Speakers & Session Details

Technology, Tipping Points and the End of Schooling

Professor Becky Allen's talk, "Technology, Tipping Points and the End of Schooling," challenges the conservative forces that have kept the education system largely unchanged for generations. Exploring how artificial intelligence could create serious educational competition, she will examine the risks and consequences of alternative forms of education that could disrupt the social structures we've come to rely on. Could the next industrial revolution bring about the substantial dismantling of community schooling?

Bio

Becky Allen is Chief Analyst and co-founder of Teacher Tapp, the largest teacher survey in England. She is also Professor of Education at the University of Brighton, and over 15 years she has researched school effectiveness and teacher careers.

Social Media/Blogs 

https://rebeccaallen.co.uk/  @profbeckyallen 

Vocabulary *is* your curriculum: how whole-school literacy underpins effective curriculum design

An exploration of the connections between vocabulary knowledge and conceptual understanding; using vocabulary to structure authentic cross-curricular links; and whole school approaches to effective vocabulary development.

This session would be suitable for literacy leads, leaders with responsibility for curriculum, and teachers who would like to integrate the teaching of vocabulary into their classroom practice.

Bio

Louise Agley is a Lead Specialist Adviser for The Education People, a school improvement and CPD provider in the South East. She has previously been an English teacher, middle leader and Assistant Principal across a range of secondary settings with a focus on curriculum and assessment design. Within these roles she has also been an English examiner and early career teacher mentor. She has a Masters in education leadership and is a governor at a secondary school.

Promoting external thinking: the why and how of fostering a think aloud classroom

If we want to get our students learning, we need to get them thinking about the right things. Yet thoughts are internal, meaning so much of what is known and understood is often kept within the learner's mind. By externalising our own thoughts, and providing meaningful opportunities for students to do the same, teachers and learners can reap multiple benefits. Throughout this session we'll unravel the value of fostering think-aloud classrooms, as well as explore a range of practical strategies to implement into the classroom with ease.  

Bio

Hanna has taught and led across primary settings for around 15 years. After completing five years of Deputy Headship, Hanna has recently taken on the role of Regional Lead Practitioner for TKAT. She is the author of 60-Second CPD and enjoys engaging in discussion with like-minded educators.

Social Media/Blogs 

@BeechHanna   

Speak Like Socrates: Embedding Oracy to Empower All Learners

Oracy is important in ensuring all students participate, share their ideas and think hard. In this session, we will explore evidenced informed practice linked to oracy and share strategies which teachers and leaders can embed to support all students to enhance their oracy.

Bio

Yamina is an Assistant Headteacher leading Teaching and Learning in East London. Yamina’s previous experience including leading Progress and Outcomes, Lead Practitioner English and Professional Mentor for ECTs. Yamina is also Fellow of the Chartered College of Teaching, Resilient Leaders’ Elements Consultant and a #WomenEd Network Leader. Yamina is currently writing a book for the Little Guide for Teachers ‘Thriving in Your First Years of Teaching.

Social Media/Blogs 

https://apsychologyteacherwrites.wordpress.com/ @msybibi   

Informed Change Processes: Making use of robust evaluative methods to support effective change

The session will begin by discussing some the limiting factors that impact effective change before outlining some of the theoretical underpinnings of change processes in large educational organisations. The session will then focus on the type of changes that leaders of education may find challenging in the day to day of leading school change before offering practical guidance, strategies and templates to support the implementation of effective change.

Bio

Morgan Chatten is the Cross-Trust Director for English at the Turner Schools Trust and publishes work to support schools in developing their approaches to the currciulum. Morgan has an MA in Leading in Educational Change from UCL and supports leaders in planning strategic approaches to organisational change. As well as coaching aspiring leaders, Morgan is also a strong supporter for the develpment of women in leadership and an advocate for neurodiverse educators

Social Media/Blogs 

@morgan_chatten  

Growing up in the age of anxiety

Tellmi is shining a light on what it is really like growing up in the age of anxiety for children and young people. Case studies will showcase the critical need to address those not only facing crisis but struggling to understand their thoughts, feelings and, emotions. The Tellmi team will share data on the potential outcomes for those who are not able to obtain the right level of support and offer evidenced ways schools can offer safe and effective solutions to support students

Bio

Tom is a qualified teacher, school governor, and researcher who specialises in assessing and supporting wellbeing practices to better aid the whole system's mental health. Having experienced the positive and negative impact of school systems on student and staff well-being, Tom is passionate about improving the quality of provision across settings.

