‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’

                             Dylan William

 

Our professional learning programme is carefully designed so that:

 

• It is for all teachers;
• It is informed by evidence;
• Teachers have access to high-quality research and CPD resources;
• Teachers have a highly positive impact on students’ learning experience and academic progress;
• Teachers have the professional autonomy to meet their professional learning needs;

• Teachers enjoy the process of developing their expertise and seeing their students flourish;
• All training is followed up by the opportunity to put learning into practice through peer joint lesson planning, peer observation, feedback and reflection as part of a Teacher Learning Community group.

 

‘Evidence suggests…that a one-day course as a stand-alone activity without a specific focus is unlikely to have a lasting impact on pupil outcomes. That same course, however, could be used to much greater effect as part of a sustained, coherent programme which includes structured, collaborative in-school activities for teachers to refine ideas and embed approaches. A professional development programme is likely to involve many activities designed to sustain and embed practice, including, but not limited to: individual and collaborative teacher activity; well-designed formative assessment and evaluation; whole-school leadership; and expert input’

 

DFE ‘Standards for Teacher Professional Development, July 2016

 

This year our Professional Learning focus has been ensuring that our classrooms are inclusive spaces.  We hosted an Inclusion Conference in January, alongside our MAT and wider community colleagues celebrating diversity and discussing how to create an inclusive environment for all. The conference brought together many professionals who are passionate about fostering a supportive and inclusive school culture.

Our conference featured the internationally renowned inclusion expert, Daniel Sobel, author of ‘The Inclusive Classroom’ as keynote speaker and interactive workshops from experts in the field.

 ‘Action Research’

Also, as part of our inclusion agenda, each department has been working on an ‘Action Research Question’. Action Research is a kind of systematic form of enquiry where we research how best to improve what we do, put it into practice and then evaluate the result.  Due to the nature of the research, it is also sometimes called a cycle of action or a cycle of inquiry.

Here are some examples of the exciting work being done in departments:

Geography		Investigate the potential for kinaesthetic & creative learning to engage students of all ability in the geography curriculum.
MFL	How can we best support our learners in the acquisition and retention of vocabulary?
Science	What strategies can be employed to prevent students from leaving blank responses in assessments? "Fight for Every Mark" (PP/SEND Centred)