BESA CORNER


This month, in our ongoing feature highlighting the work of members of the UK education suppliers’ trade body BESA, we hear from TEACHER TAPP and LEARNING LADDERS.


Responsive school improvement


with Steplab and Teacher Tapp You’ve just taught a six-period day, you have two lessons to plan for tomorrow, a


stack of tests to mark, and you’re tired. But it’s time for Professional Development (PD) in the school hall. You take your seat and glance up to the session title. You’ve done this one before. In fact, it’s one of your strengths as a teacher. You settle in for a wasted hour. Research tells us that situations similar to this are common. Most teachers don’t get access to the PD they need (Agathangelou, Hill & Charalambous, 2024). But there is another way. Stage 1: Gather data


Unless we know what the teachers in our schools want and need, we’ll be falling at the first hurdle. Begin by gathering this data (Guskey, 2014). There are (at least) two important ways of doing this: First, visit teachers’ lessons, collect evidence about how effectively learning is happening and look for common, shared ‘problems’ within lessons. If, for example, we form a hypothesis that in many classrooms teachers are struggling to achieve and maintain silence, this is likely to be an important focus for PD. Second, survey teachers and check that their views match our hypothesis. If teachers highlight that lessons are being derailed by student interruptions, we can feel fairly sure that PD in this area will match the needs and aims of our staff. Stage 2: Build a playbook


Take complex instructional goals - like gathering and maintaining silence - and list a series of techniques that teachers can use to achieve this (O’Flaherty & Beal, 2018). We need a playbook. Stage 3: Launch and rehearse the technique You’ve formed your hypothesis, tested it with staff surveys and built your playbook. What you’ve created ‘lives’ on paper rather than in teachers’ minds, or - even better - their classrooms. But how can you transform paper to practice?


A good place to start is a whole-group PD session to launch this technique. Our session needs to model a teaching practice; deconstruct what makes the practice work - and support teachers to adjust this for their context. Give them a chance to rehearse the technique, begin to build muscle memory around effective use; and support them to understand the overall ‘shape’ of the technique (Kazemi et al., 2016).


Stage 4: Use coaching to drive change


For some teachers, making a change will be relatively easy, while for others making the same change will be much harder. Plus, doing something different while trying to manage the various demands of teaching is tough.


While well-designed whole-group PD – containing an explanation of theory, a model of a related technique and chances for staff to practice – can have some (though often minimal) impact on the classroom performance of teachers, adding peer coaching results in significantly greater impact (Joyce & Showers, 2002). Stage 5: Rinse and repeat


Six weeks on from launching your technique, teachers have had multiple opportunities to support each other to improve. What should you do now?


It’s time to circle back to Stage 1. Is there evidence that teachers have improved in your chosen area? Importantly, do they feel that they’ve improved? If the answer is yes, then you can select a new goal to add to your playbook. If not, more training and time may be required. Designing and implementing professional development that makes a real difference in the classroom is complex. But Steplab and School Surveys by Teacher Tapp are here to help. We’ve taken this cycle and built the content, tools and analytics to help you bring powerful Professional Development to your school.


April 2024


Transitioning from teaching to EdTech entrepreneurship: a teacher’s journey


Comment by MATTHEW KOSTER-MARCON, Founding CEO at Learning Ladders Education


For some teachers there comes a time when we feel the urge to explore new horizons beyond the classroom, often to scale an idea that has worked well for us in our classrooms so we can make a difference to even more students. Transitioning from teaching to


entrepreneurship in the education technology (EdTech) sector is an exciting yet challenging journey that requires careful consideration and planning.


But get it right, and you can make a huge impact. Many of the world’s best EdTech solutions have been created by former teachers - Learning Ladders, TimesTable Rockstars, Twinkl, White Rose Maths and Pobble - to name just a few!


I thought for this article I’d delve into my experience of leaving teaching to set up an EdTech company.


1. Sense check your ideas:


Leaving a career in teaching is not a decision to be taken lightly, so it’s best to do some research first. Volunteering/internships aren’t always financially viable and freelancing is hard without experience, especially alongside a full-time teaching job!


I’d reach out to people who’ve moved from teaching into other careers (like me!) and ask for their advice. It’s a free, no-risk, fast track way to get some great insider knowledge which will help shape your thinking and grow your network.


2. Recognise transferable skills:


While the transition from teaching to entrepreneurship may seem daunting, it’s important to remember the valuable skills acquired in the classroom that can be applied to the business world. Try to overcome any imposter syndrome! Skills such as communication, problem-solving, adaptability, and empathy are highly transferable and serve as a strong foundation for entrepreneurial endeavours.


3. Identify a niche:


Successful EdTech companies often emerge from identifying a specific niche or problem within the education sector that can be addressed through innovative technology solutions.


As former educators, we have first-hand experience of the challenges faced by teachers and students, which gives us a unique insight into potential opportunities for disruption and improvement. Be clear what your niche is - and what problem you are trying to solve.


4. Develop a vision and mission:


Establishing a clear vision and mission for your EdTech company is essential for guiding your efforts and aligning them with your values as an educator. Consider what impact you hope to achieve through your venture, how it can contribute to enhancing teaching and learning experiences, and how you will generate evidence of efficacy and impact.


5. Building a support network:


It’s crucial to hire great people and build a strong support network of mentors, fellow entrepreneurs, and industry experts who can offer guidance, advice, and encouragement along the way. Networking events, online communities, and specialist EdTech investors and incubators can be valuable resources for connecting with like-minded individuals.


BESA offers a fantastic ‘Launchpad’ service for startups which is a must. 6. Keep innovating:


EdTech is constantly evolving with advancements in technology and changes in educational trends and policies. It’s important to stay abreast of developments in both the education and technology sectors - just because it worked one way for you in the past, doesn’t mean that’s the best way to scale today! Transitioning from teaching to entrepreneurship in the EdTech sector is a bold and rewarding endeavour that offers the opportunity to make a meaningful impact on education in a new and innovative way.


www.education-today.co.uk 19


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