Kerstyn is a co-founder of Tellmi, a multi-award-winning mental health service that helps young people talk about difficult things. Alongside having practical experience setting up and governing an innovative free school, Kerstyn has more than fifteen years of experience as an education technologist and engineer.

Social Media/Blogs

https://www.tellmi.help/

6 Evidence Based Curriculum Development Principles

This session examines the evidence around effective curriculum development through 6 c's - cognition, clarity, chronology, coherence, checking for understanding and collaboration. The principles are tried and tested in Tenax Primary Schools and continue to underpin our collaborative curriculum development work. The session will enable the audience to take away a model through which they can examine their own curricula - either whole school or individual subjects and consider the role collaboration can play in lifting the essential, but heavy load of curriculum development.

Bio

Matthew Clark is an executive primary leader with twenty five years experience in schools in Kent and internationally. Matthew is passionate about using evidence to help guide leaders’ decision making around the “best bets” and enabling the difficult work of curriculum development through collaboration and teamwork. (Tenax Schools Trust is home to the Kent Teaching School Hub.)

Diary of a Coach in Training

What’s it like to actually become an instructional coach? What are the knowledge and skills required? Drawing on both wider research and case study examples, this session explores the journey to becoming an instructional coach - the highs and lows, and the lessons learned along the way.

Bio

Paul Cline is Director of Teaching and Learning at an Independent School in Suffolk. He leads on CPD and has introduced an instructional coaching program to the school. Paul is also a Psychology teacher (former HoD) with 18 years experience across a range of schools.

Social Media/Blogs 

https://apsychologyteacherwrites.wordpress.com/ @paulcline_psy  

Being an Evidence Informed Mentor

A session which looks at effective mentoring of ECT teachers. The session will focus on the active ingredients of effective PD for ECTs, and how mentors can achieve this in a meaningful way.

Bio

Lizzie has been Operations Director of Kent Teaching School Hub for 3 years, and works with schools across Kent. Lizzie oversees the ECF, AB and NPQ programmes at Kent Teaching School Hub and spends time supporting schools across the county.

Social Media/Blogs 

@lizziecroft5 

The Research Behind High-performing Teams and How to Lead Them in Schools

How can you be part of, or lead, a team that truly is greater than the sum of its parts? This session explores the evidence base behind truly thriving teams, and finds that the commonalties across elite teams are no accident, but rooted in research-informed principles. Using a combination of academic research, other studies, and examples from various sectors, Sam discusses how we can apply evidence to create teams that flourish, followed by providing practical strategies for school-based teams, including staff and students.

Bio

Sam Crome is a school leader, currently a Deputy Headteacher in Surrey. For the last few years, Sam has studied high-performing teams, trying to better understand how teams can become more than the sum of their parts. He regularly blogs, speaks, and works with schools regarding their teams, helping educators to maximise their effectiveness. He remains convinced that this is an area that needs more attention and exploration. Sam is an accredited coach, and loves working with coachees to help them realise their potential, and make strides towards their career goals.

Social Media/Blogs 

@Mr_Crome 

Progress in English - Ofsted's English Research View

In this session Zoe will outline the key findings of the English review published by Ofsted last year. This includes what it tells us about English from the starting point of language and communication. up to the study and creation of complex literature. Zoe will also offer some insights into the soon to be published English Subject Report which has explored how this research relates to current practice and secondary schools. 

Bio

Zoe is Ofsted's subject lead for Secondary English. She is a qualified teacher and was both a subject and senior leader in secondary schools. She also worked as a county school improvement advisor for English and worked alongside research schools to support development of evidence-based practices. In addition, Zoe worked as an advisor fora varity of educational organisations and has writen extensively about teaching and education. 

Social Media/Blogs: 

@greenborunner

Embedding a Research Led Culture in School

The session will look at how a mainstream, mixed, non-denominational comprehensive secondary school in East Sussex has successfully embedded a research based culture to improve education. The session will focus on what this means for a school leader, a SENDCo, a teacher development lead, a head of department and a classroom teacher.

Bio

Speakers are teachers and leaders at Beacon Academy, in East Sussex.

Social Media/Blogs 

http://www.beacon-academy.org/web/

Theories of Action: How to navigate the conflict between theories in use and espoused theory.

This session will explore the conflict that can exist between an individual's theories in use (behaviours and actions) and their espoused theory (spoken beliefs). It will outline the research behind Theories of Action and then look at the obstacles this can throw up for leaders. It will provide practical approaches based on everyday leadership that can be applied when there is a disconnect between these theories that slows down organisational and individual improvement.

