Every day is a school day

There have been a number of professional learning events over the last few weeks that I’ve engaged with that have challenged my thinking. I’ve summarised a few of these within this blog post.

DiverseEd – World Book Day – Thursday 4th March 2021

“You can’t be what you can’t see.”

Hosted by Hannah Wilson, this event showcased diverse authors sharing their journey to get published and they talked about some of the barriers to getting their voices out there. I didn’t take many notes within the session as I found it really inspiring just to listen in. The common themes of courage and defeating imposter syndrome came through here. I don’t remember which panelist said it, but when asked about getting over the fear, they spoke about how important the message is. The message was too important for them not to share! I’m reading The Infinite Game by Simon Sinek at the moment, reading about organisations having a just cause which keeps its people going, these authors have a just cause. Karl Pupe shared the story of one of his students learning that he’d written a book and how proud this made him. It really highlighted the power of representation. Whilst I’ve really tried to ensure a diverse library in my class, Andrew Moffat made me reflect on what I’m doing with them. It’s not just about having the texts, it’s about the lessons and discussions that go along with them. I have used picture books, such as Counting on Katherine by Helaine Becker, to prompt discussion around aspirations for people of colour and the girls in my class, and regularly choose whole class novels which promote kindness and celebrating our differences, such as Wonder by R.J. Palacio, but I have more work to do in this area.

You can watch the recording of the event here.

NewEdLeaders – Saturday 6th March 2021

“Humans first, learners second. Humans first, professionals second.”

Mary Myatt

Whilst I’m probably not the intended audience for the event, I felt I had to attend because there were so many people I wanted to hear from! Hosted by Emma Turner and friends, the event was aimed (as the name suggests!) at new leaders within education, but as the saying goes “teachers are leaders of learning” so there were definitely a number of sessions I found inspiring. In her session “Curriculum: the good, the bad & the ugly”, Mary Myatt encouraged us to question why we are teaching what we are teaching and what specifically we want the children to learn, whilst also driving home the message that we are all humans first. I also loved Alison Kriel’s session where she talked about the “unmeasured curriculum”, which highlighted the importance of a strong health and wellbeing curriculum. She referred to meetings with large companies about the skills and competencies they were looking for in future employees, lots to consider with our Developing the Young Workforce work.

Unsurprisingly, I am really interested in professional learning and I have recently taken on a new role to develop this further within my school. With this in mind, I was looking forward to Tom Sherrington’s session, “Does your QA culture support Professional Learning?”. Tom shared the need for systems to support a professional learning culture, whilst highlighting the importance of teacher autonomy here. Teachers don’t need to attend CPD sessions that are irrelevant to them or their practice. We are fortunate, within Scotland, that a large part of our CLPL hours are self-directed. Whilst I know there are times when whole-staff / authority-wide professional learning is necessary and beneficial, identifying our own areas for development and actively seeking out learning opportunities, with the support of our SLT, is really empowering. This session then led on to Tom, Emma, and Kathryn Morgan discussing distributed leadership and delegation. I found myself reflecting both on how my own SLT practises this within our school, where we are trusted to develop our practice and work on collegiate projects, and also on how I work with my stage partner, who is an NQT. I forget who stated that giving teachers’ responsibility with parameters makes this work better. It really is powerful to know that your leader trusts you to do something, but it definitely helps to know what the parameters or expectations are before you start. I find delegation difficult, particularly in areas where I feel passionate. Reading Dare to Lead by Brené Brown has also prompted me to reflect on this and I’m working to develop here.

You can watch the recording of this event here.

WomenEd Book Club – Sunday 7th March 2021

“We need different voices to make a great team, with similar values but different experiences”

Dr Melissa McCauley

Hosted by Kiran Sunray, this @WomenEdBookClub event featured the authors of the second WomenEd book, Being 10% Braver, sharing their stories. When the second book came out, I decided I couldn’t buy it until I’d finished the first one… I ordered it as soon as this event ended.

