulated skills and wisdom to be of service to the wider system.

During the past 10 years I have gained a wide and varied wealth of experience and expertise as a leadership development coach. I have facilitated the full range of NPQs, from NPQML to NPQEL; taught on Masters Programmes; facilitated Future Leaders & Teaching Leaders programmes; delivered international leadership development visits and programmes, including in Vietnam, India and the USA; coached countless leaders including MLT, SLT, Headteachers, CEOs & Governors/Trustees; and supported countless leaders seeking promotion, including so far, 53 deputy headteachers into their first headship!

I’ve met some amazing people, had some incredible experiences and collected some unbelievable stories along the way, but that can be the focus of a future blog!

What next…?

My intention is to rediscover the post-pandemic world and rekindle my love of travel, exploration and adventures with Mel, embrace my Mum & Dad’s twilight years and enjoy watching the lives of our 5 sons unfold…but I’m not quite ready yet to ride off into the sunset!

I believe that I still have something worthwhile to offer the education world and intend to spend a few years, albeit on a part time basis, working as a consultant to keep making a difference for children, staff and communities.

I’m not yet sure of my full offer, but it will definitely include a focus on Coaching, Leadership Development, my Resilience Toolkit, Mental Health and Wellbeing

If you think that I can help you on your personal &/or professional journey or support your organisation, then let me know

@ottleyoconnor patrickottleyoconnor@collaborativeleadership.ltd.uk

…or if I’ve been a part of your teaching &/or leadership journey, please drop me line to let me know. I would like to hear how you are doing and have also been told that testimonials are a good way for me to demonstrate impact!

Finally…

I’m looking forward to my final 100 days teaching & leading in schools…

I’m looking forward to my first 100 days of using my accumulated skills and wisdom to be of service to the wider system

Thanks for taking the time to read my blog

Patrick Ottley-O’Connor

My #teacher5aday #pledge 2021

On Wednesday I took my youngest daughter to work to give her a break from home but also so my wife could go into her school to support the GCSE Dance keyworker students to complete some practical work.  My other daughters stayed at home for a couple of hours to keep on working on their Microsoft Teams lessons.

When I reread this paragraph it sounds like I am talking about an alternative life!

If I close my eyes as I sit here on a Saturday morning, I can still convince myself that all is “normal” outside the four walls of our lovely family home.

When we arrived at school I set Iris up at a desk and started my lessons and meetings. Dutifully she completed her work from 8.30 – 11.30, without a break. Her classroom was my newly acquired office in the Computing Block, next door to where our key worker students are located. The office has two windows, an upgrade from my previous space but is not the most exciting venue for a 9-year-old.

Iris, however, worked hard and completed some Art and English. This was mainly self-directed and she even refrained from spinning on the large office chair!  

Since that start of Covid 19 we have worked hard as a family to find a balance between home and school life. The girls know that we are dedicated professionals and will go the extra mile for the students in our care. The eldest two now go to the same school as their mum and see from both sides of life how much she puts into her job and them.

At the start of lockdown 1 the family and I were ill. I wrote about it at the time but still find it a challenging read when I reflect back on that time last year. https://martynreah.wordpress.com/2020/03/28/teacher5aday-slowchatc19-my-experience-of-having-the-covid-19-virus/

Since then, if I’m honest, my first instinct has been to think about work.

To ensure the students and staff are as safe as possible and to limit the impact of this pandemic on the life chances of all involved. I was keen to get back to work with some newly acquired antibodies to look after the key worker students in April 2020 and on reflection I have only had 2 weeks off in August last year when we went on our annual pilgrimage to Burgh Island. Even then I was recruiting volunteers to take part in the #diarytoolkit #teacher5aday collaboration to try and help other teachers with their wellbeing from September to Christmas.

The final nail in any family time in 2020 was the debacle that was Mass Testing over Christmas. The final tutor session in the last lesson of the year was not spent with the students and staff enjoying our virtual rendition of the 12 Days of Christmas or the Panto we had created on line for them but watching a Mass Testing webinar like I was in a chapter of “1984” or “Brave New World”.

Year 11 PPEs were planned in January and in order to help the students get back in time I organised for 54 volunteers to help test 150 of them twice in the first week back in 2021. How ridiculous does that sound now!

To be able to virtually train volunteers to complete the appropriate certification to act as a processor or test assistant is how I spent my Christmas break with a sprinkle of track and trace.

Back to Wednesday and at 11.30 Iris and I went for a walk to get some fresh air.

