Issue 9 – January 2026
Thringboard
A journal for teacher development and research
Contents
Welcome to the ninth edition of Thringboard
Power-Distance Index by Gareth Hook
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A new framework for designing and assessing CPD by Richard O’Donoghue
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To Tish or not to Tish by Tom Hollyer
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Gaining QTS by Tom Davies
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This collection of articles from the Common Room celebrates learning in all its forms: from the way we teach, to the way we learn, to the spaces and relationships that make both possible. In “Power-Distance Index and Its Implications for Practice at Uppingham,” Gareth explores how cultural understandings of authority influence communication between students and staff. His piece highlights how recognising and responding to these subtle dynamics can make our classrooms and houses more inclusive, empathetic, and effective. Richard’s article, “A New Framework for Designing and Assessing CPD,” focuses on teachers’ professional growth. Using the IMTP model, Insight, Motivation, Techniques, and Practice embedding, he presents a clear framework for designing professional development that genuinely changes practice rather than merely inspiring it. Turning to boarding life, Tom Hollyer’s “To Tish or Not to Tish?” makes the case for retaining large shared dormitories. Through history, practicality, and personal reflection, he argues that the traditional “Tish” continues to play a vital role in helping pupils forge friendships and ease into boarding life. Finally, in “Gaining QTS: My Journey via the University of Derby’s Assessment Only Route”, Tom Davies reflects on formalising his teaching career after fifteen years in the classroom. His candid account of the Assessment Only process offers insight, encouragement, and practical advice for colleagues considering the same path. Happy reading! Hugh Barnes Assistant to the Assistant Head: Teaching and Learning
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Power-Distance Index By Gareth Hook
The Power-Distance Index and its Implications for Practice at Uppingham
Application of Power-Distance Insights at Uppingham (Academic year 24-25)
Power-Distance is defined as “the extent to which the less powerful members of organisations and institutions accept and expect that power is distributed unequally.” The fundamental issue is the degree of human inequality underlying the functioning of each particular society (Hofstede, 2001).
At Uppingham, 22% of students have registered overseas addresses, with a substantial proportion coming from high-PDI cultures. Among the largest cohorts are students from China (PDI: 80) and Russia (PDI: 93), compared to Great Britain’s lower PDI of 35 (Hofstede, 2021). This cultural context suggests that overseas students may be more deferential in their communication with authority figures, including house staff, teachers, and older students in leadership roles.
The Power-Distance Index (PDI) can influence how individuals from different cultures communicate with authority figures or identify such figures. Generally, individuals from high-PDI countries tend to demonstrate greater deference toward authority and may use less direct language or avoid conversation altogether. Conversely, individuals from low-PDI cultures are more likely to communicate directly with authority figures.
Number of Overseas Students by Address
One significant implication of PDI is its role in high-stakes environments, such as aviation. For instance, the Avianca Flight 052 crash highlighted the potentially catastrophic consequences of deferential communication. In this incident, the first officer, aware of the dangers, used mitigated language (language which is less direct in order to be deferential and polite) to express concerns, neither challenging the captain nor conveying urgency to air traffic control. Colombia’s PDI score of 67 indicates a relatively high level of deference (Gladwell, 2009). n China n Germany n UAE n Russia
n Bermuda n Switzerland n Thailand n France
n Italy n Spain n Singapore n Other
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Implications for Mental Health and Wellbeing Understanding PDI can help staff promote the wellbeing of overseas students. Students from high-PDI cultures may be less likely to voice concerns or express themselves openly, making it more challenging to assess their wellbeing. It is essential for staff to actively encourage these students to share their thoughts and feelings. Strategies might include: • Creating safe, open environments where students feel comfortable speaking. • Using open-ended questions to elicit responses. • Engaging with students individually, especially in group settings where they may feel inhibited.
Implications for the Classroom In classroom settings, students from high-PDI cultures may be less inclined to question teachers or peers, potentially leading to unaddressed misconceptions. To mitigate this, staff could: 1. Actively teach students how to challenge ideas politely and constructively. 2. Develop their own ability to recognise subtle forms of mitigating language that deferential students might use. 3. Foster a classroom culture where questioning and open dialogue are encouraged and normalised.