Bio

Claire Grimes is a Vice Principal of a large academy in Kent where she leads on Teaching and Learning and Professional Development. Passionate about improving the life chances of young people through research informed practice, she is also the author of Rosenshine's Principles in Action: The Workbook, a publication designed to support teachers to practically apply theory to practice.

Social Media/Blogs 

@CsargeyG 

Building Belonging and Creating Culture

Exploring the research behind how we consciously build belonging in our classrooms and schools, to create the culture that will ensure student success, Tara will share stories of success, challenge and next steps.

Bio

Tara is Vice Principal of a non selective secondary in Kent. With a belief in the power of school-to-school support driving improvement for all, Tara is an Evidence Lead in Education with Durrington Research School and a Visiting Fellow for Ambition Institute, working with the Kent Teaching School Hub to facilitate the NPQs. Having an interest in education at all ages, Tara is also Chair of Governors for a small, rural Primary School. Always an English teacher at heart, she has a messy desk, and too many books.

Performance vs Learning: Supporting all students

The distinction between learning and performance is now more familiar to a lot of teachers, but what does this distinction mean in practice for teachers, curriculum leaders and school leaders? How do we implement overlearning in a curriculum that is packed and overflowing with content? Are there conditions under which the desirable difficulties are ineffective? How do we effectively support all students, especially disadvantaged students to retain knowledge over a long period of time?

Bio

Isaac is a deputy headteacher in a disadvantaged area of Berkshire.

Social Media/Blogs 

@isaacmoore7 

Tackling Tate and Misogyny*

In this session, teachers will form an understanding of why so many young men are drawn to Andrew Tate, and they will be given practical strategies to combat the pernicious influence of not only Tate, but misogyny more generally.

*This session is being filmed for an upcoming documentary. More details and request for consent to be in a filmed session will be provided in the session 

Second Session : Boys Do Cry: Improving Boys' Mental Health and Wellbeing in Schools

Schools are undergoing a mental health crisis and adult statistics surrounding male suicide paint a bleak picture of the future for boys in our schools. Outdated expectations of what it is to be male are causing boys - and girls - to suffer. This session aims to arm teachers with a range of practical strategies and suggestions to enact positive change to improve the future lives of both boys and girls.

Bio

Matt Pinkett has been a teacher of English for over a decade. He is also co-author of 'Boys Don't Try? Rethinking Masculinity in Schools' and author of 'Boys Do Cry: Improving Boys' Mental Health and Wellbeing in Schools'

Social Media/Blogs 

@positiveteacha 

Cognitive Load Theory: A life of its own?

Cognitive Load Theory is here, there and everywhere. If you're the sort of person who comes to ResearchED, you'll probably know all about it. But, do you really? I mean, really? This session will look at some issues you might want to be aware of before adopting CLT, and consider some of the gaps that are opening between theory and practice.

Bio

Now in his second spell as a teacher in a career characterised more by the verb than the noun, Sam teaches History and Politics. In between, he was thirteen years a civil servant. He will be giving up a game of third team cricket to present today, so may be a little grumpy.

Social Media/Blogs 

@MrSamPullan

Curriculum Revolutions 

This challenging and fun session will reflect on the curriculum culture in many schools and suggest ways to grow a more collaborative, cohesiveapproach both to creating a joined-up curriculum but also to check on how well children are learning. In particular we will look at how the 'cognitive architecture' that sits below the curriculum design is key to unlocking pupils' understanding. By clearly establishing the relationship between breadth and depth, ensuring lasting schemata are built, children feel their subject knowledge is secure. 

Bio

Martin is an author and consultant, formerly a teacher, senior leader, and curriculum researcher. He is currently an education consultant and advises schools and MATs on how to build a cohesive curriculum both within and across subjects as well as extracurricular provision. Martin is a regular speaker both within the UK and internationally, his talks are thought provoking and entertaining and link research to practical solutions. As well as offering some unique and valuable insights into improving the quality of curriculum design, Robinson will challenge and amuse in equal measure.

Social Media/Blogs 

@Trivium21c

Responsive CPD: Tailoring professional learning to teachers’ knowledge, skill and expertise

Guided by Dreyfus and Dreyfus’ (1986) work on the novice to expert spectrum, we devised a CPD approach that utilises instructional coaching (IC), direct instruction (DI) and Teacher Learning Communities (TLCs) (Wiliam, 2014). The IC allows us to be responsive to the knowledge, expertise, and needs of each teacher with the DI sessions utilised for areas that are new to most/all staff. The TLCs then allow teachers time to explore areas of interest while also developing their pedagogy in areas not suited to IC.

