Essential Guides for Early Career Teachers

Workload: Taking Ownership of your Teaching
1. Auflage 2020
ISBN: 978-1-913453-41-1
Verlag: Routledge

Buch, Englisch, 116 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 190 g

Reihe: Essential Guides for Early Career Teachers

Linked to the Early Career Framework, this book provides practical time management and productivity strategies to help new teachers tackle the issue of workload.

Workload is a key issue for most beginning teachers. Trying to cope with all the demands of a new job with an increasing burden of administration, reporting and assessment tasks, can be daunting at best and may even lead to significant mental health issues. But there is a way through it all! This book acknowledges the challenges that exist and suggests evidence-informed ideas that can be used both in and outside the classroom to create an acceptable workload. It takes a positive and proactive stance, encouraging early career teachers to implement strategies that will enable them to work more effectively and ultimately bring a high level of enjoyment and job satisfaction.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Greer, Julie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogik: Sachbuch, Ratgeber
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen Medizin, Gesundheit: Sachbuch, Ratgeber
• Wirtschaftswissenschaften Betriebswirtschaft Management Zeitmanagement
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction Saddlebags or saddled with baggage? It’s a circus! People like me Choose your words A life in balance What’s over your mountain? Acronym buster Index

Über Autor(innen)

Julie Greer has been a primary headteacher for half her life, making the most of her own early career experiences in inner London to form her passion for education and a determination to make a difference for all members of a school community. She tries to achieve this through a combination of aspiration, offsetting disadvantage and fairness. She has a particular interest in special educational needs and disabilities, including the social emotional and mental health needs of children.

She is a consultant headteacher for the Anna Freud Centre, supporting the work of the Mental Health and Wellbeing in Schools programme. A Visiting Fellow at the University of Southampton and a Founding Fellow of the Chartered College of Teaching, she sits on the National Executive of the Universities Council for the Education of Teachers (UCET) and is Chair of the Schools' Reference Group, advocating for positive developments in teacher education.

Emma Hollis' passion is teacher education. After gaining a first class degree in psychology and training as a primary teacher, she became head of initial teacher education for a SCITT provider. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers.

Emma took up the role of Executive Director Designate of NASBTT in April 2017 and has been in the post of Executive Director since September 2017.