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Mentor CPD 3
Session Outcomes
By the end of this session mentors will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas they can influence directly
bull Describe and apply practical strategies to support their trainee with manging their workload and wellbeing
Summary of Content
The aim of CPD 3 is to develop mentorsrsquo mentoring skills to enable them to support trainees effectively
This session is the final of 3 CPD sessions mentors will receive over the year and will explore in depth the key
practices that mentors should engage in to maximise traineesrsquo progress to ensure high quality and consistent
support in their subject or phase
Resources
Printed copies of
CPD 3 Handout Key Areas of Workload
CPD 3 Handout The Eisenhower Matrix
CPD 3 Workload Checklist
Facilitator(s)
Development Leads Lead Mentors
Length 180 minutes
Phase Cross Phase
INFORMATION FOR SESSION FACILITATOR
25032020Slide footer if required 2
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
Mentor CPD 32020
London Early Years and Primary
March 2020
Introduction My Teach First and NPQs
Part 1 Supporting your Trainee with Managing their Workload and Wellbeing (60 mins)
Break (15 mins)
Part 2 Breakout Sessions (40 mins) ndash choose 2 of 3
1 QTS Portfolio
2 Powerful Practice Makes Progress
3 PGDE Module Leading Learning in Communities (LLIC)
Part 3 Reflections and close (15 mins)
Session Overview
25032020Slide footer if required 5
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 2
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
Mentor CPD 32020
London Early Years and Primary
March 2020
Introduction My Teach First and NPQs
Part 1 Supporting your Trainee with Managing their Workload and Wellbeing (60 mins)
Break (15 mins)
Part 2 Breakout Sessions (40 mins) ndash choose 2 of 3
1 QTS Portfolio
2 Powerful Practice Makes Progress
3 PGDE Module Leading Learning in Communities (LLIC)
Part 3 Reflections and close (15 mins)
Session Overview
25032020Slide footer if required 5
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Mentor CPD 32020
London Early Years and Primary
March 2020
Introduction My Teach First and NPQs
Part 1 Supporting your Trainee with Managing their Workload and Wellbeing (60 mins)
Break (15 mins)
Part 2 Breakout Sessions (40 mins) ndash choose 2 of 3
1 QTS Portfolio
2 Powerful Practice Makes Progress
3 PGDE Module Leading Learning in Communities (LLIC)
Part 3 Reflections and close (15 mins)
Session Overview
25032020Slide footer if required 5
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Introduction My Teach First and NPQs
Part 1 Supporting your Trainee with Managing their Workload and Wellbeing (60 mins)
Break (15 mins)
Part 2 Breakout Sessions (40 mins) ndash choose 2 of 3
1 QTS Portfolio
2 Powerful Practice Makes Progress
3 PGDE Module Leading Learning in Communities (LLIC)
Part 3 Reflections and close (15 mins)
Session Overview
25032020Slide footer if required 5
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 5
httpsconnect2teachfirstorguk
Or google lsquomy teach
first loginrsquo
You should have received a welcome email
with log in details in January If not please
check your junk mail
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 6
Click on home
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 7
Click on mentor
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 8
Change the region to
London and Click Apply
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
25032020Slide footer if required 9
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
National Professional Qualifications
from TF
Yalinie Vigneswaran
Development Lead School Leadership
yvigneswaranteachfirstorguk
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
We offer career-long support
Early Careers Framework
Middle leader NPQ
Careers Leader
Senior leader NPQ
Headship NPQ
Leading Together
12
NQTs Teachers
Middle leaders
Senior leaders
Heads SLTs
Te
ach
er
tra
inin
g
pro
gra
mm
es
Leadership programmes
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Our NPQ School Leader programmes
School leadership qualifications for your
teachers at every level
Available to all teachers and leaders at
schools serving disadvantaged communities
Fits around teachersrsquo schedules
with flexible learning and expert mentoring
Will help you develop motivate and retain
staff
Specifically designed for the challenges
your school faces ndash including practical
project that helps your school
Benefits for schools
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Our NPQs
One-to-one expert support from experienced school leaders
Content tailored to your school ndash including a practical project that helps your school
Evidence-based flexible training that fits
around your schedule
Access to a supportive network of other leaders and schools
A National Professional Qualification
Benefits for teachers and leaders
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
