Instruction Partners’ Post

Over the last decade, Texas has seen a dramatic rise in fully online teacher preparation programs. Our new publication in Educational Researcher - AERA looks at what that means for students and for the stability of the teaching profession. This paper was motivated by a simple but important question: What happens when convenience replaces quality in how we prepare teachers? The results are clear: Teachers trained fully online are more likely to leave the classroom, and their students lose months of learning. These findings reinforce the need to move away from “fast-track” entry routes and toward high-quality preparation that emphasizes mentoring, practice, and support, which is exactly what the new PREP Allotment in Texas aims to fund. I’ve been researching and writing about online teacher preparation since before the phrase even entered the conversation, and I’m proud to see this work advance through the peer-review process. My thanks to my co-author Jessica Gottlieb for being an exceptional collaborator on this important study. Full study linked. https://lnkd.in/es4gareq #EducationResearch #TeacherPreparation #TXEd #TxLege

This could also have interesting implications for leadership programs. Robust field experiences with extensive coaching and mentorship are hard to do! Martin Scanlan

What does a socially-just curriculum look like in further education (FE) and skills? Most people in the FE and skills sector would agree that promoting social justice and mobility is an important aspiration, but there’s less agreement on how to get there. Elizabeth Holmes outlines the merits and drawbacks of knowledge-rich and critical/transformative approaches to curricula design, as well as the impact of employer-led learning. Featuring insights from sector voices including Alun Francis, Dr Lou Mycroft FRSA, Dane Longden and Professor Leesa Wheelahan, this InTuition article is a nuanced and thought-provoking read for anyone interested in curriculum, pedagogy and social mobility. 👉 Read here: https://lnkd.in/e8jcQ-Mr SET members have full access to InTuition, our quarterly sector magazine. Sign up now for access to CPD resources, latest sector and research news, and exciting practical developments in education and training. Join today: https://lnkd.in/ezVxmpqy

This week’s TES article by Professor Becky Francis really struck a chord. As the curriculum and assessment review moves forward, it’s clear that robust evidence is the foundation for meaningful change in education. Over 7,000 educators shared their experiences and expertise, highlighting both progress and the challenges that still need attention. It’s a reminder that for every strong opinion, there’s often an equally strong counter-view (and not all are grounded in evidence). The real challenge, though, is ensuring reforms are fit for the future, balancing high standards, innovation, and the needs of every learner. As we all reflect on what’s next, I’m curious... will the new National Curriculum revisions truly be outward-facing and forward-thinking, preparing young people for the world now and its rapidly-changing future? https://lnkd.in/gNRxEpZ

Where Is Our Education System Heading? Nowadays, I often wonder where our education system is going. Teachers are knowledgeable and dedicated, yet their efforts don’t seem to bring lasting changes in students’ behavior or character. Although our syllabus is student-centered, the lesson planners, teaching materials, and strategies used in classrooms rarely create real impact. One major reason is that students are overloaded with too many subjects, which affects both their health and focus. They often lack a clear sense of how what they learn connects to their future. We need to reduce the number of chapters in each subject and include only those that help build a strong foundation for future learning. It’s also time to introduce one national education system with one syllabus—ending the gap between private and government schools. While private institutions are performing well, the dual system creates inequality and mental pressure. Students should have the freedom to choose subjects based on their interests, and parents should be guided not to impose their own choices on children. Not every student is passionate about science—many have unique talents in other fields. If we truly wish to reform education, we must rethink our approach while respecting our culture and values.

As the examination period is upon us , I often find myself reflecting on what this period truly represents- both for students and for our education systems. Throughout my 14 years working with students in Higher Education, I have witnessed the intense pressure that examinations bring. For some learners, this pressure manifests as anxiety and fear of failure; for others, it leads to physical illness, hospitalisation, or even deferred studies. These experiences raise an important question: Are our current assessment practices achieving the outcomes we value most in education? If examinations consistently produce high levels of stress and diminish students’ wellbeing, perhaps it’s time to re-evaluate our approach. Education should be a process of discovery, growth, and empowerment not a cycle of fear and fatigue. It may be worth exploring more holistic and flexible methods of assessment that prioritise continuous learning, creativity, and application of knowledge. This is not a call to eliminate rigour, but to ensure that our methods of evaluation align with the broader goals of education in today’s world. This is a conversation that educators, policymakers, and institutions must continue to engage in with empathy, evidence, and openness to change. It's a conversation worth exploring. What are your thoughts? #EducationLeadership #HigherEducation #AssessmentReform #TeachingAndLearning #StudentWellbeing #AcademicInnovation #EducationTransformation #LifelongLearning #MentalHealthInEducation #FutureOfEducation

#Research_plug A recent study by Korkie, Beyers & Swanepoel (2025) highlights a persistent challenge in higher education: lecturers’ modules often focus heavily on content/theory, leaving limited room for practical strategies in #inclusive_teaching. Lecturers also reported feeling constrained by time, resources, and preparation, which affects their ability to #translate theory into #practice. 💡 This makes me wonder — in private higher education, where institutional #contexts differ, how might these gaps show up? How can lecturers ensure inclusion is applied in daily teaching and not just taught as theory? While the study provides #valuable insights, its findings are specific to the programmes and institutions examined and cannot automatically be generalized to all higher education lecturers or disciplines...they do however, raise useful questions about how #similar_gaps might #manifest in other #disciplines or institutional types. 📌 How does your institution support lecturers to move from knowledge to practice in inclusive education? #research #academia #highereducation #learning #lecturerstrain #highereducationchallenges #transformation

I’m really excited by the idea of offering triple science GCSE to all students. Science thrives on diversity, and every child deserves access to this fascinating and essential field. However, there are two key considerations for the DfE to address: 1) Curriculum Load: Either the content needs to be streamlined, or schools must ensure they allocate enough time to teach it effectively. Based on my calculations, a minimum of 10 hours per fortnight would be necessary. 2) Teacher Specialisation: Most science teachers are specialists in one or two disciplines. To provide the best experience for students, teachers must have dedicated CPD time to stay up-to-date with the latest teaching strategies and subject knowledge. Both of these challenges are entirely manageable, but they require thoughtful consideration from school leaders at all levels. Let's make sure we’re setting up students and teachers for success. https://lnkd.in/e4meVq6r

Declines in sentiments toward the teaching profession may actually give way to opportunities for school choice. Director of National Research Mike McShane dives into recent research by the Annenberg Institute and explains how school choice can help rethink the teaching profession. https://lnkd.in/gRgDiwCm

The Primary Science Teaching Trust welcomes the publication of the Curriculum and Assessment Review Final Report for England commissioned by the Department for Education. When contributing to the review, we highlighted the importance of a more focused primary science curriculum - one that enables deeper exploration of fundamental concepts and stronger connections between them. We’re pleased that the panel recognises the need for greater cohesion and consistency across primary science, as well as the value of purposeful, high-quality practical work and explicit teaching of climate change and sustainability. As the government considers the review’s recommendations, we hope this will be an opportunity to strengthen teacher confidence and capability, alongside reshaping curriculum content. PSTT stands ready to support this process and help ensure meaningful, lasting improvements in primary science education. Read our full response: https://lnkd.in/eSCGCHpB