Advancing Outcomes To support students effectively, staff should aim to build deeper connections through frequent, meaningful interactions. Recognising that high-PDI students may not exhibit obvious signs of misunderstanding or distress is crucial. Strategies to enhance outcomes include:
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• Regular check-ins to assess understanding and wellbeing. • Individual feedback in group activities to ensure all voices are heard. • Training staff to identify and interpret mitigated language.
Key Takeaways 1. While all students are individuals, cultural background influences communication styles. 2. Overseas students at Uppingham, particularly those from high-PDI cultures, are likely to exhibit more deference in interactions with authority figures. 3. Improved outcomes require tailored approaches: fostering student voice, recognising subtle communication cues, and providing explicit instruction on constructive dialogue.
References Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. 2nd edn. Sage Publications. Hofstede, G. (2021). The 6 dimensions model of national culture by Geert Hofstede. Available at: https:// geerthofstede.com/culture-geert-hofstede-gert-janhofstede/6d-model-of-national-culture/ (Accessed: 24 May 2024). Gladwell, M. (2009). Outliers: The Story of Success. New York, NY: Back Bay Books/Little, Brown.
A new framework for designing and assessing CPD By Richard O’Donoghue
On average teachers spend 10.5 days per year attending courses, workshops, conferences and other forms of in-service training (Sellen, 2016). This is a considerable amount of time dedicated to improving the skill of the teaching workforce. However, studies indicate that the effect size of this CPD on improvements in pupil outcomes is positive but small (Lynch et al, 2019). Nobody sets out to plan and deliver a CPD session that somehow does not hit the mark, but we have all either fallen flat in our delivery despite our best efforts or been on the receiving end of such a session. There is a range of studies that try to propose exactly what constitutes effective CPD for teachers and there are numerous meta-analyses, such as Timperley et al (2007), Cordingley et al (2015) and Kennedy (2016), that draw out and rank the common success criteria. These studies are useful but often so broad that their recommendations are highly generalised and not necessarily specific enough to apply with confidence at the ground-level. A relatively recent study, ‘Effective Teacher Professional Development: New Theory and a Meta-Analytic Test’ (Sims et al, 2023), aims to provide a clear and more practical framework to help design and assess teacher CPD, based on an analysis of the evaluations of 104 CPD programmes. The result is the IMTP framework which suggests that effective CPD needs to combine four specific goals. These are: Insight (I): help teachers build deep understanding of how teaching and learning works. Motivation (M): help teachers commit to making changes.
Table 1: Summary of how CPD can fail to bring about sustained improvements in teaching and learning Instil insight (I)
X
Motivate change (M)
Develop techniques (T)
Embed practice (P)
Knowing-doing gap (wherein the technique is understood but not applied)
X
Knowing-doing gap
X X
X
Consequences
Revert to established habits
X
X
X
X
X
Misapplication
X
X
X
More likely to be effective
Practice embedding (P): help teachers embed the new approaches into their repertoire rather than try them once and forget. The study proposes that if one of these elements is missing from a CPD programme then it will have negative consequences on its effectiveness. For example see Table 1 above: A more balanced CPD programme that incorporates all of these aspects should produce teacher improvement
with a larger positive effect size on pupil outcomes than the average. At this stage, however, the framework remains vague and lacking in practical detail to apply it in reality. Sims et al go on to identify those micro-features of effective CPD programmes that enable the IMTP elements to be successfully incorporated. The study refers to these as ‘mechanisms’ and are established as having a causal relationship to improved CPD.
Purpose
Mechanism to achieve the purpose
Instil insight (I)
1. Manage cognitive load 2. Revisit prior learning
Motivate change (M)
3. Goal setting 4. Credible source 5. Praise/reinforce
Develop techniques (T)
6. Instruction 7. Practical social support 8. Modelling 9. Feedback 10. Rehearsal
Techniques (T): help teachers develop the practical skills and concrete strategies to put new approaches into practice.
11. Prompts/cues 12. Action planning 13. Self-monitoring 14. Context specific repetition Thringboard Issue 9 – January 2026
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To Tish or not to Tish? It is not necessary to include all of the mechanisms for each purpose within the IMTP framework to create an effective CPD programme, it is more important that each purpose is included. However, the more mechanisms incorporated it is likely that the effect size of the programme will be larger. Perhaps unsurprisingly the mechanisms reflect many of the characteristics of a well-planned and effective lesson.