Similar to the DiverseEd event, I didn’t take many notes during this event, preferring to listen and reflect on points that chimed with my own experiences and those I’d never considered before. Many of the panelists talked about confidence, imposter syndrome, the power of mentorship, authenticity, mental health. There really was a lot to reflect on. I found Ruth Golding’s contributions about ableism and the experiences of people with disabilities really thought-provoking. She recommended Alice Wong’s book, Disability Visibility, for those who wanted to learn more which I’m now looking forward to reading. I’ve heard Penny Rabiger speak at a few different (virtual) events and I loved what she said about being a catalyst for change. “It’s not all about you. Get the ball in the air, then pass it.”

I felt really inspired by the whole event, especially after hearing Bukky Yusuf’s call to action, “Okay, you’ve read the book. Now what?”. I’m excited to find out.

You can watch the recording of this event here.

Northern Alliance Innovative Approaches to Curriculum Delivery – Thursday 11th March 2021

A series of sessions facilitated by Audrey Buchanan, this professional learning group offers an opportunity for practitioners across the Northern Alliance to connect and share best practice. The focus of this series is retrieval practice and how we can utilise digital technologies to embed retrieval practice in our teaching. Having recently attended an online event by Kate Jones (recording available here), I have really enjoyed being able to discuss retrieval practice theory and strategies with teachers across different stages. I left this session inspired to start a new practitioner enquiry when we return to school. My plan has also been informed by a collegiate professional learning discussion my colleague facilitated a few days earlier, where a number of us met to discuss the teaching of maths online and what we would like to continue when we return to the physical classroom. This is a further example of the distributed leaderships and opportunities afforded to teachers in my school. I will write more about this enquiry in a separate blog post.

WomenEd Scotland – Connect and Communicate – Saturday 13th March 2021

Hosted by Lena Carter, Christine Couser, and Parm Plummer, this session was more of a networking event than strictly professional learning but I just had to include it in this blog post as it was such a great start to the weekend! The hosts shared some of the history of WomenEd Scotland and then we went into breakout rooms to share thoughts around the topic of women in leadership in education. It was great to get a chance to hear from educators that I follow or have engaged with on Twitter and I really enjoyed the format of the breakout rooms. They followed the #SpacesForListening structure which was a really powerful way of ensuring everyone’s voices were heard:

There were a number of common themes that came out of all the breakout rooms and I’ve pulled some of those together in this word cloud:

As we return to our physical classrooms, this week, I am looking forward to seeing my class and my colleagues in person. Reflecting on the last few months, I’m pleased I have developed some positive habits (with my one word for 2021 in mind) such as reading, painting, regular baths, long walks in the park. I’ve been fortunate to engage with a number of professional learning events, podcasts, and ongoing dialogue with education practitioners across the world. I’m hopeful and excited to see what the next few weeks will bring.

I’d love to hear from you if you also attended some of the events I’ve referred to above or if you have recommendations of other events / reading material / podcasts you have enjoyed. Comment below or follow me on Twitter, @ClareAnnePirie.

Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts

As I mentioned in a previous blog post, I decided to try out Gretchen Rubin’s strategy of pairing in an attempt to develop the habit of going for a walk every day. For the last few weeks, I’ve only allowed myself to listen to the audiobook version of Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts when I go for a walk. I can’t say that I’ve managed a walk every single day but I’m definitely walking more now than I was before I started this. This was the perfect book to start with because I kept wanting to hear more. Even in the snow, I wanted to hear the next chapter and I often found myself doing an extra lap of the part just to finish a particular section. Having just finished the audiobook, I thought I’d share my key takeaways as I’ve lost track of how many people I’ve recommended this book to. At the beginning of the year, I started using Goodreads to keep track of my reading. I’d recommend this book to anyone with an interest in education or improving the lives of children and young people. The rest of this blog post is made up of my Goodreads updates (written as I read it with further details in brackets) to give you a feel for why you need to read it for yourself!

Introduction – I LOVED the overview of chapters so much that I want to skip ahead. 

