How to Apply for the Google Teacher Academy #gtauk

When I applied for the Google Teacher Academy back in 2010 I found Doug Belshaw’s post on the process really helpful. His 10 points helped me through my application and I would recommend following his advice (even if it is over four years old). The application form may have changed since then, but much of the advice remains the same.

There are some differences between 2010 and 2014. One of them is that three distinct roles are now described in the process:

  • outstanding educators
  • creative leaders
  • ambassadors for change.

If I were you, I would consider these three roles carefully. All teachers play these three roles – aspiring to educate their students to ever higher standards; to lead creatively in their classroom, subject area, department or school; to pioneer changes that will make an impact on society. The application is clear: you have to be explicit about how you play each of these roles and also be clear about which one you major in. Don’t fall into the trap of thinking you do all three with equal ability and determination.

  1. Think distinctively about the best example of how you have acted in each of the roles described.
  2. Be specific about the impact you have had in each role upon students, peers and colleagues.
  3. Avoid being negative about the two roles that you are less strong in.

The next thing is the whole ‘moonshot thinking’ idea. Google are really into this. I’ve heard that their chief exec is said to have been wondering recently whether Google’s work could eventually eliminate unemployment. Whatever you think about the reality of this, you can’t argue that it is a complete ‘moonshot’.

So do that thinking for yourself  for your classroom, your school, the community where you teach… What would be the thing that would make it amazing? What would be the complete moonshot that most people would say “impossible” to? Imagine that no limits of finance, ability, technology, space are put on you – what could be achieved. And make it personal – what is the thing that really burns in your heart to benefit your students – if you can write that clearly in that section of the form, you’re onto a winner!

Finally, keep to the limits. Make sure you don’t go over any word limits on the form or the 1-minute time limit on the video. There are loads of ideas on the video on Youtube – because every GCT video ever made is publicly available on Youtube, including mine, which I’m still proud of because it is the top hit when you put in the three words “motivation”, “education” and “telekinesis”. Seriously, when I look back at it, I still can’t work out why they let me in…

If you didn’t see the link at the top, the application form can be found at and the deadline is next Monday 22nd September

Why you should apply for the Google Teacher Academy #gtauk

The Google Teacher Academy is coming up in London this October. I was lucky enough to be part of the first one in 2010. If you’re a teacher this is why I think you should apply for it:

  1. It’s amazing. No. It really is. I learned more in the first half hour on the Google Teacher Academy that at any other full day CPD event I have ever been to. And that was just the first half an hour on Google Search. When you add that to Drive, Classroom, Apps for Education and all the other stuff, you will come away with a huge list of amazing things to do in your classroom or school.
  2. The presenters are fantastic. You can learn loads about how to use Google tools (that are usually free*). You’ll learn stuff that you can take back and put into your classroom practice immediately and you’l feel inspired to do so.
  3. You’ll meet brilliant teachers. The other teachers there are as FAB as you – and you get to meet them and continue networks with them that will continue to inspire your practice for years to come. Some of the best things that have happened in my school have happened because other Google Certified Teachers helped me make them happen.
  4. You’ll meet Googlers. That’s the name for people who work for Google. It’s no accident that Google are one of the most successful companies in existence – their recruiters are the top guys on the planet and it means the people they bring in have brains the size of small moons. I know not everyone gets inspired by meeting really clever people, but if you do, the GTA is for you!
  5. You get a badge. You can put the badge virtually on your website or wear it at conferences. I find that really useful because it stops salespeople talking to me.
  6. It’s awesome. Yes – there will be some Americans there, and ‘awesome’ is their word. Get used to it. It’s OK – in fact it’s better than OK – its awesome. But apart from that, you’ll get a taste of what Google is like to work for – even that can inspire you to make changes in your classroom and school. If things get really good, you might even hear someone say, “just raw awesome”.

If you to apply, the application is here. You have until the end of next Monday (22nd September).

(* by ‘free’ I mean cost no money)

The Coverage Curriculum

The coverage curriculum is the one that has us all running scared.

It’s a bit like the ‘health and safety’ of the curricula world. You must know that moment when you’re losing an argument that you desperately want to win and so you say, “but… Health and Safety…” Suddenly your opponent’s arguments come crashing down as you play the ultimate trump card. Well, ‘Coverage’ is a bit like that.

The thing with the coverage curriculum is that it is what is generally defined by Government. It’s the thing that civil servants print in black and white and subsequently ministers approve. It is the bottom line – the statements that set the learning objectives for the coming year. It is the mother ship of medium term planning: a hive-mind structure with hordes of little alien fighters that dart out to inflict teaching upon unwary students.

And so the Coverage curriculum begins its life already feeling superior to the three other curricula – Standards, Preparation and Education-for-education’s sake. In fact, given an intergalactic battle, ‘Coverage’ probably thinks it can take all three of the others put together. But it is not that kind of fight. In fact it shouldn’t be a fight at all. If teachers are not weighing up the standards their children need to achieve, with the preparation they need for the next stage, alongside the things that they love teaching about, then coverage will just become a meaningless exercise in box-ticking. And coverage will just drift off into the stars, its once mighty engines slowly being overcome by entropy.

That is what happened to the old National Curriculum. As a coverage document it was set up to be enhanced by the other three curricula. But when it didn’t work initially, or quickly enough, government concluded that they needed more coverage – so they designed National Strategies and other initiatives. They sent out more paperwork, often in fancy plastic boxes, sometimes with videos or CD-ROMS included. Each of them accentuated the coverage. Now you could cover citizenship, and problem-solving, and safety, and, lots of other things… But a trick was missed. More coverage was not what was needed. It was not the big issue.

And it has been interesting over the last year also. A new curriculum has been introduced at the same time as new teacher standards, new ways of funding schools, new legislation for special educational needs, new legislation for paying teachers, new frameworks for inspecting schools (at least two of these)… the list goes on. And yet the new thing that has caused most conversation and concern amongst teachers has been the new (coverage) curriculum.

It is important, but it isn’t the most important thing. It is September 2014 and the new curriculum is already two weeks old. Anyone noticed any really significant changes yet?

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