Teacher Associations Editing and Proofreading Services

Teacher associations write to members who have no time to read. A policy changes over a holiday, guidance arrives from a department in forty pages, and a teacher wants to know what it means for them on Monday — whether they have to do something differently, whether their workload increases, and whether the thing their head teacher has just announced is actually required or is a local interpretation. Associations that answer that question quickly become the place members go first; associations that circulate the department's document with a covering note do not.

We edit what teacher associations, subject associations and professional bodies for educators produce — member guidance on policy and regulatory change, briefings on curriculum and assessment reform, workload and working conditions guidance, casework and representation material for members facing difficulty, model policies and templates for schools, subject-specific pedagogical guidance and journals, continuing professional development material and course content, conference and event material, consultation responses to government and inspection bodies, campaign and public affairs material, recruitment and retention material for members, branch and workplace representative guidance, and research and survey reporting on the profession. Our editors work to the register the membership expects.

The guidance note on a change is the association's core product and the place its judgement shows. A department publishes a document; the association's job is not to summarise it but to tell members what it actually requires, what it does not, and where schools are likely to over-implement. We write these so the first line states whether the member must do anything differently; so the requirement is separated from the recommendation, since guidance repeatedly gets implemented by schools as though every sentence were mandatory and teachers absorb the workload; so the association states plainly where it disagrees with the change and what it is doing about it, without letting that displace the practical answer; and so a member who wants to challenge a local interpretation is given the wording to use — the paragraph reference, the phrase "the guidance says schools may, not must", and where to go if that does not work. That last element is what distinguishes a briefing from representation.

Everything you send is treated in confidence, including casework, consultation positions and material in draft. We are editors rather than education, employment or legal advisers, and we offer no view on policy, on any member's case, or on employment questions. What we can do is make guidance land quickly with people who have a lesson in ten minutes.