I have worked at my current school longer than any other in my career but for some reason Iris had not had the tour. Go figure!

I showed her the classrooms and we met the teachers and staff who were in and we returned back to my office for lunch. Iris had tried to turn the extra computer on in the office whilst I had been focused on trying to engage my Year 9 (Set 8) with their PSHE lesson. It turned out there was no hard drive to go with the two screens and it had taken me a morning to realise.

She had now sat at my desk, found her school website independently and over lunch we organised her work for the next week. This was probably the first undisturbed slot of quality time I had given her during her year of home learning.

I spoke to a male colleague about my epiphany yesterday and he had a similar experience to share.

Despite my best intentions last year to help the girls get set up with their home learning I realised I had failed. If it was part of my appraisal of my performance last year, I would honestly reflect that things need to change urgently.

My in-laws are both ex educational professionals. They have a wealth of experience and knowledge. This week I drew on that and other wise sages to help me process my ongoing challenges as a DHT in a smallish secondary in East Hampshire. They describe schools in a different way from me. They are dispassionate and often make me think. The view from outside can be very different.

I also read an article from the HBR shared by @saysmiss this week about relational trust in organisations. On further investigation https://hbr.org/2020/07/remote-managers-are-having-trust-issues there is a wealth of resource to consider at the moment in time.

“Generally negative attitudes about this form of working seemed to spill over into the way managers’ perceived their own employees as well.”

My #teacher5ady pledge

If I ever manage to secure a headship my first job will be to review the appraisal process. I love the work of @chrismoyse https://chrismoyse.wordpress.com/2019/01/30/growing-great-teachers-improve-not-prove/ and alongside a #teacher5aday pledge I hope the staff I might be fortunate enough to lead understand that I will truly invest in them in a holistic approach to their development.

I have encourage #diarytoolkiters to pledge this year and also suggested they use a checklist to develop some healthy habits.

So now it’s my turn.

#connect – family, family, family. It is time to readdress the balance. On my headstone I hope it doesn’t say he worked too hard and forgot about the family.

#notice –  The garden will my sanctuary this year. We made a good start last year and the foundations have been laid. Next we will be planting, planting, plantig!

#learn and #volunteer – These two go together.

Volunteering as part of Havant Hockey Club for the last three years has helped us meet new friends and settle into a new area. My u12 girls may get a little bit of play in March / April but I’ve decided to commit to them until they reach u18s. They are a fantastic bunch of young people supported by the most amazing group of parents so watch out @enaglandhockey we are coming for you. Coaching courses are my next step after I complete my online sessions for coaches and managers delivered by the great team at Havant over this lockdown period. Thank you Alex and Peter.

#exercise – #runeveryday2021 and @thebodycoach are for me this year. A slow and steady approach to a year of injury free exercise. So far so good. When the restrictions lift I will also be back to golf. A mile up the road is my course. I’ve signed up for 12 months. The first time in my life! Time to get into the teens with my handicap. A few lessons and lots of practice will form my plan.

My wellbeing is personal to me.

It will change as the year goes on.

Without the normal rhythms of an academic year I will need to pay special attention to how I am feeling and adjust accordingly. I am going to have the help of a coach and a great group of friends and family around me.

I am also incredibly excited about how the #diarytoolkit collaboration is developing and where we might go with it. Volunteering to help people I have realised this week fulfils me.

So if you have an idea and you would like any help then please get in touch.

Thanks for sticking with this post. I really appreciate your support.

#teacher5aday #diarytoolkit collaboration (Group 2) – getting started

I started my first blog with the #teacher5aday #diarytoolkit group 1 in the same way on the16.9.20.

As I sit here in my kitchen dancing along to Gok Wan’s (@therealgokwan) #SundayService on the 31.1.21, it’s confession time again.

I am still yet to start my diary!

Just like last time, I have been inspired again to keep a close eye on my hours (#50isplenty https://chriseyreteaching.wordpress.com/2016/10/29/50-is-plenty/ )and make sure that I am working hard to take as many “wellbeing multivitamins” as I can. My 50p coin is sitting on the corner of my desk and with the help of Mr Wicks (@thebodycoach) and my Run Everyday Challenge for 2021 I am making sure I am thinking about one of my five elements each day to try to focus my thoughts on the positive and keep in the present.