Fircroft Tish
Sims et al’s study is by no means absolute in its conclusions and the authors do critique the robustness of some of their findings. However, given the complexities involved in delivering effective CPD, the IMTP framework offers a useful lens or checklist for both planning and assessing future CPD. Bibliography: Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. Sellen, P. (2016). Teacher workload and professional development in England’s secondary schools: Insights from TALIS. Education Policy Institute. Sims S. et al (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test, Review of Educational Research April 2025, Vol. 95, No. 2, pp. 213 –254 Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). New Zealand Ministry of Education.
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The case for large, shared boarding accommodation being retained in boarding schools. By Tom Hollyer
When I took over Fircroft in September 2020, I was somewhat sceptical (and I will admit, slightly concerned) about the house having an 11-bed dormitory in which all of the Fourth Form slept. This was only further compounded by covid restrictions and a very boisterous group of boys as my first cohort. I even had “get rid of the Tish?” on my first ‘In Year Plan’. However, five plus years later, I have come to love the Tish and find it a unique selling point of our boarding house, to the point where I recently spoke at “The Future of Boarding Spaces Conference” in London, advocating for them!
The historical context So, what is a Tish? Jerry Rudman reliably informs me that at Uppingham most of the older boarding houses have, at some point or another, all had Tishes, or some version of them. Essentially, we are talking about large dormitories in which a whole year group, or even more than one, sleeps in the same room. These rooms traditionally have between 10 and 15 beds in them, with wooden partitions (thus the derivation of “Tish”) between each bed. These dorms are, however, a very ‘Victorian’ legacy: “in the second half of the nineteenth century, boys at many English public schools lived in open dormitories”. (Hamnett, 2015) As you can imagine, these are somewhat less de rigueur in 2025, certainly when building new, modern boarding houses. However, the concept of putting a whole year group together in one room actually makes a lot of sense. Being in one room together is incredibly useful for forging relationships, and giving pupils the chance to get to know one another quickly. By having them all in one room, this also removes the issue of ‘better’ or ‘worse’ rooms. Everyone has the same set spaces, and therefore start their boarding journey on equal footing. The current picture at Uppingham Whilst nearly all boarding houses used to have Tishes, in 2025 we are left with just three houses still retaining large dormitories. School House actually has two (one for Fourth Form and one for Lower Fifth). Fircroft has one (for Fourth Form) and Meadhurst has one (for Lower Fifth). I have included some pictures of these rooms for reference, and to further illustrate what these rooms look like. So why have these three houses retained their Tishes? This is likely to be both a practical reason (largely financial) and one of individual
preference. A recent article in Tatler stated that “Dorms are serious business” in the increasingly competitive boarding market. And yet, full scale renovation costs to change dormitories to bedsits would be a massive outlay, with decoration costs being far more appealing in the last five years. In Fircroft, we have a clear ‘boarding journey’ that pupils go on in terms of their room allocation. All pupils start off in the Tish, before moving to a twoman dorm in Lower Fifth and then an individual bedsit in Upper Fifth and both Sixth Form years. This is certainly not the case in all boarding houses, but one that I believe to be both fair to all pupils (we have had to do significant management to the rooms in order to allow all pupils in the Upper Fifth and above to have their own bedsit) whilst also making effective use of the spaces we have. The case for smaller dorms? So where did all the Tishes go? Or more accurately, why did they get removed? In most houses this is likely to come down to two key factors. Firstly, it is generally seen as more desirable to have smaller rooms. The Tish structure works quite neatly into creating individual bedsit style rooms using the footprint of the Tish. These smaller rooms are far more useful for sixth form houses, and of course in houses that have incorporated en suite facilities. Furthermore, smaller dormitories (of between two and four beds per room) are very much the norm in most boarding houses nationally. Behaviour management is seen to be easier (or at least more straightforward) in the smaller, separate rooms as well.
