Susan Capel is Emeritus Professor (Physical Education) at Brunel University, UK.Julia Lawrence is Senior Lecturer at the University of Hull, UK.Marilyn Leask is Chief Editor of the MESH Guides initiative and visiting professor at the University of Winchester and De Montfort University, UK.Sarah Younie is Professor of Education Innovation at De Montfort University, UK, and Co-Chair of the Education Futures Collaboration charity.

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• ContentsList of illustrationsList of tasksList of contributorsINTRODUCTIONChapter 1 Beyond your initial teacher education: staying in teachingKate ReynoldsCulture and context; building relationships; building time for yourself; social media; subject associations; inspectionsChapter 2 Managing constant changeLizana OberholzerWhy change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentoredTrevor WrightSome mentoring challenges; Competence, apprenticeship and reflection; The mentoring relationshipChapter 4 Thriving in your subject departmentSteve Puttick and Nick GeeWhat makes a subject department; Organiation; Culture; Psychological safety.Chapter 5 Working with teaching assistants and other adults in the classroom to support subject teachingFiona Hall and Maxine Pountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults.Chapter 6 Role of the form tutorAlexandra TitchmarshGrouping pupils for pastoral care; The role of a form tutor; What does a form tutor do?; Preparation and organisation for, and running of, your form time; attributes and skills of a good form tutor Chapter 7 Every teacher is a teacher of EnglishPaul GardnerText types; expectations at KS2; describing language; oral language; readingChapter 8 Every student counts: learning mathematics across the curriculumJennie Golding, Rosalyn Hyde and Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete – visual – abstract pedagogy; digital technologies; language for mathematicsChapter 9 Personal, Social, Health and Economic Education (PSHE)Natasha Bye-BrookesDefining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education.Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SENDMark Pulsford and Sana RizviBuilding your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practiceChapter 11 Working to improve classroom climate and pupil behaviour Terry HaydnLearner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour managementChapter 12 Understanding learners’ primary experiences and transitionBrian Matthews and Lyn MatthewsFundamentals of Primary Education; Transition; Teaching year 7; Implications for teachingChapter 13 Learning beyond the classroom Mark Chidler and Elizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtC and developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional DevelopmentChapter 14 Improving pupil progress through quality questioning and talkNikki BoothUsing formative assessment to enhance the quality of teacher-learner talk; Taxonomies for higher-level thinking and talking: Bloom’s and SOLO; Effective questioning; Chapter 15 Assessment, homework and markingHelen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; HomeworkChapter 16 Making the curriculum your ownChris Shelton and Julia O’KellyUnderstanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomyChapter 17 Digital technologies: pedagogies and classroom practiceAndrew Csizmadia and Jon AudainDigital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning.Chapter 18 Leadership and managementRachel Peckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership developmentChapter 19 Researching your teachingEira Wyn PattersonDeveloping your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysisChapter 20 Looking after yourself and your professional developmentDerek BoyleSurviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwardsAppendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites

Susan Capel is Emeritus Professor (Physical Education) at Brunel University, UK.Julia Lawrence is Senior Lecturer at the University of Hull, UK.Marilyn Leask is Chief Editor of the MESH Guides initiative and visiting professor at the University of Winchester and De Montfort University, UK.Sarah Younie is Professor of Education Innovation at De Montfort University, UK, and Co-Chair of the Education Futures Collaboration charity.

