Time

Activity

9.50 - 10.00 am

@warwickcte

Upload a photo of yourself at the start of the day tagging us in on Twitter @warwickcte. Check you are using a compatible browser before arriving and that your audio is working ahead of the keynote session.

10.00 am - 11.00 am

Keynote speech

Jeanie Davies: The trust revolution in schools

Parallel sessions

11.15 am - 12.15 pm

Session one

Vikki Armeson: Short term planning versus medium term planning: What is the effect of introducing a medium-term planning framework on a cohort of MFL trainees?

This session will present the findings of an Action Research project carried out with ITE Secondary trainees. It will consider the views, beliefs and reflections of trainees when planning individual lessons in comparison to planning sequences of lessons. It will also look at the impact on trainees' planning competencies and trainees' planning workload. It would be suitable for Secondary teachers and mentors involved in ITE.

Adam Chapman: Exploring the perceptions of privacy and risk taking behaviour on social networking sites from young people living in Luton

This session will explore perceptions of behaviour from the perspective of young people aged between 16-25 living in Luton, UK. This was part of a small scale research project that aimed to explore and understand young people’s behaviour online, a topic of interest within the field of Digital Sociology and Education. There will be some consideration of the identity of professionals within the education sector and the importance of maintaining a professional identity when working with children and young people in 2020.

Prof. Des Hewitt: Making sense of primary and early years setting through research – a practitioner’s journey

How do primary and early years’ practitioners engage with research to make sense of the classroom:

• The power of collaboration
• Skype for learning: teaching cricket to New Yorkers!

Sue Johnston-Wilder: Addressing maths anxiety

This session will be presented twice, once for those who would be happy to teach maths and once for those who tend to avoid maths themselves but come into contact with students. We will consider the origins of maths-specific anxiety and avoidance, and what can be done to build maths-specific resilience and maths-specific psychological safeguarding, both within class and across schools.

Please have a pen and paper available during the session as you will be asked to write things down.

Kate Mawson: Getting published: A workshop aimed at helping you to get published

Kate will lead a workshop style event where you will look at some ways of maximising publishing opportunities. Please come to the session with an idea of the area of your work or studies that you may like to publish, as this will help you with some of the activities. Aimed at educators and researchers who haven't yet been published, people from all areas of education are welcome, this session is cross phase and suitable for those with academic and/or non-academic publication aims.

Georgina Newton and Dr Holly Heshmati: Empowering preservice teachers to develop personal and professional resilience

This presentation aims to explore practical strategies preservice teachers can use to develop personal and professional resilience. The session will also include a practical look at recent research on teacher well-being and the opportunity to boost own well-being. Participants will be introduced to the five aspects of resilience as a multi-dimensional construct. There will be a focus on the exercise of agency in employing practical strategies to overcome daily professional challenges. Additionally, the presentation discusses the possible implications for initial teacher education programmes, school leaders and preservice teachers as active agents to develop more resilience.

Safina Perveen: A critical review of subject mastery recruitment initiatives – is this supporting inclusivity & social justice for all?

This session aims to share a critical policy analysis of the subject knowledge enhancement (SKE) course offered to prospective science teacher trainees. To what extent this supports teachers' identity early in their career and the implications this has on inclusivity and social justice for all. With persistent shortage of teachers for some subjects in schools and the current pandemic climate, this may have further exacerbated social inequality. Arguments to support more complementary trajectories are highlighted to help close the gap.

Sarah Ross: Getting evidence into use in education

The presentation will focus on why the use of evidence in education is important and how the translation of evidence to practice can be achieved.

Dr Marcelo Staricoff FCCT: The Joy of Not Knowing (JONK)

On the verge of the publication of his new book entitled ‘The Joy of Not Knowing’ (Routledge 2021), Marcelo will demonstrate how a career of action research and collaboration as a primary teacher and headteacher and now lecturer and consultant, inspired the concepts that underpin this very innovative, creative thinking, thought provoking, lifelong-learning and collaborative approach to teaching and learning, to all areas of the curriculum and to school leadership: https://www.routledge.com/The-Joy-of-Not-Knowing-A-Philosophy-of-Education-Transforming-Teaching/Staricoff/p/book/9780367172725