I hope you have managed to consider your pledge and made a start on your diary. It has been great to read those shared on twitter and I am happy to post any of your contributions on my blog if you would like to share it with a wider audience. Here are some from last time to help those of you who need some extra help to get started https://martynreah.wordpress.com/2020/09/24/teacher5aday-pledges-from-the-diary-toolkit-pilot-collaboration/.

New research from Ohio State University https://news.osu.edu/share-your-goals–but-be-careful-whom-you-tell/ suggests that people tend to be more committed to their goals after they share them with someone who they see as “higher status,” or whose opinions they respect. Perhaps even that conversation at work or a home might make the difference this term?

I thought it might be useful to think about the work of Dr Sue Roffey that influenced so much of the #teacher5aday hashtag. Her article is here  https://www.researchgate.net/publication/285631404_Pupil_wellbeing_-Teacher_wellbeing_Two_sides_of_the_same_coin and the quote in the summary section made me think about what we as a profession may need to focus on over the next few weeks and months.

“We also need to look after our teachers – they are the critical and pivotal force in providing an environment where students can feel safe, happy, healthy and, therefore, learn!”

If you are looking for a transition activity next week I would recommend listening to the Ben Hunt – Davis episode on “Don’t Tell me the Score” with Simon Mundie https://www.bbc.co.uk/programmes/p089n7q1.

I found it very useful to help me think about “what will make my boat go faster every day” or “how can I be a happier teacher” in this turbulent time. It would be great to hear some of your key questions and if the podcast helped you with your pledge and your quest to develop some healthy habits.

And finally don’t forget your checklists inspired by Harry Fletcher- Wood’s (@HFletcherWood) blog https://improvingteaching.co.uk/2014/05/10/miracle-on-the-hudson-what-can-teachers-learn-from-atul-gawandes-checklist-manifesto/. Get sharing using the #3goodthings #teacher5aday #diarytoolkit gratitude check in at the end of every day and let’s see what happens for next month.

If you want some #exercise inspiration #teacher5aday #fitfeb is back with daily challenges at different levels for you to try. https://teacher5aday.weebly.com/#

That’s it from me.

I am going to have a cup of tea and start my dairy.

See you at the @bupafoundation sessions and have a great week.

M

RSL PIXL network post event ponderings

On Tuesday I presented at the Raising Standards Lead Networking event as part of Pixl’s new and developing offer. The event was based on responding to the needs of RSLs since September and after listening to presentations from two more RSLs the group of fifty spent time in a couple of virtual breakout spaces. This was a productive hour or so in a week that has been filled with COVID related activity. An opportunity to network with others who do the same job!

My Deliberations at My Desk

We were encouraged at the end of the sessions to consider a few ideas that we could look to develop after the session. My favourite takeaway was the idea of a virtual success fair http://www.johnhenrynewmancatholiccollege.org.uk/virtualsuccess-2020/ shared quickly at the end of our breakout session by the staff from John Henry Newman Catholic College.

We have completed our first Year 11 webinar of the year at Eggar’s in preparation for our Core PPEs this month. With two more webinars planned before Christmas we are using the skills we have developed over Lockdown to prepare some pre-recorded materials for parents and students to access about our next set of PPEs followed by a live Q and A opportunity. Using the ideas above I think it would be easy to develop the concept of a virtual success fair / festival which runs from January to June.

Assessment and Blended Learning ideas

During the other sessions I thought that following ideas might be something to consider with our curriculum leaders but along with the theme of my presentation making sure we focus on “doing less better” remains my priority.

• Could we develop our use of Microsoft Teams using One Note to provide verbal feedback?
• Considering our literacy plans and our use of UNLOCK could all staff use Tier 2 and Tier 3 words in all of their lessons. This could be followed up with a Microsoft forms QA with the students.
• Could a structured whole class feedback approach inform assessment across year groups?
• Using the example in our History department could a booklet based curriculum help with students who have to isolate and curriculum continuity?
• Now that we have established a blended learning offer which has continued post lockdown could we develop nudge lists for each year group to use live data to support our intervention plans
• Could weekly research briefings – based around Quest (our T and L policy) be part of our CPD offer to keep the conversations going?

As we continue to think about Assessment at Eggar’s our progress dilemma could also take a change of path? Considering the Webinar I linked to my pre presentation blog here https://martynreah.wordpress.com/2020/11/14/rsl-pixl-presentation-17-10-20/ (The Problem with Progress –https://t.co/kRgpWkhtLB) it would be interesting to see if we can create a dashboard for students based on our blended learning offer. Rather than waiting for predictions or current working grades is there a more sophisticated approach relating to our internal departmental tracking systems which we could use to help students improve their outcomes? The curriculum teams are working on rank orders and most likely grades as part of their CPD time. Linking our systems together including SENECA, GCSEPOD and a myriad of others, along with real time class based assessment data might be an approach to develop. An ongoing pre mortem rather than the reviews we have historically done post data drops and exam results.