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• ContentsList of illustrationsList of tasksList of contributorsINTRODUCTIONChapter 1 Beyond your initial teacher education: staying in teachingKate ReynoldsCulture and context; building relationships; building time for yourself; social media; subject associations; inspectionsChapter 2 Managing constant changeLizana OberholzerWhy change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentoredTrevor WrightSome mentoring challenges; Competence, apprenticeship and reflection; The mentoring relationshipChapter 4 Thriving in your subject departmentSteve Puttick and Nick GeeWhat makes a subject department; Organiation; Culture; Psychological safety.Chapter 5 Working with teaching assistants and other adults in the classroom to support subject teachingFiona Hall and Maxine Pountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults.Chapter 6 Role of the form tutorAlexandra TitchmarshGrouping pupils for pastoral care; The role of a form tutor; What does a form tutor do?; Preparation and organisation for, and running of, your form time; attributes and skills of a good form tutor Chapter 7 Every teacher is a teacher of EnglishPaul GardnerText types; expectations at KS2; describing language; oral language; readingChapter 8 Every student counts: learning mathematics across the curriculumJennie Golding, Rosalyn Hyde and Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete – visual – abstract pedagogy; digital technologies; language for mathematicsChapter 9 Personal, Social, Health and Economic Education (PSHE)Natasha Bye-BrookesDefining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education.Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SENDMark Pulsford and Sana RizviBuilding your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practiceChapter 11 Working to improve classroom climate and pupil behaviour Terry HaydnLearner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour managementChapter 12 Understanding learners’ primary experiences and transitionBrian Matthews and Lyn MatthewsFundamentals of Primary Education; Transition; Teaching year 7; Implications for teachingChapter 13 Learning beyond the classroom Mark Chidler and Elizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtC and developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional DevelopmentChapter 14 Improving pupil progress through quality questioning and talkNikki BoothUsing formative assessment to enhance the quality of teacher-learner talk; Taxonomies for higher-level thinking and talking: Bloom’s and SOLO; Effective questioning; Chapter 15 Assessment, homework and markingHelen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; HomeworkChapter 16 Making the curriculum your ownChris Shelton and Julia O’KellyUnderstanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomyChapter 17 Digital technologies: pedagogies and classroom practiceAndrew Csizmadia and Jon AudainDigital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning.Chapter 18 Leadership and managementRachel Peckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership developmentChapter 19 Researching your teachingEira Wyn PattersonDeveloping your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysisChapter 20 Looking after yourself and your professional developmentDerek BoyleSurviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwardsAppendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites

Susan Capel is Emeritus Professor (Physical Education) at Brunel University, UK.Julia Lawrence is Senior Lecturer at the University of Hull, UK.Marilyn Leask is Chief Editor of the MESH Guides initiative and visiting professor at the University of Winchester and De Montfort University, UK.Sarah Younie is Professor of Education Innovation at De Montfort University, UK, and Co-Chair of the Education Futures Collaboration charity.

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• ContentsList of illustrationsList of tasksList of contributorsINTRODUCTIONChapter 1 Beyond your initial teacher education: staying in teachingKate ReynoldsCulture and context; building relationships; building time for yourself; social media; subject associations; inspectionsChapter 2 Managing constant changeLizana OberholzerWhy change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentoredTrevor WrightSome mentoring challenges; Competence, apprenticeship and reflection; The mentoring relationshipChapter 4 Thriving in your subject departmentSteve Puttick and Nick GeeWhat makes a subject department; Organiation; Culture; Psychological safety.Chapter 5 Working with teaching assistants and other adults in the classroom to support subject teachingFiona Hall and Maxine Pountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults.Chapter 6 Role of the form tutorAlexandra TitchmarshGrouping pupils for pastoral care; The role of a form tutor; What does a form tutor do?; Preparation and organisation for, and running of, your form time; attributes and skills of a good form tutor Chapter 7 Every teacher is a teacher of EnglishPaul GardnerText types; expectations at KS2; describing language; oral language; readingChapter 8 Every student counts: learning mathematics across the curriculumJennie Golding, Rosalyn Hyde and Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete – visual – abstract pedagogy; digital technologies; language for mathematicsChapter 9 Personal, Social, Health and Economic Education (PSHE)Natasha Bye-BrookesDefining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education.Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SENDMark Pulsford and Sana RizviBuilding your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practiceChapter 11 Working to improve classroom climate and pupil behaviour Terry HaydnLearner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour managementChapter 12 Understanding learners’ primary experiences and transitionBrian Matthews and Lyn MatthewsFundamentals of Primary Education; Transition; Teaching year 7; Implications for teachingChapter 13 Learning beyond the classroom Mark Chidler and Elizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtC and developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional DevelopmentChapter 14 Improving pupil progress through quality questioning and talkNikki BoothUsing formative assessment to enhance the quality of teacher-learner talk; Taxonomies for higher-level thinking and talking: Bloom’s and SOLO; Effective questioning; Chapter 15 Assessment, homework and markingHelen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; HomeworkChapter 16 Making the curriculum your ownChris Shelton and Julia O’KellyUnderstanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomyChapter 17 Digital technologies: pedagogies and classroom practiceAndrew Csizmadia and Jon AudainDigital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning.Chapter 18 Leadership and managementRachel Peckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership developmentChapter 19 Researching your teachingEira Wyn PattersonDeveloping your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysisChapter 20 Looking after yourself and your professional developmentDerek BoyleSurviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwardsAppendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites