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Doing a week in a day: practitioner inquiry for busy Early Career Teachers
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You're listening to an IOE podcast. Powered by 香港六合彩中特网 Minds.听
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Elaine Long听
Welcome to The ECF Staffroom. I'm Elaine Long.听
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Mark Quinn听
And I am Mark Quinn.听
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Elaine Long听
We are programme leaders for the 香港六合彩中特网 Early Career Teacher Development Programme. Why are we in the staffroom? We are here because this is where the best professional learning conversations always take place. This is where problems can be aired bluntly and where solutions can be explored.听
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Mark Quinn听
Over the course of this series, we will hear the voices of different colleagues as they come in the ECF Staffroom. We will hear from early career teachers themselves and from the mentors and induction tutors who support them. We will talk about all things ECF, the challenges and the joys. So why don't you enjoy a coffee with us, perhaps even grab a biscuit and sit down to half an hour of ECF Staffroom, chat.
Mark Quinn
Welcome to the ECF Staffroom. You're really welcome this morning. It's lovely to see you all joining us, do put your feet up, because I know you've got a busy day ahead of you, so you might as well get some rest in early. Could we start with just introducing ourselves? You know, who are we in the ECF staffroom?
Liv Moran听
Hi, I'm Liv, and I am in my second year of ECT.听
Celeste Leonard
Hi, I'm Celeste. I'm also in my second year of ECT.听
Tayaba Chaudhry
I鈥檓 Tayaba and I'm also in my second year of ECT.
Mark Quinn
Yep. And we're also joined by a very important person.
Erin Brown
Hi, I'm Erin and I am a mentor and also induction tutor.
Mark Quinn
Excellent. Excellent. You're very welcome. We've got a busy staffroom this morning and I know you've got lessons to run off to immediately after this, but you can't do that without having a coffee or a hot drink. What would you like me to serve you this morning? Liv, how did you take your coffee or your tea?
Liv Moran听
Milky 2 sugars, please.
Mark Quinn
Well, I'm not too sure we can stretch to 2 sugars. We see if we can find some of the back of the cupboard. What about you Celeste?
Celeste Leonard
I have a really big scoop of coffee and dependent on how tired around 2,1, or 0 sugars, I think today, 2 sugars please.
Mark Quinn
Okay. We're going to certainly spend our entire sugar budget, I think. How about you Tayaba?
Tayaba Chaudhry
I'm quite different actually. I have this Asian tea in the morning and that gets me going.听
Mark Quinn
I'm certain we can cater for that. Certainly, can manage that one. Erin, do you have a posh coffee in the morning?
Erin Brown
No, I'm just a bog standard cup of tea. Milky, that鈥檚 it.
Mark Quinn
Brilliant. I meant to ask you as you all sat down. What have you been up to already today. How's your day been so far?
Liv Moran听
Manic as always.
Celeste Leonard
Lots of emails.听
Tayaba Chaudhry
The same actually, nothing different. Just the same.听
Mark Quinn
We caught you before your first lesson of the morning I think, haven鈥檛 we?. Okay, fantastic, fantastic. Well, very welcome. We're desperate to get into some proper ECF chat. Over to you, Elaine.
Elaine Long
Thank you. It's amazing, isn't it, that it's only 9.07am in the morning and already, I'm sure you guys have done so much of your day and probably had to be more tasks than most people do in a normal working day before 9.07. So, I think you definitely deserve your extra sugars in your tea and coffee.听
I'm just interested a bit more in why you decided to become a teacher and indeed, if you could tell us what you teach? That would be great as well, and briefly, what took you to this point where you're doing a million tasks in the morning and having five sugars in your coffee and tea? 听How did you get to this point?
Celeste Leonard
So, I very stereo typically and clich茅. I've always wanted to be a teacher ever since I was younger and to the point where I ask my teachers in school whether I can have extra lesson plans and that extra just things that I could teach to my non-existent children in my room. So yeah, there was a time in my life where I wanted to be a solicitor. I think that was basically money based more than actually wanting a career in it, and then I realised actually, no, I want to be teacher. So I did some tutoring, intervention work with the two schools and greater Manchester and sort of set me going really and gave me the confidence that I definitely knew that this is what wanted to do. So, I was very lucky that I did a PGCE and I got placed here in this school and I was very, very lucky that I got a job here, and I鈥檓 here still.
Elaine Long
And Celeste, could you tell us a bit about your journey? Yeah.
Celeste Leonard
So, I actually wanted to be a journalist and I was doing English language at university and I realised that I wasn鈥檛 really enjoying it, and I wasn't sure what I wanted to do. I literally just saw a poster advertising for English tutors.听
When I went to the interview, it was someone who had gone to my high school and started his own business for tutoring students who maybe couldn't afford really expensive tuition. I just realised I enjoyed that a lot more some really really thankful that I saw that poster that day or otherwise I wouldn鈥檛 be here, I didn't really know what else I wanted to do. I just knew I didn't want to do journalism. I also train here and I'm still here.听
Tayaba Chaudhry
I used to tutor at a tuition centre when I was 16 and I really enjoyed it, but there was one particular time where this one student came and she was saying how her teacher was so proud of her making an improvement and she thanked me for it and that feeling was like
amazing and that I was behind something that she had achieved. It's rewarding, it's something I enjoy, even if it's behaviour management and there's a lot to it but you do interact with students, the kids and getting to know them. I also did my training here, and got a job here.听
Liv Moran
I teach English drama and religious studies.听
Celeste Leonard
Yes. So do I English, drama and religious studies.
Elaine Long
It鈥檚 great that we have got so many English teachers in the ranks. I'm an English teacher as well. It's lovely to hear about your reasons for teaching and your stories and Liv, also, I share your story about wanting to be a teacher from an early age and lining up my cuddly toys up and taking the register. I don't know what that says about me.
You鈥檙e not the only one. Also, the way you both described that lovely feeling of being able to have an impact on someone else's life and how that that makes that the job really, really worthwhile. So, I'm going to pass over to Mark now. He's going to dig a bit deeper and talk to you about your practitioner enquiries.
Mark Quinn
Yeah, obviously you're in the second year of the ECF programme with us, so you're in a really privileged position towards the very end of second year, of course we as we are now, to be able to look back and to think about how you did those enquiries. So, I'm really, really interested in what your enquiries were? What sort of questions did you ask? What did you discover? All that kind of stuff.
So, Liv maybe you could go first.
Liv Moran
Yeah, I first started off looking at how teachers used standard English in an English lesson, whether that caused an influence on the way that students speak in class, because I was quite aware that, I look at Year 7鈥檚 at first use quite a lot of slang, then I thought to myself, well, obviously they got it from their friends and whatever, but maybe I'm having an influence upon whether they all speaking in an formal sort of standard way.
So, I started looking at that and I sort of changed direction completely really, because I think I had such a big class in Year 7. It was quite hard to keep track of so, myself and Erin had a conversation and we decided that I would look at plenaries and the effectiveness of plenaries in one of our smaller classes, which was a Year 9 class that I had, which was really interesting and I thought at first there would be not much on it and this might be a little bit tedious, but actually it was really, really interesting to see that the research behind plenaries already and also whether you do actually have an effect upon the students. So I looked at different plenaries and the strategies that we can use to implement them and did different experiments really to see whether it worked with the different particular students I was focussing on.
So yeah, it was, it was really good and I really liked it, it was sort of left me with this thought in my mind thinking, Oh now, I am teaching. I think to myself, is this lesson worth having plenary or is it not, which I definitely didn鈥檛 think of when I first started this year.
Mark Quinn
Just before we move on to Celeste, can I ask one quick extra question about that? That's really interesting that you that you picked up actually something there's a debate around plenaries which you clearly aware of. Just how did you collect data on that?
Liv Moran
So, I did some research at first. I mean, It started really from PGCE. We were taught that sort basic structures of a lesson, your start, main and your plenary and then I did some research and I dabbled in doing plenaries and sort of trying to do them as much as possible. But sometimes realistically you just don鈥檛 have the time at the end of the lesson.
So, I feel right now I'm going to allocate some time to do it. What I thought would be the most beneficial for my class, this was in English class. So, I did a vocab filler which was based on a lot of vocab we looked at throughout the lesson and Erin was actually in that lesson particularly, and it went horribly wrong.
All of the vocab I thought they understood they in fact didn't. So that was interesting for me to reflect on and think actually. Why did they not understand it? Why they think that, they couldn't access what I wanted them to do? Then I also did exit cards, which were a nice little quick way of me knowing that they understood learning.听
But again, I reflected, and I thought, I don鈥檛 have the time to chase that particular student, if they got something wrong or they鈥檙e not 100 percent sure.听
The whole sort of idea of it is to get them out of the room. So, I tried that and then I tried verbal queries and just asking questions and directing questions to certain students. I think that really worked. To me it sounds like a little bit of a copout really, because it's nothing that's written, it鈥檚 nothing that鈥檚 formal but I think I came to the conclusion that a lot of the children needed that casual interaction rather than something being so formal and written down.听
I think that's why the first vocab lesson failed so much because, I think they were very much under pressure and those kids in particular, it's important to note that a lot of them have confidence issues. So, I think, me pinpointing them was too much pressure for them. So a casual conversation has really helped and I've seen a lot of benefits from particular students with that.
Mark Quinn
Yeah, that鈥檚 really interesting and particularly interesting that you collected the data through your teaching, that it was a natural part of the way you were teaching through three plenaries. Elaine of course being an English specialist might want to comment at this stage.
Elaine Long
I'm dying to dive in here because I've had similar experiences in my classroom, but I was just going to say the so many interesting things about what you said. The first was that, you know, you're prepared to experiment, and you had something go horribly wrong and you could talk Erin about it and I'm sure you had a good laugh about it and she gave you some help.
It was from reflecting on that, that you got to something practical, and it's really interesting, you said that you tried exit cards and tried those sorts of things as well, and I've done that and then I just don't manage to keep it up because that's hard and, it's really interesting what you said. The solution that you came up with the end was actually something really simple but really practical.听
You know, you can embed in your in your everyday habit. So, I think that really speaks to the value of the practitioner enquiry approach, through that sort of experimenting with things, things going wrong which they do in classrooms all the time, being able to reflect on that, but you've actually come up with something really practical that's having an impact on your students that you can do every day.听
As busy teachers. we can't be making a million resources at the end of every lesson, you probably, hardly get much time to yourself as it is. So, I just think that that's really interesting that what you came up with at the end was something quite simple but very effective.听
Sorry Mark, that鈥檚 the English teacher in me, diving in.
Mark Quin
It鈥檚 quite understandable. I'm just wondering how Celeste is going to follow that. Did you find similarly when you did your enquiry Celeste?
Celeste Leonard
I was focussing on a mixed reality class where the range was quite massive to be honest. I had students who said they really hated reading and really hated English language and some that loved it and obviously spent lots and lots of time reading at home. So my first enquiry question I was considering how I could raise the self-esteem of the lower ability students because I quickly realised they didn't hate English they just felt like they couldn't access it.
So the first enquiry question was all about self-esteem, focussing on skill based activities that everybody could do to make them feel a little bit more confident. The second enquiry question was looking at how I could stop, teacher talk so much because I found that the mixed ability class, I was wasting a lot of time by over explaining activities rather than having really, really differentiated activities.
So my second enquiry question was all about how could I reframe from teacher talk too much, give them their independence back and just make sure that everybody in the classroom probably was constantly on task because what was happening was I was explaining too much, and then the higher ability students sort of drifting off, maybe taking a minute to think about something else, and that's obviously not something you want as a teacher. So yeah, mixed ability classes and differentiation was really what I was focussing on.
Mark Quinn
It is interesting because obviously some English departments operate through mixed prior attainment, some three or more streamlined or setting approach. So, if you're working in a, in a school which does group students by mixed prior attainment. so it's interesting you picked questions which will help you as a teacher reach those pupils who are different starting points.
Did you find anything particularly from those two enquiries that you mentioned that work really well for you?
Celeste Leonard
What I found, which worked really well was the skill-based activity with the first question, that really does help students who felt like they didn't have as much prior knowledge. If we started off with everybody doing okay, who can find the word the quickest tasks, something that everybody can access. They really were more keen and more enthusiastic and started the lessons.
In terms of less teacher talk. I found that, with that particular class, I think maybe because the egos are all quite vague, having pair on pair teaching didn't work, whereas the research said that was great to get them to teach each other. It helps with conflict resolution; they鈥檒l all be best friends at the end. Whereas I found if you get into it in smaller groups together instead rather than teaching each other that works a lot better.听
So yeah, something good and bad that I found on the class has found.
Mark Quinn
Tayaba. I can't remember what you told us you taught, but did you have a quite a different type of question when you when you went through your enquiries.