As a standalone academy it is also vital we continue to collaborate particularly in these challenging times. The CPD offer from PIXL is fantastic. Other providers are also adapting so that as a profession we now have a Netflix style offer of on demand cpd. This is a similar approach we took to home schooling but the chance to chat informally in a formal setting cannot be underestimated, whether it be in the Great Hall in London or on zoom in my office.

RSL PIXL Presentation (17.10.20)

PIXL have set up an event for Raising Standards Leaders (RSL) across all of their schools to come together on Tuesday the 17^th of November at 3.30pm to discuss blended learning opportunities and assessment. I am really pleased to say that I have been asked to talk about the day job this time rather than a #teacher5day based presentation! I have been invited to share some of the work we have completed at Eggar’s this year and detail a few ideas we might try COVDS 19 permitting.

There are two more RSLs who will present on their blended learning offer and how they are gathering and using assessment data effectively in these different and challenging times.  The thing I am most looking forward to is the opportunity to meet other RSLs, both from my region and nationally in break out rooms to discuss:

1. Something that they would like help with
2. Something they could help others with
3. And something they are doing for impact now that others could benefit from hearing about.

In true PIXL style I think it will be a great opportunity to connect, network and discuss the things that really matter at the moment!

This week I was also approached on twitter regarding our approach to teacher workload and wellbeing since returning to school post Lockdown 1.0. I thought I could put my #teacher5aday hat on and share what we have tried since September at school that has hopefully has been meaningful, manageable and motivating whilst considering the workload of our staff.

September – Doing Less Better

Since joining twitter over 10 years ago I have been inspired by the work of Stephen Tierney (@leadingleaner). This year on our return to school I could hear his wise words ringing in my ears.

Since September we have taken the approach of stripping as much as possible out of the calendar so that we can focus on keeping everyone safe and developing teaching and learning from behind the safety line. Personally, after lockdown, I have used the new start as an opportunity to ask some fundamental questions and consider some of the activities that in the past we might have done for the sake of it perhaps! We had a staggered return to school following advice gleaned from PIXL and over the first week we saw the return of our students and our teachers adapting to a plethora of new ways of working.

If ever there was a case of cognitive overload for all concerned then September was it in my opinion.

Our first challenge was adapting to the volume of change we had implemented as a result of the guidance we had received from the government about returning to school.

Health and Safety ruled.

One way systems, staggered starts, staggered finishes, multiple breaks / lunches along with longer lessons. Year 7 and Year 8 were based in individual classrooms, being taught in mixed ability groups, without moving from their chairs. Discussing anything progress, assessment or blended was not an option a. As a RSL my view was that there was very little point in doing anything other than helping everyone settle into their new routines and get back to school. We had to try and get over our collective shock and back into some structure and routine.

With all of these changes in mind we have focused on feedback in lessons and no data drops so far this term. Planning has become more of a collaborative process in most departments and meeting time has been handed over to departments to discuss their priorities. One of the most interesting things I reflected on after Lockdown was the lack of time we spent considering the P word, Progress. Since returning to school I have tried to limit my use of the word as well.

If ever you need to stop and think about how fixated we have all got over the all things Progress then I suggest you listen to @jpembroke (school data updates) excellent webinar ‘The Problem with Progress’ https://t.co/kRgpWkhtLB. Perhaps their is another way?

My view is that our job now is to make sense of the noise of data in school and pick carefully though what we have available to make some sense to support our students to achieve the best they can.

The PIXL Gaps and Growth programme has helped our core teams think about their curriculum. With about six and a half months to go in Year 11 this document will be what all Curriculum Leaders will be working on at Eggar’s to review our 10/10s and 9/10s.

Blended and remote learning

Homework to Home Learning (Monday / Friday)

During the first Lockdown we got off to a great start as our AHT Chris Legg helped all colleagues deliver Netflix style pre-recorded lessons from week 1 onwards. Chris and the computing team have blended their curriculum for a number of years to great success. He was very clear about the value of a clear system and routine from the start. We all set our work on Show My Homework every Monday and checked our completion rates on a Friday. Both pastoral and curriculum teams then got in touch at home to either celebrate excellent work or support those who were finding it difficult. We were inspired by other schools, particularly Research schools who responded most quickly, to improve our video based lessons. Each week we poured over the data and used our systems to ensure our students continued to learn.