NPQs - develop your existing staff
Pinpointchallenges
Develop plan
Integrate project into school life
Reflect
Middle leader Senior Leader and Headship NPQs
HOW IT WORKS
Leadership development modules include lsquoCritical reflection and
evaluationrsquo lsquoEffective use of researchrsquo and lsquoStakeholder engagementrsquo
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Our costs
CostMiddle Leader
(NPQML)
Senior Leader
(NPQSL)Headship (NPQH)
Fees pound800 pound1000 pound1350
NPQ School Leader programmes
wwwteachfirstorgukmiddle-leader
wwwteachfirstorguksenior-leader
wwwteachfirstorgukheadship
To find out more Questions Yalinie Vigneswaran
yvigneswaranteachfirstorguk
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Mentor CPD 32020
London Early Years and Primary
March 2020
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Core Session OutcomesBy the end of this session you will be able to
bull Articulate the 5 key areas that affect early career teacher workload
bull Consider and reflect upon the areas you can influence directly
bull Describe and apply practical strategies to support your trainee with
manging their workload and wellbeing
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
ldquoHappy motivated well supported teachers are
more likely to have happy and motivated pupils
in their classroomsrdquo (Hinds 2019)
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Why are we talking about workload and wellbeingbull ldquoHealth reasonsrdquo is the main single reason for withdrawal from the Training Programme
bull 33 teachers leave the profession within first 5 years
bull Teaching involves stressors like managing complexity a lack of control and interactions which evoke strong emotional reactions (van Heutgen 2011)
bull Work-related stress has a negative impact on employees including psychological health problems impaired performance physical illness high turnover and sickness absence (Kinman and Jones 2001)
bull A rise in long-term teacher sickness is blamed on stress one in 83 teachers spent more than a month off work in 2016-17 (The Times 2018)
bull In 2016-17 3756 teachers were signed off because of stress (The Times 2018)
bull Newly qualified teachers work on average nine hours more per week compared to graduates in other professions - and two-thirds say their hard work is unrewardedldquo (UCL Institute of Education March 2020
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
bull Marking and planning
bull Non-teaching tasks
bull External factors
bull Experience
bull Subject and sector knowledge
Key areas
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Review the key areas of workload and the associated example tasks
1 Consider which of the examples you can Influence (I) have Limited Influence over (LI) or No Influence over (NI) and mark them accordingly
2 Select one example you can positively influence and consider what you can do to support your trainee in reducing their workload in this area
3 Be prepared to feedback to the group
What can you influence
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Consider
bull Which tasks do you feel you have limited influence over Is there anything you feel you may be able to do to increase your influence
bull Are there any examples that you feel are completely outside your control What steps could you take to increase your ability to support your trainee in this area
bull Are there any tasks not indicated on the list that your trainee needs to undertake that may lead to additional workload What can you do to support
Where is your influence limited
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
I have two kinds of problems the urgent and the important The urgent are not important and the important are never
urgent
(DD Eisenhower)
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Important activities have an outcome that leads to achieving our goals They may be professional or personal
The Eisenhower Principle
Urgent activities demand immediate attention and are usually associated with achieving someone elses goals They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
The Eisenhower Matrixbull Write my 5000 word essay thatrsquos due in 2 months
bull Complete the pre-reading for the Teach First
Training Day this Saturday
bull Prepare for my Progress Review meeting in two
weeksrsquo time
bull Complete this weekrsquos BlueSky reflection
bull Phone a parent who didnrsquot attend parentsrsquo evening
bull Tweet about an amazing teaching blog I found
yesterday
bull Contact the Safeguarding lead about an incident
that happened this morning
bull Change animations on Powerpoint slide deck for
tomorrowrsquos lesson
bull Marking pupilsrsquo work for tomorrowrsquos lesson
bull Call restaurant to confirm booking for Mr Tumblersquos
leaving do by 4pm tomorrow
Do it
Schedule it
Delegate it
Delete it
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Prioritising Tasks
1 Read the common teacher tasks
