Few people asked me about the presentation I did for @ReachFND cradle to career leaders on teacher agency and codification. Thought I would do a thread 🧵to capture my thoughts: I started off by discussing the latest figures on teacher retention & the NFER's report on autonomy & job satisfaction. It suggests that teachers’ perceived autonomy over what they do & how they do it is associated with greater job satisfaction and intention to stay in the job.

On my thread yesterday, wanted to clarify my thoughts on something else I have seen discussed recently. Yet ANOTHER thread 🧵

https://twitter.com/HughesHaili/status/1858558018717176134

Centralised planning & teacher agency might seem at odds, as centralised planning often implies top-down decision-making, while teacher agency emphasises autonomy and choice. However, when implemented thoughtfully, centralised planning can complement and enable teacher agency...

Lots of talk about teacher agency at the moment, with regards to retention. A thread on my thoughts from 5 years of research, reading and interviews 🧵👇 Teacher agency doesn't mean teachers choosing their own adventure. It refers to their capacity to make intentional choices and take actions which shape their professional practice & influence student learning outcomes. It encompasses teachers' autonomy in decision-making...

I've been writing about experienced teacher retention for five years +
I wrote a book about it in 2020 'Preserving Positivity' & am now writing a book with @Sam_LGibbs 'Love the One You're With.' Every teacher I interview talks about psychological safety and belonging. A 🧵: Psychological safety, defined as the perception that one can take interpersonal risks without fear of negative consequences (Edmondson, 1999), is foundational in creating a supportive work environment. What does this look like for teachers?

I have been thinking a lot about episodic memory, coaching with video and dialogue.

🧵below 👇 Episodic memory is a type of long-term memory which involves the recollection of specific teaching experiences, including the emotions associated with them. It allows us to mentally travel back in time to relive moments & plays a crucial role in sensemaking about new problems.

Enjoyed speaking at @researchED_US this weekend, organised by the fabulous @S_Oberle
I spoke about coaching and mental models and how video can help to strengthen, adapt and surface a teacher's mental model, so that coaches can be support them to become adaptive experts 🧵👇 Firstly, video encourages reflective practice: Using video with coaching helps teachers engage in structured reflection, which allows them to externalise and re-examine their implicit mental models—the cognitive frameworks they use to interpret teaching situations...

A 🧵on recent research papers on teacher retention: Providing autonomy to teachers and developing a clear career progression plan can help retain experienced teachers, and reducing administrative tasks and promoting collaboration can enhance teacher satisfaction and effectiveness.

Few people have asked me for a thread on my @researchEDSW keynote on teacher retention. So here it is 🧵👇 I started off by setting the scene of what is currently a recruitment and retention crisis, where schools in the UK are facing a dire situation – the supply of teachers is not meeting the demand.

Been speaking about the power of video for teacher PD for the last year. Here is a thread about my talk 👇🧵 It is fair to say that PD for teachers has been variable over the years - especially for experienced teachers. The DfE recognised this and wanted to make the profession attractive career-long and PD is a lot to do with that.

Two brilliant articles from @jimknight99 which are really helping my thinking about coaching 🧵

Number 1 is this:

Thread of changes to the CCF and ECF - now the ITTECF 🧵 There is new wording on progression in the framework, which takes into account prior learning and tailors it more to each ECT

This interesting paper by @MatthewAKraft is well worth a read for anyone involved in teacher PD, mentoring or interested in recruitment and retention. It is the US context but plenty that is applicable. You can read here but here are my key takeaways: edworkingpapers.com/sites/default/…
👇 As we know, teachers have profound impacts on students’ academic, socio-emotional, and life outcomes. But despite this, they have long struggled to gain and maintain the status of a prestigious profession.