Thinking
The latest thinking from our team of experts and our community of frontline educators.
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Blog articleFeatured post
Six opportunities to develop your teaching and leading with the new specialist NPQs
Three new specialist national professional qualifications (NPQs) have been created to help teachers develop different aspects of their practice in teaching and leadership. These are:
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Blog articleFeatured post
Six ways NQTs and mentors will get quality support from the early career framework
The Department for Education’s (DfE) early career framework (ECF) entitles teachers in the first two years of their career to thorough support and mentoring during their induction, but there’s much more to the ECF than that.
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Blog article
New leadership NPQs: Six reasons to get excited
At Ambition Institute, we are really enthusiastic about the reforms to the national professional qualifications. If you’re interested in changes to the leadership NPQs, here is all the information you’ll need to get up to speed.
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Blog article
Investing in teachers is crucial to the recovery effort
Referencing recent changes to the sector, Marie Hamer explores how high quality professional development will play a crucial role in the recovery effort.
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Blog article
Mythbusting the early career framework
The early career framework is a robust evidence base for best practice that will shape teacher development for years to come. In this blog, we bust six myths about the framework to help school leaders and teachers to fully understand the changes and benefits, before it's rolled out in September 2021.
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Blog article
Why diversity matters
“Diversity is a critical part of great leadership”. As we seek to recruit new trustees, Ambition Institute trustees share their views on #diversityandinclusion. Help us become the team we need to be.
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Blog article
Balancing the purposes of instructional coaching
Instructional coach and Ambition Fellow Steve Farndon explores some of the purposes of instructional coaching – comparing an emphasis on habit formation with one that prioritises the development of teachers’ mental models around teaching.
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