This session will equip participants with a multitude of easy to implement ideas that build on current practice and that have been found to have a very positive impact on children’s love of learning and their life chances. The workshop will enable participants to:

• Inspire the children with a love of knowing and of not knowing
• Enable every child to thrive when in a position of uncertainty of findings things difficult, of not knowing or of encountering something that at first seems unsurmountable
• Develop a values led dialogic community of enquiry in the classroom where all children feel free to take risks with their thinking
• Present the teaching content in a way that promotes creative, critical and philosophical thinking across all areas of the curriculum
• Create a learning to learn classroom environment rooted on the lifelong learning dispositions; curiosity, strategic awareness, creativity, collaboration, resourcefulness and resilience
• Develop a routine to the day based on open ended challenge that makes every child to become leaders of their own learning and perceiving that anything and everything is possible
• Design and launch every academic year with a bespoke Learning to Learn Week

The session is equally suitable for students, teachers of all phases, including Early Years, Primary and Secondary and ITT, support staff and senior leaders.

Faye Wills: What is being an NQT teacher-researcher really like?

A glimpse into the life of a teacher-Researcher whose training was cut short by 3 months, and who is pursuing a PhD at the same time as completing her NQT year!

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12:30 pm - 13:30 pm

Session two

Becki Coombe: Supporting the engagement of disaffected and disengaged learners / those with low academic self-esteem

We will consider ideas for how to create and/or support positive learning environments where learners engage with academic tasks and feel confident to both attempt completion of learning outcomes AND ask for specific support where they feel it is needed.

We will consider potential obstacles to learners’ progression and explore possible methods to motivate, such as how feedback is presented.

We will take a look at:

• providing a supportive structure
• creating and maintaining motivational learning environments
• identifying obstacles to learning
• leading by example/support structures
• methods of and providing supporting feedback
• rewards and sanctions

This may particularly appeal to those considering focusing their teaching on working in inclusion centres (within or external to a mainstream school), those with a desire to teach in dedicated special educational needs settings, or, those that would appreciate a few more ideas on engaging the disengaged within their mainstream settings.

Dr Corinna Grindle: Teaching Early Numeracy to Children with Developmental Disabilities

There is a scarcity of research on how best to teach numeracy to children with a developmental disability. If teachers turn to published curriculum guides for guidance, they also typically find a lack of suitable tools for assessing children’s numeracy skills and knowledge and few structured and comprehensive teaching programmes available. In this presentation I will describe the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) approach. The presentation will summarize the comprehensive assessment and learning framework for TEN-DD and discuss its implications for teachers. Some research findings will also be presented showing that children with developmental disabilities can show significant improvement in their attainment of numeracy skills after they have been taught using TEN-DD.

Alex Ireland: Why is student leadership so important in secondary schools?

This session will explore the following:

1. What does great student leadership look like in schools?
2. How does student leadership benefit staff and students alike?
3. How can I get involved with student leadership as a trainee/NQT?
4. Masters research re: student leadership
5. Q&A

Kate Mawson: Getting published: A workshop aimed at helping you to get published

Kate will lead a workshop style event where you will look at some ways of maximising publishing opportunities. Please come to the session with an idea of the area of your work or studies that you may like to publish, as this will help you with some of the activities. Aimed at educators and researchers who haven't yet been published, people from all areas of education are welcome, this session is cross phase and suitable for those with academic and/or non-academic publication aims.

Georgina Newton and Dr Holly Heshmati: Empowering preservice teachers to develop personal and professional resilience

This presentation aims to explore practical strategies preservice teachers can use to develop personal and professional resilience. The session will also include a practical look at recent research on teacher well-being and the opportunity to boost own well-being. Participants will be introduced to the five aspects of resilience as a multi-dimensional construct. There will be a focus on the exercise of agency in employing practical strategies to overcome daily professional challenges. Additionally, the presentation discusses the possible implications for initial teacher education programmes, school leaders and preservice teachers as active agents to develop more resilience.