2 Place the task number on the urgencyimportance matrix
3 Choose your top priority to act on NOW
4 Choose one task that you will not do at all
bull Contact the Safeguarding
lead about an incident
that happened this
morning
bull Call restaurant to confirm
booking for Mr Messyrsquos
leaving do by 4pm
tomorrow
bull Write my 5000 word
essay thatrsquos due in 2
months
bull Tweet about an
amazing teaching blog I
found yesterday
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Wellbeing First level for headings
Second level for body copy
First level for headings
Second level for body copy
First level for headings
Second level for body copy
25032020 28
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Recovery
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Considerhellip
bull What are your initial thoughts on the principle of recovery
bull Do you allow yourself recovery time on a daily basis If not is this something you feel you should make more time for
bull What steps do you take to maintain your own wellbeing whilst supporting your trainee
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Reflection
Resources Challenges
Balance
ldquoWellbeing is the balance point between an
individualrsquos resource pool and the challenges facedrdquo
(Dodge et al 2012)
How is your see-saw looking
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Challenges
- Feeling overwhelmed by the intensity
of training and teaching
- Wanting to take part in all the
opportunities both social and
professional
- The steep learning curve
- Having a new routine
- Being away from family and friends
- Finding time for recovery
- Mentor Development Lead
University Tutor support
- Their peers in their cohort
- Colleagues in school
- Their family and friends (whether this
is seeing them at the weekend
skyping calling or texting during the
week)
- The wider network of TF ambassadors
- The My Wellbeing course
- Making time for recovery
Resources
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
My Wellbeing Course
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Additional support available for traineesEducation Support Partnership wwwedsupportorguk 24 hr Tel - 08000 562 561 and email - supportedsupportorguk
UCL Student Support amp Wellbeing Online advice and support -httpswwwuclacukstudentssupport-and-wellbeingwellbeing
UCL Student Support amp Wellbeing ndash Telephone contact ndash 020 20 7679 0100
UCL Support for Wellbeing (Evening amp Weekend Support) ndash Care First (telephone amp on-line counselling) 0800 197 4510 httpswwwuclacukcurrent-studentssupportwellbeingcare-first
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Next steps
Use the Workload Checklist to reflect upon and consider current practice in your school and ways in which it could be improved to support your traineersquos workload and wellbeing
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Further Reading and Resources- Van Heutgen K (2011) Social work under pressure how to overcome stress fatigue and
burnout in the workplace London Jessica Kingsley Press
- Kinman G and Jones F (2001) The Work-home Interface In Jones F and Bright J (2001) Stress Myth Theory and Research London Prentice Hall
- The Times (2018) Epidemic of stress blamed for 3750 teachers on long-term sick leave
- httpswwwtheguardiancomeducation2018jan11epidemic-of-stress-blamed-for-3750-teachers-on-longterm-sick-leave
- The Teacher Workload Survey (2016)
- Reducing workload supporting teachers in the early stages of their career Advice for school leaders induction tutors mentors and appropriate bodies (March 2019)
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Breakout GroupsBreakout 1 The QTS Portfolio
Apricot Room (1st floor)
An opportunity to receive guidance
on the requirements for the QTS
portfolio
Breakout 2 Powerful Action
Steps Makes Progress
Rose Room (ground floor)
An opportunity to revisit the
principle of setting action steps
through the use of Powerful
Action Steps This session will
build on learning from CPD 1 by
focusing on ensuring that
feedback supports trainees to
improve quickly but also
introduces lsquoroundsrsquo to increase
automaticity and build
complexity
Breakout 3 PGDE Module
Leading Learning in
Communities
Ebony Room (1st floor)
An opportunity for to explore
ways of supporting trainees in
linking theory to practice
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Annual mentor survey
bull Share your experiences
bull Inform improvements
bull 5-10 minutes
bull Confidential
bull Emailed on Monday 9th March
bull Please complete today Havenrsquot received it Speak to a colleague on
the desk today
Thank you in advance for your
valuable time and insights
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Break ndash 15 mins
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
Teach First is a registered charity no 1098294 teachfirstorguk TeachFirst teachfirstuk
Thank you
NameemailteachfirstorgukPhone number
