Naylor's Natter Podcast- an education podcast .

This week on Naylor's natter in association with the Teacher Development Trust I am in conversation with Dr Jill Berry.  Jill taught for 30 years carrying out seven different jobs in six different schools after beginning her teaching career as a secondary English specialist .  Since leaving headship in 2010, she has worked as an Associate for the National College for Teaching and Leadership, carried out a range of educational consultancy work and completed a part-time Doctorate in Education, researching the transition from deputy headship to headship. Jill has been involved in #WomenEd, a network designed to support aspiring and serving women leaders in education, since its inception in 2012. She has conducted academic research on the development of the initiative with Dr Kay Fuller from Nottingham University; spoken at several #WomenEd events, and contributed a chapter to the #WomenEd book: ‘10% Braver – Inspiring Women to Lead Education’ (Sage 2019).  Jill is an advocate for the opportunities presented by social media for networking and professional development, tweeting @jill berry102 and blogging jillberry102.blog I discuss with Jill: Could you tell listeners about your story? 30 years teaching, English specialist, 6 schools, masters, deputy headship and headship In difficult turbulent times in education and the world, why would anyone want to make the leap into leadership? Do good teachers automatically make good leaders? Should good leaders always be promoted out of the classroom? Should experience be a factor in any promotion or does enthusiasm count for more than knowledge? What are the key principles for anyone who is thinking of applying for leadership or headship? Having been appointed to a new position in a different school, what are the challenges of the period between appointment and formally taking up the role? People talk about the crucial first 100 days in a new job, what are the challenges of the early months in post? Once you become established in the new leadership position , how do you move beyond being the new leader? How important is the ECF in recognising the leadership role of mentors and coaches Her book, ‘Making the Leap: Moving from Deputy to Head’, was published by Crown House . TDT Section  In the TDT section , Maria and Ian talk about the transformational power of the CPD audit and the bespoke guidance given to schools . This work is something that I am fully involved in . Maria also talks about the TDT framework and the potential for enhancing subject specific CPD , she uses examples from very effective schools in this area.  In the shameless plugs section: I am delighted to have become a Fellow of the Chartered College of Teaching , This is something that means a huge deal to me and I am so appreciative of the opportunity to highlight the work of the College. I feel passionately that as a classroom teacher , I have a voice to influence the future of our profession. Thank you also to TeacherTap for featuring my blog  'A Routine Matter' last week. I really enjoy writing and I must find time to write more, I really appreciate the recognition as I know how picky they are. Thanks also to Phil Brown for his input here. Lead Learn Lancs draws ever closer , 12th October . You can see me (if you want to) in session 1 talking about how we are using research and evidence to change culture in schools.  rED Blackpool has now tipped over the 600 ticket mark and we may have to start thinking about capping this so stay tuned! Dame Alison Peacock next week. 

This week I am Joined by teacher, author and all round education guru Doug Lemov. In this podcast we talk about the massive impact Teach Like  A Champion 2.0 has had on the teaching profession . Doug talks about Uncommon Schools and the art of teaching and its tools. He goes into detail about some of the techniques discussed in the books and how teachers have used them. We also talk about 'Reading Reconsidered' and it's influence on  national pedagogy and  the teaching of reading. We go into detail about the cultural capital of a literary canon, the importance of explicitly teaching vocabulary and the implementation of school wide reading programmes We also get an exclusive on the upcoming TLAC 3.0! Here are the discussion points in the podcast  Could you tell listeners about your own personal journey in education? Could you explain the concept of Uncommon Schools and the fieldwork you undertook in the production of both TLAC and Reading reconsidered? In the introduction to TLAC , you talk about the 'art of teaching and it's tools' what do you mean by that? How is this different or possibly complimentary to the evidence based teaching movement? TLAC 2.0 has been phenomenally successful in the UK, how would you advise schools to best use the book? I find the field guide an excellent accompaniment especially when working with new teachers . Reading has been a big focus for all the schools I work with in Blackpool. We have used your work extensively along with the expertise of Alex Quigley (Closing the Vocabulary Gap) to address this . Our literacy lead Becky Jones has introduced a literary canon across our school and we now have a fixed reading period daily with pupils working through this canon. Why do you think the canon has declined and how important is book choice? Having selected a canon, what approaches to reading do you advocate in part 2 of reading reconsidered ? The fundamentals How can we build vocabulary during reading? How important is implementation in developing reading systems and what are the key phases in this process? Shameless plugs My article for RSC 'Young and in charge'  https://eic.rsc.org/feature/young-and-in-charge/3010792.article My latest blog for Teacher Toolkit https://www.teachertoolkit.co.uk/2019/09/22/trainee-teachers/ All previous interviews are available via my website www.naylorsnatter.co.uk Next week Dame Alison Peacock

