This episode explores Sarah Seleznyov and Robert Lobatto’s book A Practical Guide to a Big Education, rooted in the idea that schools should offer an education of the “head, heart and hand”: academic knowledge, wellbeing and relationships, and practical skills such as creativity, communication and problem-solving. Sarah and Robert argue that education has become too heavily weighted towards compliance, data and narrow outcomes, and that schools need to recover a more human, agency-rich model for both pupils and teachers.

A key theme is that innovation does not mean chaos or a free-for-all. Instead, the conversation presents strong values, shared expectations and thoughtful structures as the “shell” within which teachers and pupils can exercise freedom, judgement and creativity.

They highlight restorative and relational behaviour cultures, independent inquiry, teacher agency and bottom-up change, ultimately encouraging educators to be bold, context-sensitive and true to their values rather than simply serving the system.

https://www.bloomsbury.com/uk/practical-guide-to-a-big-education-9781801997928/

This episode unpacks the problem with the “vague opener” in coaching conversations—questions like “How do you think the lesson went?” that seem reflective but actually create confusion and anxiety. From the teacher’s perspective, this forces them to scan an entire lesson and guess the coach’s focus, often leading to defensive responses or overemphasis on perceived mistakes.

We show how this approach can quickly become awkward, especially when a teacher identifies something as successful that the coach intends to critique, undermining trust and wasting valuable coaching time.

Instead, the episode advocates for a more purposeful, focused approach: zooming in immediately on a specific moment of the lesson and asking about the teacher’s intended goal for that segment. This removes the guesswork, sharpens reflection, and allows insight to emerge more naturally. By anchoring the conversation in a clear instructional moment and the teacher’s own intentions, coaching becomes more efficient, collaborative, and productive, leading to deeper thinking and more meaningful professional development.

Welcome to the Improving Disadvantaged Outcomes podcast from Chiltern Learning Trust, in association with DfE RISE.

In this episode of the Chiltern Learning Trust podcast, host Adam Kohlbeck speaks to Daniel Connor and Mark Mailer about Black Shoe Pedagogy.

We delve into real-world examples from Challney High School for Boys, where a focus on consistent reinforcement of core values, symbolised by the Black Shoe metaphor, transformed behaviour and teaching culture.

Discover how defining a handful of high-impact practices, co-constructing shared goals and investing in team belief can create a culture of excellence that endures beyond individual leaders.

Mark and Daniel share practical strategies for embedding these principles into daily routines, from staff recruitment and development to student engagement and curriculum renewal.

This podcast was produced by EduPulse™ in association with Chiltern Learning Trust.

Original music by Caffeinated Studios©.

In this episode, Dr. Karen Taylor, Head of Educational Research at Wellington College, discusses the importance of connecting research and practice in education, the role of the journal of Educational Research and Theory and how educators can contribute and benefit from open, reflective scholarly exchange.

Welcome to the Improving Disadvantaged Outcomes podcast from Chiltern Learning Trust, in association with DfE RISE.

In this episode of the Chiltern Learning Trust podcast, host Adam Kohlbeck engages with Dr. Alex Fairlamb to discuss the intricacies of curriculum design.

They explore common pitfalls that leaders encounter, emphasising the importance of viewing the curriculum as a narrative rather than a list of topics.

Dr. Alex shares insights on how to create a cohesive curriculum that fosters deep understanding and retrieval of knowledge over time.

The conversation also touches on strategies for effective curriculum design and the importance of professional development in education.

This podcast was produced by EduPulse™ in association with Chiltern Learning Trust.

Original music by Caffeinated Studios©.

Welcome to the Improving Disadvantaged Outcomes podcast from Chiltern Learning Trust, in association with DfE RISE.

In the latest episode of the Chiltern Learning Trust podcast, host Adam Kohlbeck engages with Jennifer Wright, an assistant head teacher at Challney High School, to discuss the crucial role of lesson starts in fostering an effective learning environment.

With a focus on actionable strategies and real-world examples, this conversation delves into the nuances of how educators can significantly enhance student engagement and learning outcomes right from the beginning of each lesson.

This podcast was produced by EduPulse™ in association with Chiltern Learning Trust.

Original music by Caffeinated Studios©.

Welcome to the Improving Disadvantaged Outcomes podcast from Chiltern Learning Trust, in association with DfE RISE.

In this episode of the podcast, host Adam Kohlbeck sits down with Deputy Head Kirsten Senior to explore effective strategies for teacher allocation in key year groups and fostering meaningful cross-disciplinary conversations. They discuss practical planning, leadership roles, and mechanisms to improve student outcomes through collaborative teaching.

This podcast was produced by EduPulse™ in association with Chiltern Learning Trust.

Original music by Caffeinated Studios©.

Ever thought about how working from home could change teaching? Here’s why it might be the key to better teacher wellbeing and retention.

We’re diving into a project that explores the idea of offsite PPA (Planning, Preparation and Assessment) time for teachers. The goal? To see if allowing teachers to work from home during their PPA can improve their job satisfaction and help address the teacher retention crisis.

This isn't just a theory. Initial research indicates potential positive impacts on teacher wellbeing. But we need to gather more evidence!

It’s crucial for schools to engage in this research. By understanding the benefits and challenges of offsite PPA, we can build evidence-based recommendations that promote a healthier work-life balance for teachers.

What if giving teachers more control over their time could lead to better planning and collaboration? Let’s find out!

Join us in exploring this exciting opportunity for change.

https://my.chartered.college/event/does-working-from-home-during-ppa-impact-teacher-retention/#