Bio

Currently Teaching and Learning Coach at Folkestone St Mary’s Primary having previously worked as Head of Research and Innovation at St Paul’s School in Barcelona. I have worked as a primary teacher since 2007 when I began my career in London. I have written about education for the Guardian on several occasions and also visited Shanghai in 2013 as part of one of the first delegations from the UK.

Social Media/Blogs 

@RichMathsRuss

Teaching All vs Teaching Only Some

Arguably most of the challenges teachers face can be framed around the challenge of teaching multiple students simultaneously. It's relatively easy to teach so that some students are making good progress; teaching so that they ALL are is much more difficult. The session covers the key challenge and some ideas for addressing it.

Bio

Tom Sherrington is an education consultant and author. He writes the popular blog teacherhead.com and his books include the Teaching WalkThrus series written with Oliver Caviglioli. With 30 years' experience as a physics and maths teacher and school leader, Tom is in demand from schools around the world to deliver CPD for teachers and leadership teams. He works with hundreds of schools and colleges providing training and consultancy support on improving the quality of teaching. He is a regular keynote speaker and contributor to conferences and education festivals.

Social Media/Blogs 

https://teacherhead.com  @teacherhead 

SEND Huh - what key practitioners have to say about SEND

HUH is the Egyptian god of endlessness, creativity, fertility and regeneration – a perfect deity for the school curriculum! In this session John Tomsett will reflect upon what he and Mary Myatt have learnt from the latest work in their HUH curriculum project, having interviewed experts in SEND provision and how those experts develop the SEND curriculum for real, on the ground, in our schools.

Bio

John taught for 33 years and was a secondary headteacher. He led Huntington Research School in York for 14 years. He has published nine books, including SEND Huh: curriculum conversations with SEND leaders, with Mary Myatt. He is now engaged in supporting the next generation of school leaders and teachers.

Social Media/Blogs 

https://www.johntomsett.com  @johntomsett 

Culture Led Sixth Form Improvement

How are you thinking about improvement in your Sixth Form provision? What does improvement look like in Sixth Form? This session will explore the link between culture and Sixth Form improvement including recruitment, attainment, attendance, motivation and destinations. Thinking strategically about all aspects of culture within your Sixth Form can help all stakeholders to buy in and make rapid improvement.

Bio

Hannah has extensive experience across the FE sector within the context of both colleges and school. She is Trust Director of Sixth Form across two secondaries and has more than doubled the number of pupils attending the provision. Hannah has led a number of subjects in FE provisions and has a strong reputation for creating a thriving culture of teamwork and innovation in the areas she has led.

Social Media: 

Implementing Knowledge Organisers into the Primary Setting

Using the research into retrieval practices cog sci and working memory, whilst also building upon a case study written for Kate Jones’ Retrieval Practice - Primary book, I will talk about my experiences in developing and implementing knowledge organisers as one form of retrieval practice in a primary setting.

Bio

Adam Woodward is a husband and father to two boys and is also the Lead Teacher at a school in Bexley. His passions within education lie in curriculum and teacher development as well as his own personal drive to being a better practitioner. He has written about the implementation of knowledge organisers in Kate Jones’ Retrieval Practice Primary.

Social Media: 

@adamjames317 

How to implement booklet teaching in a 'normal' school

The session will outline booklet teaching and provide a suggested model for introducing booklet teaching into schools which currently don't use them.

Bio I'm the Vice Principal of Skinners' Academy in Hackney, in charge of KS5 and Curriculum. Before that I was Assistant Head at The Bridge Academy. My original Teach First school was in Croydon but since then I have been working in Hackney, attempting to address educational disadvantage.

Social Media: @ianwhite21 

In the room where it happens

The session will use experiences of Trust Leadership, school improvement, research and inspection to explore questions such as : Why does the term Quality First Teaching cause so much confusion? How can educators use curriculum design to support inclusion? What powerful strategies can we use to support out most vulnerable learners?The session will offer reflections and takeaways to improve inclusive practices for all.

Bio 

Cassie Young is the Inclusion Executive for Our Community MAT (OCMAT) which includes 10 primary schools and SRP for Speech and Language disorders. She is also Inclusion Lead of Education for Kent, working within the sector providing school improvement and support to improve inclusion. Previous roles include school leadership, SENCo and class teacher with an interest in curriculum development and mainstream SEN practices.

Social Media: @ModernCassie