This week I  am in conversation with inspirational Layton Primary School Headteacher Jonathan Clucas.  I am fortunate to work closely with Jonathan through our work with the Blackpool Research School. This podcast was prompted by Layton's inclusion in Ross Morrison McGill's 'Just Great Teaching' as a case study in responsive and dialogic teaching . We discuss how this inclusion came about, the consistently excellent outcomes for pupils at Layton and the positive culture of professional development at Layton. Discussion points Responsive Teaching Dialogic questioning Modelling The use of technology We also have our regular input from our friends and colleagues at the Teacher Development Trust , which will be at the start of the podcast this week to mix things up a little! Next week Doug Lemov on Reading Reconsidered and Teach Like a Champion

This week on the podcast, I am in conversation with Nicole Ponsford . Nicole describes herself as working in 'the corners of ed and tech' . She is a teacher, an EdDoctorate Researcher, CEO and founder of the Gender Equality Collective . She is also a TES columnist and the co-author of TechnoTeaching. We had a natter about: 1) You started teaching in early 2000's as I did. Tell listeners a little about your early career mentoring NQTs and improving literacy across school. 2) You were quickly awarded AST status, we hear lots of negatives about ASTs (I am an ex AST) but the issue of promotion out of the classroom rather than promotion within it never seems to have been solved. How did you find the work of an AST , what was the best thing about being an AST? 3) What was the biggest challenge about leading teaching and learning across a school? 4) Technology in schools can be a thorny issue. What advice would you give listeners about how best to use technology in schools? Could you tell listeners more about techno teachers ? 5) Could you tell listeners about your experience of maternity leave and your move into freelance? 6)Narrowing the disadvantage gap is the biggest issue arguably facing schools today (it certainly is in Blackpool) . How did you go about this in your role at Achievement for all? 7) Gender balance is an important issue in schools, homes and businesses, could you tell listeners about your work on the gender equality charter? 8) Where can we find out more about you? In the shameless plugs section: We discuss rED Blackpool and my upcoming article for RSC EiC magazine entitled 'Promotion is it worth it?' out on Monday. We also have our weekly input from our friends and colleagues at Teacher Development Trust  Following on seamlessly from the interview with Nicole, the CEO of TDT David Weston shares some research and solutions on equality, carer development and fairness .

This week I am in conversation with the Teacher Development Trust CEO David Weston. This conversation marks the start of the podcasts proud and new association with TDT . This will bring expertise from the team in weekly inputs and will further broaden the range of teachers that I am talking to. We discuss the following themes   1) You wanted to be a teacher from a young age, could you tell listeners about teaching your teddies their 4 times table?   2) What do you mean by professional learning?  3) What are the ingredients of professional learning  4) How do schools go about getting the culture of professional learning right?  5) What are the building blocks of a developmental culture?  6) Why should leaders prioritise and resource professional learning  7) How important are school leaders in setting the culture  8) To support and challenge schools, is it important to engage effectively with experts?  9) How do you select and commission experts?  10) I am very excited that Naylor's natter is now proudly in association with TDT , how do you see the future of this association?  11) TDT have some very exciting events and conferences coming up this academic year, could you tell listeners more about these ? We also have our first input from TDT. Maria Cunningham and Bethan Hindley discuss their experiences at the International Conference of World Association for Lesson Studies. They talk with Julie Jordan about Kyozaikenkyu Stay tuned to the very end! In the shameless plugs section at the end of the podcast , I remind listeners that I will be at rED National conference tomorrow so please come and say hello! 

In this conversation directly following  #rED Rugby , I ask Professor Young about: The themes of his presentation The idea of powerful knowledge and its influence on current educational policy Social mobility and social justice The re-professionalisation of teaching and the rise of subject associations and the Chartered College Enjoy your return to school colleagues ! 

This week I am in conversation with Kat about LitDrive , maternity CPD, WomenEd and Imposter syndrome . We talk in depth about her new book which is called 'Stop talking about wellbeing' and is available here: https://www.amazon.co.uk/Stop-Talking-About-Wellbeing-Howard/dp/1912906481/ref=sr_1_1?crid=3EJ8X6BM68K1L&keywords=stop+talking+about+wellbeing&qid=1565276920&s=gateway&sprefix=stop+talking+about%2Caps%2C131&sr=8-1 The podcast: First gentle intro - your journey to this point .  Listeners will be aware of your work with litdriveUK , could you tell us how you came up with this idea ? You are very passionate about CPD, and something that you have blogged about recently is maternity CPD . Could you tell listeners about how you maximised your maternity leave ?    A very popular presentation you delivered was at WomenED , could you tell listeners about imposter syndrome and it’s features ?  You have a new book coming out with John Catt , this is called stop talking about wellbeing . How did this come about and why is the time right for a book like this ?   How have you used your expertise in research to help teachers take ownership of their workload?   When is the book out , are you out talking about it and working with teachers ?    Where can we see you next ?  Can you direct listeners to your website /blog  etc .  

