PL Matters!

PL Matters! Guidelines and Themes

PL Matters!, the bimonthly publication of the National Educators’ Institute (NEI) explores topics relating to the professional learning, conversations, and networking for educators of all roles. 

At PL Matters! we value clear, focused, yet engaging writing that prompts reflection, and provides practical insights and application methods for our readers. PL Matters! enables the professional sharing of expertise among Bermuda’s range of diverse educators. We encourage writers to submit original content that aligns with the NEI’s aim to provide relevant and useful information to build the knowledge, demonstrate strategies and skills, and shift the mindsets of Bermuda’s multi-sector education fraternity.

PL Matters! request articles with a conversational tone. We welcome in-text citations that support the points being made in the article. However, we are not a peer-reviewed publication. Therefore, use references, judiciously and only to support the main points of the article. 

Articles submitted for publication undergo a thorough editing process. The editors reserve the right to accept or reject submissions, solicited or otherwise, based on their quality and relevance to our readers. Priority will be given to high quality submissions that:

• Make strong connections to the Standards for Professional Learning and the Professional Learning Principles; the standards offer a bounty of writing topics
• Provide data relating to change in teaching practices or improved student outcomes, and their link to undertaken professional learning
• Provide a solution-oriented stance on current local and global issues in education

While PL Matters! issues have themes, you may submit articles outside of the themes at any time. Do not submit articles under consideration for other publishers. Our receipt of an article is not a guarantee for immediate or eventual publication. 

WRITING GUIDELINES

• Times Roman; 12 font; single spaced paragraphs with double spaces between paragraphs
• 500 – 2000 words; no more than 4 pages including references
• Number pages
• APA 7th format for citations and references
• Photos with high resolution (minimum 300 dpi) jpgs
  • Provide a descriptor for photos (not included in the 500 words) and to whom the photo should be credited, if not taken by you. 
  • If images include children, only provide photos where you have written permission for their image to be used in public forums. If you do not have written permission, you must inform us so that we can blur the children’s faces.
  • Embed all photos (with descriptors) after the reference page of the document
• Original videos – Preferred method: Submit via YouTube link. Links must use privacy settings that allow, at a minimum, anyone with the link to view. Alternative method: Submit an MP4. To facilitate its use on the PL Matters! platform, we will upload the Mp4 video to the branded NEI YouTube channel. You must provide video attribution information.

Submission Form

Author Name(s) Click or tap here to enter text.

School/Organisation Click or tap here to enter text.

Submission Date Click or tap to enter a date.

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Email Click or tap here to enter text.

Phone Click or tap here to enter text.

Suggested Article Title Click or tap here to enter text.

Article Theme Click or tap here to enter text.

Word Count Click or tap here to enter text.

High quality photo of author(s) with short bio 

Click or tap here to enter text.

By submitting this manuscript, you, the author (s), are confirming that when providing the NEI with images of children under 14 you have sought and received permission from their parent/guardian and that in regard to children 14 and above, you have, at a minimum, sought their permission as outlined in Bermuda’s Privacy Regulations, Part 2 section 16. Click here to read.

☐ Check here to confirm you have read and conducted yourself according to the Bermuda Privacy Regulation, Part 2 section 16.

2024 – 2025 PL Matters! Themes

Descriptors provide general direction for issue themes. Authors may write on theme related topics not identified within the provided details.

Leading for Impact

October 2024 Issue

Intended authors – Systems leaders, deans, school leaders, education officers, professional learning leaders, and instructional coaches 

Education leaders who act as lead learners and who intentionally craft the conditions of professional learning success for their faculty and staff, ultimately shape learning environments where all students thrive. In this issue, we invite you to share the ways you champion continuous learning. Articles may address ways in which you develop a shared vision for continuous learning that prioritises equity and high-quality instruction, how you build educator capacity via professional growth initiatives, or how you use collaborative cycles to leverage the expertise of your educators to drive innovation and implementation. Articles might respond to the questions; what professional learning challenges do school leaders in Bermuda face and what are the solutions and opportunities; what are your success strategies for impactful professional growth of your educators; how do you design professional learning that leads to changes in teacher practice or student outcomes; how do you measure professional learning impact?