Chapter 1: The Engagement Myth – The first chapter is already really thought-provoking and I have added Why Don’t Students Like School by Daniel T Willingham to my “Want to read” list! I appreciate the crossover of research in this and other books / articles I’ve read – today, it was Barak Rosenshine’s Principles of Instruction. I’m reflecting on how these principles can be applied to online learning, something we have been working on as a staff. (During a recent In-Service training, we worked in our level groups to identify aspects of effective learning and teaching. Then we matched them to the 12 features of high-quality lessons identified by Bruce Robertson in The Teaching Delusion as well as Rosenshine’s Principles.)

Chapter 2: Disadvantaged Students – Every teacher needs to read this book! So much to think about for all students, not just boys. I need to look into Becky Francis’ research on ability grouping. I’ve always felt passionate about mixed ability groups but curious to know how this would be possible in secondaries. The parental engagement section gave me ideas to write to my HT about and I didn’t want my walk to end! (As a result of reading this chapter, I pitched a family learning event idea to my HT which we ran for 40 parents with others watching afterwards. The focus was on supporting their children through online learning but we hope to continue with other events as time goes on.)

Chapter 3: Peer Pressure – I enjoyed listening to this during an early morning walk in the snow. I need to look up Kate Myers’ research.

“Implicit messages are just as influential as overt ones.”

“Schools may not be able to change the world, but they can challenge, encourage, and widen horizons.”

Chapter 4: Mental Health – Another thought-provoking listen with chilling statistics. Pleased to know that a number of the recommended strategies are already in place in my setting. Appreciated the mention of teacher modelling openly talking about their emotions and shoulder-shoulder talks, which made me think of a Pivotal podcast that I listened to in my first year of teaching and has stayed with me since..

Chapter 5: Expectations – Unsurprisingly, I’ve now decided I need to buy a physical copy of this book. I also need to read up on Mary Myatt’s work highlighting changing the language from “ability” to “attainment”. I found the whole mixed ability over setting section really interesting. As highlighted earlier, I would love to find out about secondaries that are making this work as I use this mixed ability approach in my primary class. (If you know of any secondaries that use a mixed ability approach – please let me know!)

Chapter 6: Sex and Sexism – A hard listen with some chilling statistics. Interesting section talking about the use of language and how we can address inappropriate language being used.

Chapter 7: In the Classroom – Practical tips for the classroom. The seating plan section made me laugh… creating a seating plan really should feature on teacher education courses!

Chapter 8: Violence – Some really thought-provoking questions asked as part of a suggested approach for dealing with violence in schools: Explanation – Reflection – Expression (E-R-E). This could be particularly helpful re playground incidents. I also appreciated the highlighted need for conversation and support for those who walk away from a confrontation as I hadn’t considered the impacts of this before.

Chapter 9: Relationships – Hard to hide my shock at some of the examples of teachers undermining their colleagues. So damaging. Some great behaviour strategies shared at the end of this chapter, including “The Dot” – definitely need to try that one when we’re back in the classroom!

Chapter 10: Other Voices – This was a slightly different chapter made up of short sections written by a variety of authors – teachers, leaders and parents – each with very their own stories to tell. I had to listen to this again (not on a walk) to take a note of all the quotes in it!

Whilst listening to Hadley Stewart’s contribution, I was surprised to learn how recently Section 28 (a law which effectively prevented teachers talking about homosexuality, even in cases of bullying) was still a feature in schools (2000 in Scotland, 2003 in the rest of the UK).

“Schools are not the only drivers with regards to societal norms around gender but they certainly have the opportunity to dispel archaic workplace gender stereotypes.”

So much of what Malcolm Richards wrote about his school experience as “a young black boy who defied the stereotype of young, black academic underachievement” chimes with another book I’m reading, Natives: Race & Class in the Ruins of Empire by Akala, where the author writes about (among other things) his school experience of not fitting into societal expectation of what a black boy should be. Both books have really challenged my thinking and the examples given of treatment by teachers has made me really reflect on what expectations I have of the learners in my class, do I have unconscious bias and what can I do about that?

“We are more than slavery, segregations and sit ins. We are scientists, artists, and writers.”

“We must challenge assumptions, motivations and values… We need a critical dialogue, which can only occur in education spaces based upon universal values or preconditions of hope, modesty, respect, courage and love.”