To find the patterns in the noise!

GCSEPod, SENECA, Educake, My Maths and other resources all supported our delivery. We knew how every child in the school was coping with life and learning from March until August.

Home Learning to Blended Learning (Monday / Monday)

On returning to school we have continued our routines. Additional blended learning has been integrated into our curriculum. We now all check and set on a Monday / Monday cycle and we have started to use Microsoft Teams after training the staff and students during the first half term of the new year.

We have just had our first confirmed case so we will see how we cope with our next set of learning challenges.

Assessment

We are entering our first data drop this moth. Year 10 and Year 11 will be given a “Most likely” grade and rank order. We have provided department with all of the vast majority of our meeting time to talk and plan this process.

In July we complete a Year 10 CAG and rank order. Our approach to the CAG filled me with pride. All teams became experts in assessment. On our return to class we have used mainly diagnostic assessment including:-

• Open ended questions
• Short answer quizzes
• Multiple Choice questions
• and Paragraph answers

All curriculum teams have developed their tracking systems to be able to complete their next set of Grades and Rank Ordering.

All of the categories below are recorded in teams and I am looking forward to the next steps of our reviews with very limited use of the P word.

• Class work
• HWK
• Revision
• Online Learning
• PPEs
• CA

More focus on the students and their learning less about feeding the system.

During this term I also managed to squeeze in an interview for a HT post. During the interview I noticed the panel frown when I explained our approach and how it was developing. Their system involved half termly data drops for all year groups. I am pleased we are heading in a different direction and perhaps on reflection I really wasn’t the “right fit” for that Academy Chain.

Again I recommend a listen to this if you haven’t yet ….(@jpembroke (school data updates) excellent webinar ‘The Problem with Progress’ https://t.co/kRgpWkhtLB).

Listening to the excellent PIXL session on low stakes testing I will be thinking about a few of these points over the next term.

You might like this list or like me you might be thinking about doing even less even better.

Next Steps for this RSL …….

• Do we have tools to capture our regular active retrieval in departments?
• How can we use our ongoing assessment and low stakes quizzing?
• Are Teachers responding appropriately and adapting the curriculum  using the DDT process
• Is it well planned?
• Is it interleaved or spaced?
• Do we have revisiting and revising plans for all teams ? All students?
• How can we change the narrative that my spec is too big? I need more time?
• How do we develop our processes to interleave our Home / Blended Learning?
• Do we need a curriculum policy for our low stakes testing?
• How do we give more time for departments to work together?
• Can we consider synoptic elements of low stakes testing? Can it be planned effectively?

Some of my reading and resources I have used this year which might help …….

EEF – Rapid Assessment review https://educationendowmentfoundation.org.uk/news/eef-blog-assessing-learning-in-the-new-academic-year-part-1-of-2-3-key-questions-for-school-leaders-to-consider/

https://educationendowmentfoundation.org.uk/news/eef-blog-assessing-learning-in-the-new-academic-year-part-2/

PiXL Club (@PiXLclub)
Our ‘Gaps and Growth’ 2020-21 package has 3 parts, all designed to help identify areas of weakness, and to strengthen knowledge in those areas. Perfect for use this term.
Go to: Members Area > PiXL Strategies > Gaps & Growth to find out more. Narrated introduction PPT available. https://t.co/2nNouklyg1

PIXL promoted blog –

YOUR MILEAGE MAY VARY – THESE ARE THE STRATEGIES AND RESOURCES I USE DAY IN DAY OUT.https://ladbroa01.wordpress.com/2020/07/01/coverage-vs-confidence-quadrant/

PIXL Curriculum Conference

High frequency, low stakes testing https://auth.pixl.org.uk/tv/#!/v/c7/s142/e387

PiXL Club (@pixlclub)
Available to watch on PiXL TV Partner Channel now!
Blended and flipped learning – best practice using @GCSEPod!
Tune in when suits you to watch 30 min webinar on how schools have maximised the impact of GCSEPod during school closures.
Watch here: https://t.co/R7cjJ6dOmc https://t.co/RUgYepJE5M

Bruno Gomes (@teacherworklife)

🌟My data manager wife has now designed GCSE mock exam tracking spreadsheets with the 2019 grade boundaries (as well as 2018) for all subjects and exam boards. Find your subject in this PDF https://t.co/2G5EoobYXb to download.

