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- Celebrating and supporting the voices and actions of children and young people
  November 2020
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This Issue

Issue content

From the Editor

By Paul W. Miller

Who is entitled to be a senior secondary school leader? Black women senior leaders’ experiences

By Claudette Bailey-Morrissey

Supporting career progression for teachers from minority ethnic groups

By Sufian Sadiq

Continuous professional development and career progression in mid-career teachers

By Lisa-Maria Muller

The promise of leadership: Policy, new teachers and leadership ambition in primary multi-academy trusts

By Kathryn Spicksley

How do trainee teachers perceive their future selves as teachers, and how can we support them in their careers?

By Kate Sida-Nicholls

Teacher progression in a South African community school in an informal settlement

By Stella Louis

Supporting diversity and teacher career progression: One grammar school’s journey

By Desmond Deehan

Talent pathways – building a culture of career development in schools

By Graham Chisnell

Representation matters: How do we increase diversity in our school staff body?

By Sally Tattersfield

Designing a professional learning community: Sustaining teachers of maths

By Gaynor Bahan

Teacher leadership as a model of school leadership and professional development

By Jonathan Doherty

Leading change: A reflection on leadership approaches for equity and teacher career progression

By Judith Bruce-Golding

Making it seem possible: Supporting improved ethnic diversity in school leadership

By Sarah Seleznyov

Deliberate disruption: Issues of gender and diversity

By Vivienne Porritt

A raw deal for part-time leaders?

By Lindsay Patience

Teacher shortage in England – new evidence for understanding and addressing current challenges

By Rebecca Morris

Recruiting STEM graduates into teaching

By Karen L. Angus-Cole

Teacher as commodity versus teacher as professional: An international status-based crisis in teacher supply

By Tanya Ovenden-Hope

The retention and progression of teachers from minority ethnic groups

By Antonina Tereshchenko

Personality traits linked to course withdrawal and retention for primary school teacher trainees

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Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Issue 5: Developing a learning culture Issue 6: Broad and balanced curriculum Issue 7: Arts, creativity and cultural education Issue 8: Cognition and learning Issue 9: Learning, leadership and teacher expertise Issue 10: Developing evidence-informed teaching techniques to support effective learning Issue 11: Teacher recruitment, retention and progression Special All-Schools Issue: 2018 Special issue: Youth social action and character education Special Issue January 2019: Education Technology The Profession 18/19

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