Tayaba Chaudhry
I teach Urdu and RS, but my enquiry question was more towards my Urdu subject. So, it was to what extent does prior knowledge of Urdu have an impact on engagement? So, I was looking at a lot of. Because majority of my students were from a Pakistani background, so they had prior knowledge of the Urdu language, they knew the alphabets because they read the Koran.听
What I found was that some of the engagement in the students that chose that have no background knowledge of the Urdu language where somewhat disengaged. At first I thought maybe subconsciously I was, in my mind I had that, so everyone that knows the language because majority of them were from that background and so once I realised that maybe I was making the mistake of just having in my head that they all know it.听
I realised that I should maybe look towards that, so me and my mentor decided to look at this one specific class where there was it was mixed quite a big difference between a student that knows how to read, speak and understand it. And then in the same class of students who are completely new to the alphabet, doesn't know the sounds, and so sometimes the pairing of the work or the resources can be difficult. So I decided to ask questions. I would give them a waiting period of time, specifically those individuals, those five students that have no prior knowledge of the language. I targeted those individuals with set questions and wait. At first it was horrible because some of them will start. The rest of them will start putting in, seeing the answers, but then you give sanctions according to that, it took us a while, but we got that in the end.听
So now when I'm asking a question, regardless of who it is, all just sit there patiently waiting and then they鈥檒l phone each other, especially, when it's someone from a non Pakistani background. So, I did a student voice at first and I found that all the students said that they felt pressured to answer the question out loud because of their confidence, but they do enjoy learning the language, and it's interesting because some of the friends speak it.
Then once I carried out the asking questions and the waiting period, I didn't know the student once at the end and one of my students said that he actually found it really beneficial just allowing the time for him to answer, and he's really keen on it. He鈥檚 not from a Pakistani background, he鈥檚 white, British and he absolutely loves it.
He mentions that, the reason why he took the Urdu language was because all he heard were the swear words, so now he鈥檚 like, it鈥檚 good to know there鈥檚 more than that It's quite interesting, actually, and I think I've enjoyed looking. I enjoyed seeing the progress of they鈥檝e made. 听
This one particular student, he was disengaged at the start. He wasn't completing all the tasks. When you look back at his book now, he identified the letters and sounds and it's crazy because I think sometimes you can always deliver and the students would get it but actually reaching for something so small in your practise, then it has a massive impact on the student. It's like, you see the impact as well. So, it was interesting to see how it engaged now all he ever asks is, Please can we look at letters or come and look at this now, because he knows how to do it, but now it's just about pushing him to further develop those skills.
Mark Quinn
Tayaba, I think it's really interesting that you ended that with the story about the impact on a particular student, and when you spoke to us at the very beginning, when you came into the staff from the same thing, you talked about the response you get, you got when you were working for the tuition centre and the responses you might get from an individual.
Clearly that's inspiring for you, isn't it? Seeing that immediate response, you can get from that, from the entity working within it. Isn't it interesting that we all know as teachers that it's really important to know the students? You can't teach them to you know them and you in your enquiry decided that the best way to get to know your students by actually offering them the voice, you know, doing that, you know, using the principles of student voice in order to collect some data about what your students鈥� perceptions were in the beginning.
You鈥檝e learnt so much just from listening to them about how better to teach them, how better to reach them. So that sounds like it's a pretty wonderful project that you have engaged in there.
Elaine Long听
I think is also interesting, Celeste, that you said as well that you've looked at the research on peer-on-peer support, but that didn't work for your students, and I think that's a similar lesson there as well. We can look at the research, we might not always work for your students in your context, in your classroom with you.
There's some really impressive professional learning that you've described as well, particularly, Tayaba., what you were saying about it's a simple routine that you've added to your classroom and it's sustainable. You have to work hard to get it. It sounds like you really have to work hard to get it. So, I'm not saying I trivialising the effort that you had to put in, but now you've got it, sounds like this really transformed your classroom culture.
I was just going to follow up and ask, is there anything else you've learnt professionally about your enquiries, now you've learnt a lot about the students you teach and the impact it's had on them, but is there anything else you'd like to add about what you've learnt as a professional?
Liv Moran
Allow it to go horribly wrong because I think you're so pressured sometimes because there is 30 students looking at you and they look at you, you know, it's as sort of, you know sometimes this beacon of all knowledge and you know, you know, every single thing, and how dare you get things wrong?