Dylan Wiliam (@dylanwiliam)
Just realized that I’ve never tweeted a link to the IES’s 2007 Practice Guide on “Organizing instruction and study to improve student learning”: https://t.co/VU0LJdM4hB. The checklist makes a much better placemat than most of the quick reference guides offered to teachers. https://t.co/onmAYxJvzG

Niall Alcock (@NiallAlcock)

This is a really meaty piece of work. Well worth reading if you’re i/c PPM. Fascinating predictions about schools’ closing the gap & useful collection the PPM spending plans of the top 11 schools. Thank you Dominic @KingsdownSchool https://t.co/4e8eF9yXqV

Mrs Pearce (@PearceMrs)
📗’Powerful Teaching’ summary
📘TLaC summary
📕 ‘Make it stick’ summary
🧠 ‘Effective independent study’ pupil booklet and presentation
💡Retrieval practice CPD presentation
✏️ Literacy CPD presentation
✅ CPD options presentation
https://t.co/XwjYtY5wCm

Daisy Christodoulou (@daisychristo)
This was the most-disagreed-upon script in our recent primary assessment project! Out of nine possible grades, one teacher gave it the bottom grade, and another the second top!
Read our blog to find out more. https://t.co/SE39OgXPHF https://t.co/hxGafd0UmM

Chris Moyse (@ChrisMoyse)
Coaching questions booklet available for your free use here: https://t.co/UumZQF9JBT

Mary Myatt (@MaryMyatt)
‘Resuming the curriculum, September 2020’ Brilliant, nuanced post from @jdurran
So helpful, thanks for signposting @TeacherTapp
https://t.co/t0Y8jOp5zv

Replacing marking with direct feedback in the classroom not only reduces workload for teachers – it improves pupil outcomes too, according to research by the @EdDevTrust for @educationgovuk https://t.co/p1414TNlzC

HISP Research School (@HISPResearchSch)
***Blog of the Week***
Following our remote teaching webinar https://t.co/1jZBbEQLAp over the next couple of weeks teachers @HISPResearchSch will be reflecting on their experiences.
First up @missmclachlan, Head of German.
https://t.co/4BFAGEIWsk

Can #teacher5aday #photo improve your wellbeing in November? Giving thanks can make you happier.

Being grateful can have an impact on your wellbeing.

As we head towards lockdown 2.0 perhaps taking a day at a time might be a good approach? Thinking about the things that are in our control and at the end of each day being grateful?

In this Harvard Research https://www.health.harvard.edu/healthbeat/giving-thanks-can-make-you-happier it is explained that, “The word gratitude is derived from the Latin word gratia, which means grace, graciousness, or gratefulness (depending on the context). Gratitude is a thankful appreciation for what an individual receives, whether tangible or intangible”.

With this in mind I thought it might be useful to think about the month of November in a different way. To celebrate each day and record the positives in a photograph.

A 30 day gratitude challenge based on the five elements of #teacher5aday might help deal with the challenges we face over the next month. To tick off the days in a different way.

In the Harvard study it is noted that, “Gratitude is a way for people to appreciate what they have instead of always reaching for something new in the hopes it will make them happier, or thinking they can’t feel satisfied until every physical and material need is met”. The researchers go on to explain that,”Gratitude helps people refocus on what they have instead of what they lack. And, although it may feel contrived at first, this mental state grows stronger with use and practice”.

With this research in mind for the next 30 days I challenge you to take a photo relating to the themes listed below and tweet with the hashtags #teacher5aday and #photo. This alongside a tweet about your #3goodthings might be contrived at first but could improve our collective mental state growing it stronger with use and practice.

The five elements of #teacher5aday are #connect, #notice, #volunteer, #exercise and #notice. They are based on the NEF report of the 5 ways to wellbeing https://neweconomics.org/2008/10/five-ways-to-wellbeing.

In their most recent update it is suggested that, “Rather than encouraging a completely novel set of behaviours, the outcomes of a campaign of this kind are more concerned with increasing the time people spend in activities known to enhance wellbeing”. Perhaps by allocating more of your time to your wellbeing is part of the answer this month and beyond?

The ideas above are part of the #livethankfulcampaign.

Good luck with November and hopefully you will enjoy seeing everyone’s photography based on being grateful.

Keep safe.