Teachers at Wilson’s have very high expectations for their professional learning, an attitude reflected in the demanding title of the termly newsletter prepared by our Research Lead, Dr Cook: Is There Evidence For That? (See also here under Downloads.)

All teachers appointed at Wilson’s are advanced subject experts whose fluent knowledge enables them to produce rich and challenging lessons, but they are then trained in evidence-based pedagogy to enhance their practice further.

During the year, teachers undertake cycles of Collaborative Lesson Research: planning a lesson with a colleague; teaching, observing and evaluating the lesson together. The planning is informed by wider reading and research (including that undertaken during Reading Week) as well as pupils’ work, which might include exam scripts and reports, and conversations with pupils and colleagues.

Each year, we also select a theme on which much professional learning is based. This year’s is The Attuned Classroom: “one in which the teacher and every pupil are aware throughout a lesson of their collective responsibility to remain attentive (engaging cognitively by questioning and reasoning), unfailingly responding to others in a compassionate and non-judgemental way”.

If you would like to know more about teaching at Wilson’s, please get in touch!