Jen Rowan-Lancaster: Teaching LGBTUA+ content in schools: an ethnographic approach

During the first half of this session I will share some highlights from my EdD research which explores trainee teachers’ fears in relation to teaching LGBTUA+ content. The aim here is to share some of the concerns that trainee teachers felt and some solutions to these problems. In the second half of the session, I will discuss my research design in detail. This session is useful for those of you considering future qualitative research, maybe through your Masters or other routes. Ethnography is an interesting and personal research design and might suit those of you more inclined to research people’s stories, histories and attitudes.

Dr Marcelo Staricoff FCCT: Multilingual thinking in multicultural classrooms

On the verge of the publication of his new book entitled ‘The Joy of Not Knowing’ (Routledge, 2021), Marcelo will demonstrate how a career of action research and collaboration as a primary teacher and headteacher and now lecturer and consultant, inspired the concept of establishing a classroom routine that enables children to access all areas of the curriculum by enabling them to think multilingually within a multicultural environment. This concept was recently the subject of a publication in the newly launched Education Exchange Global Platform: https://theeducation.exchange/multilingual-thinking-in-multicultural-classrooms/

This session will equip participants with a multitude of easy to implement ideas that have been shown to transform the way children feel about school, the curriculum and themselves as learners and creative thinkers. The workshop will enable participants to:

• Embrace, nurture and use the cultural and linguistic richness that every child brings with them as they enter the classroom every day to enrich every lesson and maximise the enthusiasm with every child engages in learning
• Present the learning across all areas of the curriculum in a way that enables the children to engage with it using a multilingual approach based on the theory of the philosophy of education known as the Joy of Not Knowing (JONK)
• Develop the cognitive abilities of all children by enabling them to think multilingually within a multicultural classroom
• Create very special strong pupil-family-school triangular partnerships where all families feel valued and where the cultural heritage of every family becomes central to the everyday life of the classroom and the school

The session is equally suitable for students, teachers of all phases including Early Years, Primary, Secondary and ITT, support staff and senior leaders.

Kirsty Weeks: What defines an international school?

Once the preserve of a transnational elite, the TES is now full of adverts for international teaching jobs. But what defines an international school? What is their attraction for families and teachers?

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13:45 pm - 14:45 pm

Session three

Sue Johnston-Wilder: Addressing maths anxiety

This session will be presented twice, once for those who would be happy to teach maths and once for those who tend to avoid maths themselves but come into contact with students. We will consider the origins of maths-specific anxiety and avoidance, and what can be done to build maths-specific resilience and maths-specific psychological safeguarding, both within class and across schools.

Please have a pen and paper available during the session as you will be asked to write things down.

Jake Lever: Re-imagining the school; where pedagogy and physical learning space align

This is an invitation to critically reflect upon the design of learning spaces through the exploration of case studies from both Early Years and Secondary Education. It explores what can happen when a consideration of pedagogy informs the design of learning spaces in schools, and the subsequent impact upon learning. It will be of particular interest to those to those who seek to create inspirational learning environments in Early Years, Primary and Secondary school contexts.

Dr Alison Morgan: Bringing history to life in the classroom: An exploration of how the study of visual and aural artefacts can give voice to the forgotten and disenfranchised

Drawing on her extensive research into radical working-class culture of the Romantic period (1789-1832), Alison uses the Peterloo Massacre (1819) as a case study to explore how the visual and aural representations of historical events can give voice to those who are usually missing in dominant cultural narratives with the aim of increasing the relevance of and engagement with our collective past and present. Using feminist and historicist approaches, participants will examine the representations of gender and class in the sights and sounds of a seminal event in the history of democracy and consider how to adopt and adapt these approaches in the classroom.

This session is suitable for PGCE students specialising in English, history, drama, music or art.

Dr Deb Outhwaite FCCT: Engaging teachers and leaders in ongoing critical research, through the new Frameworks in ITT/E Core Content; Early Career; Ofsted; and beyond

How to do research and work in an ever-shifting system. This quick tour of the changing landscape will give some helpful practical hints as to how it is possible to continue to engage in critical research from a full-time teaching post!

Safina Perveen: A critical review of subject mastery recruitment initiatives – is this supporting inclusivity & social justice for all?

This session aims to share a critical policy analysis of the subject knowledge enhancement (SKE) course offered to prospective science teacher trainees. To what extent this supports teachers' identity early in their career and the implications this has on inclusivity and social justice for all. With persistent shortage of teachers for some subjects in schools and the current pandemic climate, this may have further exacerbated social inequality. Arguments to support more complementary trajectories are highlighted to help close the gap.

