What HertsCam does
Our core programmes are the school-based Teacher Led Development Work (TLDW) programme and the MEd in Leading Teaching and Learning, but there are many other activities and projects through which network members pursue their aims. At our Network Events – six during the course of the year - and at our Annual Conference, it is inspiring to see teachers sharing accounts of their development work and working together to build robust professional knowledge.
We also enter into partnerships with other organisations to support school self-evaluation and to enable others to build programmes to support teacher leadership.
We have worked with partners in more than 17 countries around the world to help create programmes of support for teacher leadership.
MEd Teaching Team Recruitment
The HertsCam MEd in Leading Teaching and Learning is entirely taught by experienced teachers. We are now seeking to expand the teaching team from September 2017. If you are interested in exploring this further, please contact Sarah Lightfoot at email@example.com.
David Frost writes a monthly blog focusing on aspects of teacher leadership.
Latest post - April 2017
Distributed editing to amplify the teacher voice
Alan Johnson’s story is captivating isn’t it? And quite a well-known story these days since he has published his eminently readable memoirs in which he tells the story of his humble beginnings stacking shelves in Tescos, rising to become Secretary of State for Education in the Blair government. He has recently been clearing out is office because he is not standing in the forthcoming election and in an interview he said that he is looking forward to concentrating on his writing. He said that it makes him happy; he enjoys the solitary nature of the activity, spending time quietly writing, refining and polishing your text. Being of a similar age, I also look forward to some of this.
Teachers have much to write about and their stories need to be heard, but the sort of solitary, contemplative activity Alan Johnson anticipates does not necessarily harmonise with the rather frantic life that your average teacher experiences. Besides, writing serves many different purposes. In HertsCam we support teachers in writing about their leadership of development work partly to inform and inspire other teachers, but also to offer policy makers and others in positions of influence a glimpse of how education can be improved by empowering teachers as agents of change ... Read more
March 2017: Across the great divide or othering and belonging in a professional learning community
Feb 2017: Empowerment and facilitation
Jan 2017: Snapshot of a teacher-led masters course
Dec 2016: A salute to ‘il professori’
Recruiting for the MEd for Sept. 2017
Places still available for 2017
HertsCam is now offering places recruiting for this unique masters programme that enables teachers and other practitioners to become effective agents of change.
This programme is uniquely led by teachers themselves - see David's Blog
If you want to know more, go to Programmes tab above or click on the button below
Samuel Ryder Academy network event: Tuesday 7th March
Lucy Thompson, Deputy Headteacher at Samuel Ryder Academy (SRA) introduced the event’s theme of innovation to an audience of over 60 people. Lucy reminded us that when there is such little time in schools for innovation, HertsCam makes us take the time. She then passed over to Lorette Hyslop who exemplified how engagement in the TLDW programme and the MEd enables teachers to innovate practice in schools. Lorette shared colleague Michelle Jenkins’ journey of innovating boys’ writing through a TLDW project and how this led to the MEd focusing on student leadership and an opportunity to share her knowledge internationally at a Network Event in Zagreb. Lorette shared her own MEd journey explaining that for innovation to take place you have to create the conditions: “HertsCam gave me the conditions that enabled me to grow and provided the environment that enabled me to flourish”.
A diverse range of posters enabled networking and knowledge sharing. Some TLDW participants were presenting posters for the first time such as Sarah Tweddell from Robert Barclay Academy(left) whose project is focused on sixth formers developing strategies to raise awareness of mental health and well-being in school. As well as illustrating what she has done so far to promote mental health including organising a whole day of workshops, her poster also invited ideas from participants. Lorraine Kerby’s workshop raised a real leadership issue of how to get colleagues on board with a particular strategy. Having conducted learning walks, the issue was clear: a lack of consistency in practice regarding the teaching of more able learners. Should she enforce a “packaged” approach as she had seen when visiting another school? This generated much discussion about prescription versus choice. Strategies such as focusing on a particular skill such as higher order thinking with colleagues experimenting with this in their classrooms were shared. Washing lines of successful strategies and sharing strategies in staff briefings were some examples of ensuring that experimentation happened and knowledge was shared. Georgina Northcroft’s workshop provoked much heated debate about how to feedback effectively to pupils. Contributions from colleagues from special, primary and secondary phases highlighted how diverse these contexts are and the importance of cross phase collaboration to improve learners’ experiences.