Sometimes the pressure is immense but then when you learn to let go and learn to understand that you are going to get things wrong in your first 2, 3 years of teaching and nothing is going to be perfect. That was a big lesson for me, and I remember that lesson that went horribly wrong. I was so worried to go back to Erin, even though Erin is lovely, and she would just probably just laugh about it. I think I was so worried because I though in myself, I failed, that I鈥檝e got this wrong and they do understand what I was going on about, and I think Erin, definitely reassured me and was like, we all get things wrong, you know, that鈥檚 the part of learning for you as a professional.
So yeah, that was that was the biggest impact for me and my professional development.
Elaine Long
That's a really powerful lesson, isn鈥檛 it? I actually don't think you can learn and get better unless you get things wrong because unless you take those risks in the experiment, you're never going to get to the point. Sometimes things get worse before they get better but I agree with you, it's very difficult in teaching. There's so much pressure on us and we know we hold the lives of these young people in our hands, and it can sometimes feel very pressurised.听
I agree, I think it's really important to acknowledge that you can't learn unless you get things wrong and actually by getting it wrong, you actually arrive at something much better. So it's really important to embrace that.听
I'm conscious of time. I think we've got about 9 minutes of the recording left, so I'm going to pass to Mark for the next question.
Mark Quinn
Yeah, it's just I want to repeat the idea that we're at the end of two years for you of the programme and I just really curious as to how different you feel now as a teacher, to how you felt at the beginning? So again, Liv you might want to kick off on that one.
Liv Moran
Yeah. I feel very different, I feel a lot more self-assured, I think. I remember at the start of the end of year one, I was still very anxious and oh, am I doing this right, am I teaching this right, then now, I got to the end of it. I've definitely got more of a grasp on what I'm doing and I understand the thought process behind lessons and things like that.
So I definitely feel a lot more self-assured is probably the best way to describe it.听
Celeste Leonard
Yeah, self-assured definitely. I think I, like what you were saying. I think I've realised that there鈥檚 actually a lot of layers. It's about their relationship with each other, how we view each other, the rapport and building with them. Have you had a bad a morning? Is that something that's contributed towards it, where as before, like you, I was focussing on myself and saying did I do good or bad in that lesson and I wasn't thinking about any external factors or how I could help. I was just focussing on the bad ones and seeing how we can problem solve it.听
Liv Moran
We didn't think of all the variables.听
Tayaba Chaudhry
I think you both kind of summed it up really, but I do feel like I'm over the first and second year in terms of just the professional year and learning more about, again, the different routines and behaviour management. There鈥檚 a lot of things, I don鈥檛 think you ever stop learning
I feel like every day you find something new, and I go, I could have been that, or maybe I should try this out and you develop, you just keep developing and you should always be open to learning.
Guidance as well from your mentors and that really helps, especially because we were the year where it was covid, the covid years. It鈥檚 been a very interesting year this year
We actually have our own classrooms So it's quite interesting and I'm enjoying it.
Elaine Long
Erin, you must be sitting here listening to all this really proudly as the induction tutor. Can I ask you to come in at this point and just talk to us a bit about how you supported your ECTs through their enquiry?
Erin Brown
Well, yeah, it's lovely to see the girls have this conversation and to see them being so confident because, you know, although they say they've changed a lot throughout these two years, they have always been really strong and really confident in their faculties. They are really, really strong teachers that are really respected but to see how far they've come through that journey, you know, obviously they did say that in year one, it was the covid year where they were in different areas of the school.
It was so difficult to be able to go and make sure that everyone was okay but they were so resilient and, you know, so keen to get involved and I think because they were around different places in school, they made a lot of connections with other staff members that they might not necessarily have done because usually you're stuck in your faculty group.
So that was actually a positive of, of what might have happened. Working with their mentors, they've all been great, really supportive of them and just getting to find out what they'd actually been doing because they do so much and they are so great. Sometimes you have to sort of like pick around to find out actually what is going on and what are they doing.
The kids tell you and other members of staff tell you, you hear things in brief, and it's not just in the classroom, it's all round. So it's, you know, getting involved in things that necessarily they're not asked to do and seeing those little kids faces when they're leaving their classrooms and they're so happy and they're so supported, but also then at the end of the year, so you get to see them do their presentations.
SLT wanted to be part of that. We had a celebration at the end of the year and they got up there and they were they were phenomenal. They just had so much detail in the way that they were expressing themselves and staff knew who these pupils were that they were talking about. It was a real sense of, you know, how far that they have come and how great it is an opportunity for us to thank them for everything that they do.
So, it鈥檚 been lovely, it鈥檚 been wonderful.
