Leadership and management
1. The Tory manifesto is ill-suited to the nation’s needs, by Geoff Barton
2. Teaching assistants are being overstretched and exploited, by Rob Webster
3. Less rhetoric, more funding for schools, please, by Kiran Gill
4. The push and pull of the Broad General Education, by Kenny Piper
5. Is workload a matter of perception?, by Ben White
6. Meet the new boss, by Mike Cameron
7. A tour of Stock Photos Academy, by James Theobald
8. Being a head of faculty – a guide to a happy team, by Sarah Barker
9. What’s the job of a teacher?, by David Didau
10. What teachers need to know about intelligence – part 1, by David Didau
11. What teachers need to know about intelligence – part 2, by David Didau
12. Reframing the debate: it’s not what you do, it’s why you do it, by David Didau
13. Ofsted needs a new criteria to level the playing field, by Tom Rogers
Teaching, learning and assessment
1. The benefits of becoming a minimalist teacher, by Jamie Thom
2. Teaching narrative writing part two: slow and seductive modelling, by Jamie Thom
3. On poetry 1: what is this thing we call a poem?, by Phil Stock
4. AQA paper 1 exam hacks – focusing on effect, by Chris Curtis
5. ‘An Inspector Calls’: names as memory anchors, by Eleanor Mears
6. Why I love… Religion in ‘A Christmas Carol’, by Susan Strachan
7. Three things the new GCSE English Literature course taught me about teaching, by Nikki Carlin
8. Revelation, by Fiona Ritson
9. Speak for yourself, by Sarah Barker
10. Taking special measures in English, by Matthew Pinkett
11. My #SASFE17 talk: questioning masculinity, by Matthew Pinkett
12. Working collaboratively in the classroom, by Tim Taylor
13. Context and complexity in ed-research and debate, by Tom Sherrington
14. Don’t personalize learning, by Benjamin Riley
15. A call for efficiency, by Mark Enser
16. Candles in the darkness (part 4), by Mark Enser
17. Achievement first – learning for MATs from a charter school network, by Robert Hill
18. Why is the quality of teaching, learning and assessment still being inspected?, by Paul Garvey
19. Update – opportunity knocks again, and again, and again…, by Jon Andrews
20. Cognitive load theory, by Dan Williams
21. You still need your brain, by Daniel Willingham
22. Ratio, load and difficulty – 3 lesson sliders, by Ben Rogers
23. Shakespeare and physics: cognitive psychology and writing, by Ben Rogers
24. Assessment in a knowledge curriculum, by Jo Facer
25. Not much to see here, by Barry Garelick
26. She doesn’t shout at no girls: the gender gap, by Shaun Allison
27. What if we plan NOT to complete the specification?, by Dawn Cox
28. Be a writer – part one: ten home truths, by Sue Cowley
29. Reading and the mind: an interview with Daniel Willingham, by Liana Loewus
30. iPads: game changers or money paperweights?, by Tom Bennett
31. Will you be quiet and let me think?, by Dave Grimmett
32. The Learning Pit. This is not what learning looks like, by Ben Newmark
33. Breaking useless assessment habits, by Stephen Tierney
34. Assessment; unpicking the past, by Chris Chivers
35. Can you guess what’s in my head?, by Toby French
36. Five ways to support EAL students in your lessons, by Erin Miller
37. Chemistry mastery books, by Adam Boxer
38. This is a low, by James Pembroke
39. 10 questions to ask about work scrutiny and book looks, by Tom Sherrington
40. The three keys of intrinsic motivation, by Kyle McDonald
41. How do you make a good reader?, by Timothy Shanahan
Personal development, behaviour and welfare
1. Are teachers filthy, rotten liars?, by Andrew Old
2. Public shaming is an ineffective behaviour tool, by James Bowen
3. Developing a school-wide culture of good behaviour, by Tom Bennett
4. Preparing young people for the road ahead, by Gareth Morewood
EYFS and Primary
1. In the final countdown, try to keep a touch of normality, by Michael Tidd
2. Can free breakfasts for all primary pupils really be delivered for £60m?, by Philip Nye
3. The problem with primary assessment frameworks, by Solomon Kingsnorth
Happy reading –
Doug
Douglas Wise 