(Commercial Planning Manager) she added the following: “The larger dorms tend to be more appealing to the national youth groups we host, as well as the overseas summer schools, but for the younger cohorts. However, since the recent updates to (KCSIE) and the introduction of more stringent safeguarding protocols, dorms of up to six beds are now generally preferable. This size supports better behaviour management and allows us to maintain appropriate staff to student ratios. Many of our summer and Easter residential lettings are adult groups, often for music or elite sports, and for these, the smaller rooms (singles, twins, or small dorms) are more desirable, as they are typically used on a single or twin occupancy basis. From a commercial finance perspective, the total number of beds across the site is key, as any increase or decrease directly impacts our capacity and revenue potential. If we could retain the overall number of beds but distribute them across smaller dorms, it would make the spaces more versatile and easier to market across our different client groups.” Whilst the Tishes do get some use in the summer, I think it is clear that there is a financial incentive to create as many smaller sized rooms as possible. This is further highlighted when looking at the most recently built boarding houses (Samworths & New House) both of which have four person dorms as the largest room size.
The lettings debate? Within the argument for having smaller dorms was my belief that these were more useful for holiday lettings. Having spoken to Lucy Charman-Smith Thringboard Issue 9 – January 2026
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Finally, I thought it worth including the parent perspective on the room. On tours, prospective parents in particular, tend to fall into one of two groups with regards to how they view the Tish. Parents who boarded themselves largely love the Tish, whereas parents who are new to boarding tend to be quite sceptical. Ensuring that parents are invited in regularly and fully understand the processes and routines for the Tish has proved to be vitally important.
School House Tish
What do our pupils and parents think? Older pupils tend to have very positive memories of their time in the Tish, although it is possible that they view these through rose tinted spectacles, and often with a large dollop of nostalgia, linked to a time when they had far less academic pressure. Pupils do certainly value the Tish when they start out in Fourth Form – this is what a current Lower Fifth pupil had to say: “I loved the Tish. It was so important to me when I started in Fourth Form. I was really anxious about coming to a full boarding school, and the fact that we were all in a big dorm together made things much easier. I got to know everyone in my year group really quickly because of the Tish” Despite this, it is worth noting that a larger dorm does of course bring with it some challenges. The room is of course a focal point for the year group, and as such managing 10+ thirteen-year-olds at the same time in this room can be tricky. Establishing a clear set of routines and expectations for the room (from night one!) is something I have found to be essential.
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Conclusions It is clear that modern, purpose-built boarding houses favour smaller dormitories. Some schools are indeed going down the route of introducing individual bedsits from Year 9, such as DLD College in London where you can also pay more for a larger, en suite room…! However, it is my belief that the larger Tish style dormitory still has a place in the modern boarding house world. Caroline Floyd (2022) states that “boarding school students may be particularly vulnerable to loneliness due to separation from parents”. Loneliness, and homesickness is something we are fully aware of, and increasingly good as spotting early and supporting pupils with. However, the larger dorms do to a certain extent School House Tish
create a very different environment, and one in which we can proactively support pupils’ induction to a new school and boarding house. Yes, it also comes with its own unique set of challenges, but in the first few weeks and months of a child’s boarding journey at Uppingham in particular, these are significantly allayed by being together in a Tish. Bibliography Floyd, Caroline CF (2022) Experiences of Loneliness Among Adults Who Attended Boarding School. Other thesis, University of Essex. https:// repository.essex.ac.uk/33675/ Francesca Foliano, Francis Green, Marcello Sartarelli, (2019) Away from home, better at school. The case of a British boarding school, Economics of Education Review, https://doi. org/10.1016/j.econedurev.2019.101911 Hamlett, J. (2015). Space and Emotional Experience in Victorian and Edwardian English Public School Dormitories. In: Olsen, S. (eds) Childhood, Youth and Emotions in Modern History. Palgrave Studies in the History of Emotions. Palgrave Macmillan, London. https://doi. org/10.1057/9781137484840_7 Thursfield, C (2017), The 6 smartest boarding school dorms in the country, Tatler. https://www.tatler.com/article/ best-dorm-rooms-boarding-schoolsuk https://www.dldcollege.co.uk/locationfacilities/boarding/boarding-roomsand-charges-2020-2021/
Gaining QTS: My journey via the University of Derby’s Assessment Only route By Tom Davies After fifteen years in the classroom and ten as Head of Geography, I finally decided it was time to formalise my professional status and complete my Qualified Teacher Status (QTS). It’s something I had always meant to do — but, as so often happens, it was pushed aside for other qualifications, leadership opportunities, and the daily demands of running a department. When I came across the University of Derby’s Assessment Only (AO) Route to QTS, it offered exactly what I needed: flexibility to continue teaching full-time while working toward formal recognition of my experience. A Brief Overview of the Course Structure The University of Derby’s Assessment Only Route to QTS is a concise, practice-based pathway for experienced teachers who already meet the Teachers’ Standards in their day-to-day work. It’s not a training programme – there are no taught modules or university lectures. Instead,
it’s a structured process that assesses and validates what you already do in the classroom. From my perspective, the structure was clear and achievable, allowing me to gather evidence steadily around my existing departmental and pastoral responsibilities. How Is It Assessed? Assessment is rigorous but supportive, designed to confirm that your teaching meets the required standards. Lesson observations: Regular observations by your school mentor and two visits from a university assessor focus on the consistency and impact of your teaching. Electronic portfolio: A digital record of lesson plans, student work, reflections, assessments, and professional development evidence all done on a highly accessible and intuitive online platform.