Submission deadline: August 30

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Supportive & Sustainable Work Environments for Educator Well-Being and Mental Health

December 2024 Issue

Intended authors – School leaders, School counselors, Psychology educators, Physical Education educators, Diversity, Equity & Inclusion professionals, Wellness experts, Mental Health experts

Educator well-being is of critical concern in Bermuda and around the world. Some educators are dealing with heretofore unseen levels of change, students with accelerated academic, mental health, and behavioural challenges, and the economic and social pressures of living in, literally, the most expensive place in the world. The ability of educators to cope impacts the learning environment they create for students  making it important to nurture supportive and sustainable environments in Bermuda’s schools. Articles for this issue may address initiatives that create and sustain a safe, positive, and supportive work environment for education professionals; proven strategies that reduce educator stress and promote self-care practices; organisational or policy changes that support educators in professional tasks; practices that promote educators of diverse backgrounds feeling valued and supported. Articles might also address how we can integrate strategies for physical activity and mental health into the workday to support educator well-being.  

Submission deadline: October 30

Technology to Personalise and Differentiate Learning

February 2025 Issue

Intended authors – Deans, school leaders, classroom practitioners and lecturers, education officers, and instructional coaches 

A primary aim of personalised and differentiated learning is to make learning accessible to all students. This has become increasingly challenging in today’s diverse classrooms where the span of backgrounds and abilities is widening. The use of technology can support educators in catering to individual student needs and their professional learning needs. We invite articles that articulate the learning needs of educators to leverage technology for personalised and differentiated learning for their students; share personal experiences of learning that equipped educators with the skills and knowledge to integrate technology into their practice; share personal experiences of formal or informal adult learning that shifted mindsets on embracing technology; discuss strategies for creating a culture of continuous learning on integrating technology into teaching; describe collaborative learning opportunities, and peer coaching that support educators in sharing their technology learning with colleagues. Finally, we welcome articles that recommend specific technology tools and resources that have proven effective in personalising and differentiating student learning. These articles should provide an overview of the tool, its features, and suggested use to support personalisation and differentiation in the classroom.

Submission deadline: December 30

Weaving a Culturally Relevant Tapestry

April 2025 Issue

Intended authors – All education professionals

Across Bermuda’s education systems there is a rich and growing tapestry of diversity among students and education professionals. This issue welcomes articles that highlight the ways in which educators create inclusive and culturally responsive learning environments that cater to the needs of diverse students and/or colleagues. Professional learning leaders might address how they create conditions where equity considerations permeate professional learning and practice, such as using culturally relevant teaching materials and resources, and incorporating Bermudian culture into lesson plans. School leaders and Diversity, Equity & Inclusion leads might address ways they create a safe space for open dialogue about cultural differences within their school community. Education professionals might address barriers related to student and educator identity and how these barriers impact access to learning opportunities; educators from a different culture might share successful strategies to grow knowledge about Bermuda and to develop  culturally relevant lessons; counselors might address how they create culturally responsive support systems for students and educators. Classroom practitioners might share culturally responsive/relevant learning experiences and how it resulted in mindset or practice shifts.

Because this issue is close to Bermuda’s Heritage month we include a special professional sharing section. We welcome narrative versions of successful lesson plans that are culturally relevant and responsive to Bermuda. Click here to see possible features of the narrative and a sample narrative lesson plan.

Submission deadline: February 30

Creative End of Year Conversations on Practice

Intended authors – All education professionals

This theme invites education professionals to share non-traditional end-of-year activities, projects, and assessment. Discuss the rationale behind the activities, their impact on student learning, and opportunities for improvement. We also invite you to reflect on your professional learning journey throughout this academic year. Your reflections may respond to the following: What professional learning experiences have had the most significant impact on your teaching practices; How did you challenge yourself to try a new teaching strategy or implement a new technology; What were the outcomes, and how did you navigate any challenges encountered; How did professional networking, whether school, discipline,  or industry, contribute to your professional growth, and what takeaways will you carry into the next academic year; Round up your resources and share a themed curation list related to your educational curiosity or professional learning topic.

Submission deadline: April 30