Elaine Long
Sounds like you definitely are really proud of them and it's lovely to hear how their learning is influenced. In fact, your whole school culture and also what I'm hearing is the sense of agency and the positive attitude that the girls have towards their professional learning as well. Can I just ask another question? Which is about at the start of their journey as an induction tutor, what support did you feel they needed then?
Erin Brown
And it was very difficult at the beginning because we weren't too sure what that was going to look like. So, you know, working with other schools and asking them what they were doing and just making sort of those lengths, we had weekly meetings on a Wednesday where they would have, you know, specialist staff come in and give information and, you know, thinking about sort of like working with their mentors and thinking about what it is they need today.
Those weekly meetings are really a time to think. It's a bit like stepping in and supporting and as that mentor rule has changed now, maybe thinking about facilitating more of a rule of, you know, supporting rather than guiding. That was nice to see the independence of that year. You know, sometimes you take it for granted that someone actually has an idea or that they are not too sure how to express that idea or that your way of achieving that idea is going to be right.
So sometimes that was nice to see them being able to go in a direction that maybe you might not have directed them in.
Elaine Long
That鈥檚 really interesting and so you think that weekly meeting is important at the start, just so they鈥檝e got that opportunity to speak with you if they need to.
Erin Brown
Yeah. It can be hard to fit in everything, can鈥檛 it, because there's a school in a day, a week, a lot happens in that week. So, you know, sort of like maybe sort of like happens someone that's more of a buddy and then that mentor rule has helped facilitate that. We weren't too sure about the beginning as we were trying to do a lot of stuff at the very beginning. We were trying to cram a lot in, but as time has gone on we realised what works for our school and it's obviously worked for the ladies. It鈥檚 just been brilliant.
Elaine Long
That's great. Well, speaking of doing a week, in a day, I recently I think we have 2 minutes left and I'm conscious that you have to go out and teach. So, before you go, we're going to give you a Post-it note and you can write whatever you want on your Post-it note and you can stick your Post-it note anywhere for people to see.
So, can I just ask you, as you were about to leave the staff room and the bells going to go, what would you put on your Post-it note and where would you stick it and who would you give it to? Can I ask you to start Liv?
Liv Moran
Oh, that's a tricky one. I think that on my Post-it note, I would probably have, be positive I think and know that there is an end goal and even when you've had that awful day, an awful the lesson, when you think nothing will ever go well again.听
You just have that sort of reassurance that, you know, got to people as well, no one is going to judge you, if you go and say, that was the worst lesson ever or this was the best thing that happened. We are all there in this school particularly, I think everyone's there to support one another. So yeah, definitely be positive and know there's people around you that will help you.
Elaine Long
Thank you, Liv. Celeste?
Celeste Leonard
In terms of advice, like what Liv said, that the best thing I've ever read and can't remember who wrote it when I was doing the NQT, was to treat the students as if they are banks, and you can keep putting money in by asking them how they're doing is how they are and the more money that's in the bank, eventually when you reprimand it, you can take out and that should still be money in there.
So, treat children like banks. It sounds silly but it works.
Elaine Long
I think it's a really good metaphor that speaks the emotional currency, which is important. A great piece of advice, and Tayaba.
Tayaba Chaudhry
The only thing that's going in my head is it's all worth it. So, keep going and you're enjoying it.
Elaine Long
That is a fabulous place to end. So, all that remains, because you've got to go and teach is for us to say thank you so much for joining us in the staffroom, saying we're really sure that other ECTs starting on that journey are really going to benefit from listening to you today.
Mark Quinn
We can't keep you any longer because that bell is now ringing and all of those keen boys are out there waiting for you to teach them the English, the RE or the drama or Urdu or whatever else you've got coming up in your first lesson this morning.听
Thank you. Please leave your mugs on the sink in the way out. We'll tidy up, don鈥檛 worry about that and if you could nab a biscuit, that's fine as well. You can take that with you.听
Anyway, thanks for joining us this morning.听
Mark Quinn
Our thanks go to our colleagues for sharing coffee with us this week in the ECF staffroom they were Tayaba Choudhry, Celeste Leonard, Liv Moran and Erin Brown from Burnage Academy in Manchester.
Elaine Long
Please get in touch with us if you'd like to chat more about your ECF experience, we especially want to hear from a range of different voices. In the meantime, do join us for a biscuit and a chat with another colleague in the ECF Staffroom.听
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