Dr Deborah Roberts: Action research: Workload reform for teachers

Teacher and trainee teacher workload is a very current issue, featuring in key policy documentation from Ofsted and the DfE. This presentation will share the methodology and findings from a 1-year research project undertaken with PGCE trainees. The research investigated trainees’ experiences of workload on the PGCE and their review of workload reform initiatives in the PGCE.

It will be of particular relevance to PGCE trainees and all those who work with them.

Jen Rowan-Lancaster: Teaching LGBTUA+ content in schools: an ethnographic approach

During the first half of this session I will share some highlights from my EdD research which explores trainee teachers’ fears in relation to teaching LGBTUA+ content. The aim here is to share some of the concerns that trainee teachers felt and some solutions to these problems. In the second half of the session, I will discuss my research design in detail. This session is useful for those of you considering future qualitative research, maybe through your Masters or other routes. Ethnography is an interesting and personal research design and might suit those of you more inclined to research people’s stories, histories and attitudes.

Dr Marcelo Staricoff FCCT: The Joy of Not Knowing (JONK)

On the verge of the publication of his new book entitled ‘The Joy of Not Knowing’ (Routledge 2021), Marcelo will demonstrate how a career of action research and collaboration as a primary teacher and headteacher and now lecturer and consultant, inspired the concepts that underpin this very innovative, creative thinking, thought provoking, lifelong-learning and collaborative approach to teaching and learning, to all areas of the curriculum and to school leadership: https://www.routledge.com/The-Joy-of-Not-Knowing-A-Philosophy-of-Education-Transforming-Teaching/Staricoff/p/book/9780367172725

This session will equip participants with a multitude of easy to implement ideas that build on current practice and that have been found to have a very positive impact on children’s love of learning and their life chances. The workshop will enable participants to:

• Inspire the children with a love of knowing and of not knowing
• Enable every child to thrive when in a position of uncertainty of findings things difficult, of not knowing or of encountering something that at first seems unsurmountable
• Develop a values led dialogic community of enquiry in the classroom where all children feel free to take risks with their thinking
• Present the teaching content in a way that promotes creative, critical and philosophical thinking across all areas of the curriculum
• Create a learning to learn classroom environment rooted on the lifelong learning dispositions; curiosity, strategic awareness, creativity, collaboration, resourcefulness and resilience
• Develop a routine to the day based on open ended challenge that makes every child to become leaders of their own learning and perceiving that anything and everything is possible
• Design and launch every academic year with a bespoke Learning to Learn Week

The session is equally suitable for students, teachers of all phases, including Early Years, Primary and Secondary and ITT, support staff and senior leaders.

Julie Taylor: The ethical teacher: Why character matters in the teaching profession

This session will explore why character is of importance for teachers. By considering teaching through an ethical lens, we will explore what is meant by virtuous practice and how this can positively impact on school ethos and teacher and pupil development. Relevant for anyone who has an interest in character education/ethical practice.

Paul Taylor-McCartney: Writing your own teacher manifesto

An interactive session aiming to immerse you in a series of critical and creative exercises, using an established model of creative writing practice to help develop your emerging teacher identity. All subjects welcome!

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15:00 pm - 16:00 pm

Session four

Adam Chapman: Exploring the perceptions of privacy and risk taking behaviour on social networking sites from young people living in Luton

This session will explore perceptions of behaviour from the perspective of young people aged between 16-25 living in Luton, UK. This was part of a small scale research project that aimed to explore and understand young people’s behaviour online, a topic of interest within the field of Digital Sociology and Education. There will be some consideration of the identity of professionals within the education sector and the importance of maintaining a professional identity when working with children and young people in 2020.

Alex Ireland: Why is student leadership so important in secondary schools?

This session will explore the following:

1. What does great student leadership look like in schools?
2. How does student leadership benefit staff and students alike?
3. How can I get involved with student leadership as a trainee/NQT?
4. Masters research re: student leadership
5. Q&A

Jake Lever: Re-imagining the school; where pedagogy and physical learning space align

This is an invitation to critically reflect upon the design of learning spaces through the exploration of case studies from both Early Years and Secondary Education. It explores what can happen when a consideration of pedagogy informs the design of learning spaces in schools, and the subsequent impact upon learning. It will be of particular interest to those to those who seek to create inspirational learning environments in Early Years, Primary and Secondary school contexts.

