Teacher Development Fund (United Kingdom)

Deadline: 13th November 2023 | Teacher Development Fund (United Kingdom)

To promote the implementation of efficient and long-lasting arts-based teaching and learning opportunities in the primary classroom and to integrate learning through the arts into the curriculum, the Paul Hamlyn Foundation is accepting applications for the Teacher Development Fund (United Kingdom)

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It does this by assisting educators in gaining the required abilities, information, self-assurance, and experience.

Priorities for Applications

They accept a variety of applications, but they are especially interested in supporting those who show strength in the following areas:

  • Supporting the requirements of students facing unfairness: The Teacher Development Fund will give priority to submissions that support students facing systematic disadvantage and inequity.
  • There are many different situations that cause students to encounter learning obstacles. They understand that inequality manifests in ways that connect to and intersect with issues of race, gender, class, and disability, among other traits, and that it may also be influenced by regional and individual contexts. Socioeconomic poverty, specific educational needs and impairments, being in the care system, racial injustice, and living in remote rural regions are just a few examples of inequity.
  • They are eager to support initiatives that show a thorough comprehension of the relationship between unfairness and educational hurdles and that clearly explain how the suggested strategy might benefit students who are specifically suffering inequity.


Curriculum integration of learning in and through the arts:

  • The Teacher Development Fund promotes initiatives that foster learning via the arts. They refer to educational experiences that include artistically oriented material and/or employ artistically based strategies to increase student access to or engagement with the curriculum.


TDF’s guiding principles and objectives centre on:

  • The primary grades
  • Learning and professional development for teachers
  • Assisting young people suffering from systematic injustice and disadvantage
  • Approaches that use art-based learning
  • Projects that apply an anti-racist and intersectional perspective to all fields of endeavour
  • Long-term projects based on research
  • Fostering efficient and fair collaborations between educational institutions, cultural organisations, and artists
  • The contributions of school administrators and artists as both professional learners and backers of integrating arts-based learning within the curriculum
  • Methods that incorporate any of the following art forms: crafts, poetry, creative writing, dance, design, film, music, opera, photography, digital arts and media, theatre and drama, the visual arts, and cross-arts methods
  • Projects that incorporate one or more aspects of online delivery and build on newly developed blended CPDL techniques.
  • Projects funded by the Teacher Development Fund are intended to be long-lasting. Successful applications will help instructors gain the knowledge and self-assurance they need to incorporate art-based learning into their daily practises. They will also support teachers and school administrators in incorporating art-based learning into their schools’ curricula. The practises established through TDF projects are expected to continue in the schools after the two-year period, and school leadership is expected to play a crucial and active part in ensuring this.
  • Investigating mixed CPDL models
  • In response to Covid-19, they introduced a new focus centred on mixed CPDL models for 2020. Projects that examine the pedagogy of online practise and how blended approaches can improve in-person teacher learning are what they are seeking for. Instead of suggestions that aim to develop a brand-new tool, product, or app, they are more interested in ideas that make use of commonly used existing technologies. They predict that the majority of projects will look into how technology may be used to foster effective partner collaboration, build strong and supportive communities of practise, and/or facilitate and/or consolidate learning for teachers and artists. But they are open to suggestions for new projects.
  • Strong relationships between schools and cultural/arts organisations:
  • One of the Fund’s guiding principles is partnership. Partnerships that exhibit shared priorities and goals, co-construct material, have joint inquiry at their core, and in which all parties are positioned as learners within the partnership will be given priority.


Financial Details

  • Award amount: up to £ 165,000
  • Approximately two academic years.
  • Number of grants anticipated each year: They anticipate giving out about eight grants year.
  • What they will support: TDF Grants will pay for project-related activity costs as well as essential organisational costs. It is anticipated that the participating schools will contribute. However, they recognise that every school has a unique setting, therefore the type of contribution—whether it is money, substitute teachers, school leaders’ time, or anything else—can vary.
  • Around 20% of the proposals they receive are typically funded.


Application

  • The principal applicant for this Fund may be a primary school or an artistic or cultural institution. All proposals must, however, show that they have strong partnerships in place. Every collaboration must contain at least one artistic or cultural organisation. No matter if the lead applicant is a school or an arts/cultural group, they anticipate that each project will involve a least of six and a maximum of 10 schools. Small, remote schools may be given more leeway, but they must dedicate at least two teachers and one senior leader to the project.
  • Some applicants might choose to include additional pertinent partners in their project, such as a local authority, a service for school development, an alliance of teaching schools, a research school, or a higher education facility. It might be appropriate to work with a partner who has further blended learning experience.
  • Lead candidates might therefore include:
  • Charities, community groups, social enterprises, and arts-related not-for-profit organisations
  • Primary schools and academies that are public institutions.
  • In addition to PHF’s usual exclusions, the following individuals are not eligible to apply directly to this Fund
  • Individuals or organisations submitting applications on their behalf
  • Secondary schools that are independent.


Visit the Paul Hamlyn Foundation for additional information.

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