Consolidating Classroom Practice (CCP) provides teachers with in-depth coaching tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice and the opportunity to collaborate with colleagues.

The programme supports a wider range of teaching activities, including: planning lessons, starter activities, and plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and adaptive teaching strategies.

The CCP builds confidence of staff to become used to class observations and adopt a positive “can do” attitude.

This is a repeat of last year’s course.

Consolidating Classroom Practice (CCP) provides teachers with in-depth coaching tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice and the opportunity to collaborate with colleagues.

The programme supports a wider range of teaching activities, including: planning lessons, starter activities, and plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and adaptive teaching strategies.

The CCP builds confidence of staff to become used to class observations and adopt a positive “can do” attitude.

This is a repeat of last year’s course.

Overview:

A prequel to / or complementary to the NPQ training. This is a holistic and sustainable approach to leadership with key tools and resources not covered within the NPQ. Suitable for established / new middle and senior leaders with responsibility for teams.

Focus:

• Understanding yourself as a leader
• Establishing and articulating your vision
• Managing yourself and others – how to get the best out of others, dealing with difficult conversations
• 10 Key questions every middle leader should know the answers to
• Sustainable leadership
• Dealing with ‘imposter syndrome’ and improving your wellbeing as a leader

Consolidating Classroom Practice (CCP) provides teachers with in-depth coaching tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice and the opportunity to collaborate with colleagues.

The programme supports a wider range of teaching activities, including: planning lessons, starter activities, and plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and adaptive teaching strategies.

The CCP builds confidence of staff to become used to class observations and adopt a positive “can do” attitude.

This is a repeat of last year’s course.

This training is facilitated by Sally Perkins

Sally Perkins has a passion for School Improvement and she especially loves developing Leadership and Management in schools. Sally is an expert in governance, safeguarding, attachment and Looked after Children (LAC) & Previously Looked after Children (PLAC).

Focus:

• In the morning the course will cover the roles and responsibilities of the designated teacher and all other staff & key stakeholders relating to LAC & PLAC.
• The afternoon will be an introduction and understanding of attachment and some strategies to support in your settings.

 This is a repeat of last year’s course, with the addition of primary content and concepts

Alex Quigley, the Head of Content and Engagement for The Education Endowment Foundation, will facilitate this training. Alex is the author of multiple books for educators, including “Why Learning Fails (And What To Do About It) and a regular contributor to the TES Magazine.

Key objectives for this training:

• Develop a confident understanding of adaptive teaching
• Consider scaffolding as a key facet of adaptive teaching (high challenge, high support)
• Understand adaptive reaching in relation to supporting high-needs pupils
• Plan for implementing high-quality universal teaching and targeted support

Session structure

Session 1: What problem is adaptive teaching solving? Understand, define, and initiate planning to establish adaptive teaching for universal teaching and targeted support

Session 2: Consider the 3As model for adaptive teaching and the central role of scaffolding

Session 3: Supporting implementation in every classroom – structured planning and sustaining success (targeting support to individuals, whilst providing high-quality adaptive teaching for all).

             Session Outcomes:

• Strong knowledge and understanding of the national context, defining adaptive teaching, and targeted academic support.
• Practical implementation planning to put the knowledge into action.

Consolidating Classroom Practice (CCP) provides teachers with in-depth coaching tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice and the opportunity to collaborate with colleagues.

The programme supports a wider range of teaching activities, including: planning lessons, starter activities, and plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and adaptive teaching strategies.

The CCP builds confidence of staff to become used to class observations and adopt a positive “can do” attitude.

This is a repeat of last year’s course.

Samantha Austin (TOVE School Improvement Director Teaching and Learning) facilitates this training

Aimed at all  secondary school class teachers. The training will explore a range of powerful teaching approaches and strategies to foster independence, critical thinking, and motivation. To develop teachers’ pedagogical knowledge in order to encourage autonomy by creating an environment that encourages self-directed learning, challenge, decision-making, and responsibility for pupils progress. Practitioners will gain a deeper knowledge of why it is important to develop learners’ autonomy and have some practical strategies to build on their practice and take back to their departments.

Areas of Focus:

This training is facilitated by Ann Pugh (Director of the Grand Union Training Partnership & ECTE Facilitator)

Overview:

A day focusing on key elements that leads to successful classroom practice.

Providing a toolkit of knowledge, approaches and techniques to support delivery in the classroom for Cover Supervisors & HTLAs.

Focus:

1. Communication skills - understanding communication pie.
2. Classroom routines and managing behaviour.
3. Understanding the principles of cognitive architecture; how pupils learn.
4. Effective questioning techniques in the classroom.
5. Engaging students in the classroom.

Lunch included, this is a repeat of last year’s course.