I ask Emma about her exciting new project NewED , her writing for TES and her role as research and CPD lead . We also discuss the importance of the Chartered College and Bucks Fizz! Here are some of the topics for discussion: Usual intro -journey to this point question As research and CPD lead for your trust , how do you go about sourcing the best CPD out there and how do you structure your CPD offering as a trust ?  Could you tell listeners how you the idea of newED came about ?  I know NewED November is now sold out but could you tell listeners about your speakers and future events ?  There have been some exciting developments with this recently , are you able to give a naylor’s natter exclusive on the latest developments?  On the other end of the career spectrum , you’ve recently written about how a 70 year old teacher is your hero . What do you think are the factors meaning more experienced teachers are leaving the profession and what can we/should we do about this ?  I loved your article on should I stay or should I go and the saucepan analogy. Summer gives teachers lots of time to think about next steps and many will be thinking this is the year to go for that promotion...could you explain the saucepan analogy and how should you go about finding your lid ?  How important is online CPD ? There are some brilliant people out there , who should listeners be aware of . I love the carpool you did for example !  Where can listeners find out more about you and what you are doing next ? 

This week I am discussing Mark's new book 'Teaching for Mastery' , which is now available as a kindle edition. This is a full and frank discussion (with some language to match) which takes in all aspects of the book and more besides including: Could you tell listeners about your career to this point and what you are working on at the moment? Your new books is called ‘teaching for mastery’ and you begin it by highlighting those that have influenced your thinking in this book. Who were these early players and what influence did they have on the mastery model for a schooling ? Follow up : Bloom has had a mixed reception recently but you highlight his work here , I also talked with Tom Guskey earlier this week , how influential has his work been ?  What are the core elements of a mastery model? What is the conveyer belt approach to curriculum and why is it so prevalent in England?  Is this model applicable outside of the teaching of mathematics?  Chapter 3 discusses learning from cognitive science , what are the key lessons we should take from that field?  Ben Gordon wanted to discuss mixed ability vs mixed attainment vs setting , so if listeners are thinking of changing what should they be aware of ?  In the chapter on implementation, you talk about embedding the mastery model for schools that want to change their current model . What advice would you have for leaders looking to begin this long and complex process?  What do you mean by a learning episode ?  How do you phase learning in a mastery approach ?  What conclusions did you draw from writing this book? Get the book here- now available on Kindle too! https://www.amazon.co.uk/Teaching-Mastery-Mark-McCourt/dp/191290618X/ref=sr_1_1?crid=2LF3QS9LVAXNR&keywords=teaching+for+mastery&qid=1565100620&s=gateway&sprefix=teaching+%2Caps%2C144&sr=8-1

This week I am in conversation with Patrice Bain about her and Pooja Agarwal's new book Powerful Teaching in the second of my summer specials  About Patrice  Patrice M. Bain, Ed.S. is passionate about student success using research-based strategies. As a veteran K–12 teacher, Patrice recently completed more than 25 years teaching social studies at a middle school in Illinois. Patrice is the only teacher-author of the popular practice guide, Organizing Instruction and Study to Improve Student Learning commissioned by the Institute of Education Sciences. Patrice's teaching approaches have been featured on TV (PBS's NOVA), radio (NPR), popular press, and multiple books. Patrice frequently presents professional development workshops throughout the United States. She has taught education courses at the graduate level, and she was a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia. For more information about Patrice, visit patricebain.com and follow her on Twitter @patricebain1. The natter: Introduction: could you tell listeners about your career to this point , how you meet your co-author Pooja and how you decided to work together?  What is powerful teaching and how and why did you and Pooja come up with this idea ? Many Listeners will be familiar with the cognitive science behind the strategies suggested (my podcast is broadly evidence based) , what we are maybe less familiar with is how to incorporate these into our teaching , this is why I’m thrilled to speak with you .  Could you outline some suggestions on how to incorporate retrieval practice into lessons?  Spacing is something that teachers may be incorporating as part of their schemes of learning or long term plans . How do you suggest teachers use spacing ?  I am fascinated by metacognition and have delivered keynotes and courses on the topic , I still find it incredibly difficult to explain what it is and how to incorporate it into lessons . Your book has some fantastic suggestions , could you outline some of these for listeners ?    Interleaving is used by many students during revision for example . How do you suggest that teachers best use interleaving as a classroom strategy ?    Could you outline for listeners where you will be speaking next and where they can get your book?   Will you be coming to the UK ?