Dr Alison Morgan: Bringing history to life in the classroom: An exploration of how the study of visual and aural artefacts can give voice to the forgotten and disenfranchised

Drawing on her extensive research into radical working-class culture of the Romantic period (1789-1832), Alison uses the Peterloo Massacre (1819) as a case study to explore how the visual and aural representations of historical events can give voice to those who are usually missing in dominant cultural narratives with the aim of increasing the relevance of and engagement with our collective past and present. Using feminist and historicist approaches, participants will examine the representations of gender and class in the sights and sounds of a seminal event in the history of democracy and consider how to adopt and adapt these approaches in the classroom.

This session is suitable for PGCE students specialising in English, history, drama, music or art.

Dr Deb Outhwaite FCCT: Engaging teachers and leaders in ongoing critical research, through the new Frameworks in ITT/E Core Content; Early Career; Ofsted; and beyond

How to do research and work in an ever-shifting system. This quick tour of the changing landscape will give some helpful practical hints as to how it is possible to continue to engage in critical research from a full-time teaching post!

Hollie Preston: Building memory within the classroom

Maximising learning through retrieval, a well-planned curriculum and knowledge of how students learn.

Dr Liz Pyne: Feedback not marking!

The session will focus on ways to revolutionise the way we assess pupils work and how we can ensure that effective feedback is offered whether verbal or written comments. It is also important to consider how to plan our feedback for classes to ensure we are considering teacher well being and workload.

Jen Rowan-Lancaster: Teaching LGBTUA+ content in schools: an ethnographic approach

During the first half of this session I will share some highlights from my EdD research which explores trainee teachers’ fears in relation to teaching LGBTUA+ content. The aim here is to share some of the concerns that trainee teachers felt and some solutions to these problems. In the second half of the session, I will discuss my research design in detail. This session is useful for those of you considering future qualitative research, maybe through your Masters or other routes. Ethnography is an interesting and personal research design and might suit those of you more inclined to research people’s stories, histories and attitudes.

Dr Marcelo Staricoff FCCT: Multilingual thinking in multicultural classrooms

On the verge of the publication of his new book entitled ‘The Joy of Not Knowing’ (Routledge, 2021), Marcelo will demonstrate how a career of action research and collaboration as a primary teacher and headteacher and now lecturer and consultant, inspired the concept of establishing a classroom routine that enables children to access all areas of the curriculum by enabling them to think multilingually within a multicultural environment. This concept was recently the subject of a publication in the newly launched Education Exchange Global Platform: https://theeducation.exchange/multilingual-thinking-in-multicultural-classrooms/

This session will equip participants with a multitude of easy to implement ideas that have been shown to transform the way children feel about school, the curriculum and themselves as learners and creative thinkers. The workshop will enable participants to:

• Embrace, nurture and use the cultural and linguistic richness that every child brings with them as they enter the classroom every day to enrich every lesson and maximise the enthusiasm with every child engages in learning
• Present the learning across all areas of the curriculum in a way that enables the children to engage with it using a multilingual approach based on the theory of the philosophy of education known as the Joy of Not Knowing (JONK)
• Develop the cognitive abilities of all children by enabling them to think multilingually within a multicultural classroom
• Create very special strong pupil-family-school triangular partnerships where all families feel valued and where the cultural heritage of every family becomes central to the everyday life of the classroom and the school

The session is equally suitable for students, teachers of all phases including Early Years, Primary, Secondary and ITT, support staff and senior leaders.

Paul Taylor-McCartney: Writing your own teacher manifesto

An interactive session aiming to immerse you in a series of critical and creative exercises, using an established model of creative writing practice to help develop your emerging teacher identity. All subjects welcome!

Carol Wild and MA Professional Education Students: What is the benefit of MA practitioner research for teachers?

Programme Leader Carol Wild will give a brief summary of the MA in Professional course alongside contributions from last years' students who will discuss their MA research and the benefits of the course.

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