Having attended DiverseEd’s online events and bought (but not yet finished) the first WomenEd book, it was fascinating to hear more about Hannah Wilson’s work and some of the initiatives she has put in place to develop her learners into global citizens and all round good humans! I gain so much from following Hannah on Twitter so I loved listening to this section.

Currently Reading:

Up Next:

  • Retrieval Practice: Research & Resources for Every Classroom by Kate Jones
  • The Teaching Delusion: Why teaching in our schools isn’t good enough (and how we can make it better) by Bruce Robertson

Have you read this book or any of the others listed above? What were your key takeaways? I’d love to know. You can connect with me on Goodreads here, follow me on Twitter, or leave a comment below to share your thoughts.


I had planned on attending a CPD event today but I missed it. I didn’t forget or sleep in. I missed it because, after this week of online learning, I needed quiet. I needed space. I needed some screen-free time.

Despite having all the best intentions that “this time will be different”, it wasn’t. At least the first week anyway. Thankfully in Scotland, we had a bit more time to prepare than our colleagues south of the border. We had three days of preparation time where only a small number of children attended school. We are fortunate, in our school, to have stage partners to work with, bounce ideas around with and share some of the workload. During these three days, we planned what our term would look like, broke this down into the first few weeks, shared out the learning between us and started making the resources. We made use of all the new skills we learned during the last lockdown (eg. how to use this tech tool or that one, how to balance the camera so the whole book is in the frame, what times are best to record videos so you can’t hear the seagulls outside, etc) and off we went.

The thing is, even with those three days, as soon as the children came back, it was all go… much like in the physical classroom! The children really are the best part of our job. It is so lovely to see them, albeit virtually. Morning Google Meets where the whole class can chat and play games together (see here for games!) is one of my favourite parts of an online school day, the other is when they see their friends in group chats. Setting up and running these group chats is a lot of work but, in my opinion, is completely worth it. The feedback we have received from parents is that they also appreciate the impact these informal moments of connection have on their children’s wellbeing. I could write an entire blog post about one day of online teaching so all I’ll say here is that it takes time, a lot of which is spent staring at a screen. Whilst tools (like Mote) make giving feedback much (much!) easier, the time taken to create resources always takes twice as long as you expect it to.

After five days of this, the thought of more screen time on a Saturday morning made my head hurt. In the past, I would have forced myself to attend the event so I didn’t miss out. Although the event has been recorded, it’s not the same as engaging in the chat and on Twitter with the presenters and other participants. Trying to live out my word for the year, Balance, I decided to listen to my foggy head and stay away from the screen. I did some housework, drank too much tea and read some books. Then I went for a walk.

I discovered, after my walk, that today’s Action for Happiness calendar suggested we should all “get outside and notice five things that are beautiful”, so here are mine:

  • The laughter of the kids who were skating on the iced-over puddles.
  • The colour of the sky.
  • The fact I have people in my life that will watch short videos I send them from the park.
  • Feeling grateful to live within walking distance of such a calming space.
  • The fact that many other people were enjoying the outdoors on this chilly Saturday in January.

Yesterday, after spending the day rushing from task to task, juggling what I currently had to do whilst also volunteering to take on more, I had an interesting conversation with a colleague about my priorities. I shared that, once again, remote teaching meant being glued to a screen, for more hours than I’m prepared to admit publicly, and that it wasn’t sustainable.

Whilst the children’s learning and wellbeing is my main priority, beyond that I find myself drawn to lots of seemingly different areas. Recently, I’ve been reflecting on my professional interests and trying to identify any common themes. Even before becoming a Google Certified Educator and Innovator, I’ve always been passionate about digital technologies, both improving the digital literacy and skills of our learners but also utilising the digital tools available to reduce teacher workload and improve processes. Any time I hear about a new book club, I want to get involved (is three too many?) and promptly sign up. I love a bit of Saturday CPD on a wide range of topics. I really struggle at the beginning of each school year when we have to sign up for curricular working groups because I want to be involved in everything.