Subject knowledge audit: Ensures your subject expertise is current – in my case, reflecting on my appreciation of geography GCSE and A level specifications was particularly valuable. Viva voce: A reflective professional discussion in which you explore your pedagogy, decision-making, and classroom practice. Evidence collection: Evidence must demonstrate effective teaching, meeting teaching standards, across two key stages and more than one school setting. Throughout the process, my internal mentor and assessor provide constructive feedback and guidance, helping refine evidence and deepen professional reflection. Following successful completion, I am now completing a slightly truncated ECT process.
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Application
Interview
Who Is It Suited To? This route is ideal for experienced educators who are already teaching and performing to QTS standards. Applicants must hold a degree as well as GCSEs in English and Maths, and for primary-level teachers, Science. It particularly suits teachers working in independent schools, where it’s not uncommon for highly capable colleagues to have developed their practice without completing a formal route to QTS. Applicants must have taught across two schools or key stages, demonstrating breadth of experience. In my case, I drew on a prior role as a Graduate Teaching assistant at St Edward’s in 2008 to evidence my experience with a range of age groups and abilities. What’s important to stress is that this is not a training route – it assumes you are already working confidently at QTS level. If you still need to develop in areas such as behaviour management, planning, or assessment for learning, a PGCE or school-based training route might be a better fit. My Reflections For me, the Assessment Only route was both affirming and challenging. It required me to step back and critically reflect on my practice as a classroom practitioner.
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Visit 1
Visit 2 and Final Assessment
Strengths The route’s greatest strength lies in its recognition of professional experience. It treats you as a trusted practitioner, not a trainee, while maintaining a high standard of rigour. The flexibility to remain fully involved in school life – from teaching A level fieldwork to mentoring younger staff — made it sustainable alongside departmental responsibilities. Challenges The twelve-week timeframe is demanding. Balancing evidence gathering with teaching, marking, and boarding duties required discipline and good time management. The viva voce was also more intense than expected . But it was an excellent opportunity to articulate my approach to teaching geography and reflect on how my practice has evolved over time. Final Thoughts For colleagues in independent schools who have built substantial careers without QTS, the University of Derby’s Assessment Only route offers a credible, flexible, and rewarding way to gain formal recognition. It’s not a shortcut. It was a rigorous assessment of genuine professional competence. If anyone is considering it, my advice is simple: plan your evidence early, use your mentor wisely, and embrace the reflective process. For me, completing QTS this way wasn’t just about gaining a certificate, it was about recognising, consolidating, and celebrating years of professional growth in the classroom
Find out more: https://www.derby.ac.uk/postgraduate/ teacher-training-courses/qualifiedteacher-status-assessment-onlyroute/
We hope that you have found something that has interested you in these pages, and welcome any feedback you have, particularly if there are any specific areas you would like to see in future issues. Are you an inspiring Thringboard author? Do you have something we could publish, now or in a future issue? If you are/have been working on some small-scale research or have an area of expertise that the Common Room should know about, please do get in touch and let me know!
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