I found myself thinking back to a podcast episode I’d listened to earlier in the week, that my friend had sent me. Two things stood out for me at the time. The first was that we need to “get quiet”, make space and lean into the silence. The second was that when we are trying to prioritise what is important to us, we are often not choosing between “good” or “bad” options, but “better” or “best” which is why this is so difficult for us to do. Taking the example of the curricular working groups, it’s hard to choose just one because there are no “bad” options. I’m interested in them all and they are all working towards the same goal: improving outcomes for our young people. 

This week, I’m going to attempt to make more space for quiet to allow me to reflect on the things that I am drawn to and are important to me. I’d love to hear your practical tips for how you have identified your own priorities within this wonderful, varied world of education! Please share in the comments below or let me know on Twitter, @ClareAnnePirie.

Seven Sparks

Things that have sparked joy’ for me, this week:

What has sparked joy for you, this week?

Connectrio Prototype – Feedback welcome!

Having interviewed a number of parents in relation to my Google Innovator project (more information here), the first step needs to be increasing and streamlining communication. This is where Connectrio comes in!

Check out the video for more detail:

Connectrio App Information Video

I would love your feedback on the following prototypes. Click on the images to have a look.

Teacher Prototype
Parent / Carer Prototype

Please give honest feedback using this form.

Thank you for your feedback. If you’d like to be kept informed of all things Connectrio, follow along on Twitter @ConnectrioEd.

TLP Update – April 2020

My enquiry has been on my mind since I last wrote, but I didn’t realise it had been quite so long. Since my last post, I made a few changes to the initial enquiry plan. Due to time pressures, I had to get the children working in groups for their writing (using the Storyline Approach) before I had taught any initial team-building lessons or other strategies that make the cooperative learning approach unique. I decided to run with these unstructured writing groups for a few weeks then introduce different cooperative learning groups for the Games Con project, where I did teach these strategies, then compare the results (through surveying the children on a Google Form).

In February, I welcomed a student teacher into my class. As a third year, she had a set amount of required teaching time to complete, which impacted on the time available for cooperative group-work led by me. I completed a few cooperative group lessons, initially focusing on team-building and the five pillars of cooperative learning, but then moving into using these groups and strategies to teach our I.D.L lessons. This is an approach that my student teacher observed and utilised in her own teaching. The children were aware these groups would be the ones they would be in to design and code games for Games Con. They also worked in these groups to code programmable robots, something that was observed and commended during a school QA visit.

However, on the 20th March, all Scottish schools closed their doors as part of measures to control the spread of the Coronavirus. We are now teaching our classes online using Google Classroom and meeting virtually, twice daily, using Google Meet. Group work isn’t quite as straight-forward as it previously was!

Prior to closing, I knew I wouldn’t be able to continue the enquiry as planned so I had the children complete a survey (the same one they completed prior to being put in cooperative groups) to allow me to compare their feelings towards working together.

I am currently reviewing the data from both surveys as well as my own observations and will share the results in a separate post. Due to the main part of the enquiry being cut short, I don’t feel like there has been enough teaching of the cooperative learning strategies to have created much of a shift in the children’s ability to work with others. I do think it would be possible for me to hold small group conversations with children using Google Meet to ask them for their views, out with the confines of a structured survey.

Adapted from a blog post, first published: 10th April 2020. Available at: https://blogs.glowscotland.org.uk/glowblogs/mrsclarepirie/2020/04/10/enquiry-update-april-2020/


Welcome to my blog! I’m a Primary Teacher based in Aberdeen, Scotland, currently teaching Primary 6. I enjoy reading books about Education, engaging with other educators on Twitter, and reading Education-related blog posts. I hope this blog leads to further professional dialogue, challenges my thinking, and allows me to develop as a teacher in the process.

This academic year, I am also taking part in the first virtual Google Certified Innovator Academy, #VIA20, hoping to tackle the challenge:

How might we overcome barriers to increase parental engagement in schools that is representative of our school communities?

@ClareAnnePirie #VIA20

Watch the video to find out more about my challenge:

How might we overcome barriers to increase parental engagement in schools that is representative of our school communities?
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