Teacher education and development in a Church of England Trust

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Teacher education anddevelopment in a Churchof England TrustIan Bauckham CBECEO Tenax Schools Trust.
Bennett Memorial Diocesan MAT of 8 schools others allSchool Church of England primary including one free Altius Teaching SchoolAcademy in Kent 1500 school and another in Alliance c40 schools inNOR and growing pipeline mostly CE west Kent and East Sussexacademically strong schools.
SCITT Teach Kent andSussex from 2017 25 Successful SSIF bid in roundtrainees primary and 2 450k for secondarysecondary this year rising maths locallyto 40 next year.
Christian foundational principles Excellence inside our schools and for our pupils is not enough also need toturn outwards and take responsibility for neighbours Having faith and investing in all pupils and staff people are called to teachand lead and we must nurture that calling.
Transmission of objective truth and accumulated knowledge from onegeneration to the next tomorrow s challenges will find solutions in thecollective wisdom of the past Christian vision of education does not see pupils as future economic units but as future adult members of our society who need to share in common.
inheritance in order to find their true freedom through connectedness and To be truly Christian in approach special attention must be given to the poor in other words those least advantaged educationally A Christian approach mandates us to reject all determinisms ineducation especially social and genetic determinism.
At the heart of our church schools is relationship with God and withone another Teacher education development developing the depth ofunderstanding to create relationships underpinned by hope Leadership not just the destination but how we journey to that.
place Ethos enables relationships that work happy confident envisioned people that enjoy the journey and get to the destinationmuch more successfully Jo Glen former Headteacher education leadership consultant coach offering hope of a new start.
But happiness need not be simply selfish or self indulgent Whatif it is about opening people s eyes to joy awakening curiosity andteasing the imagination offering hope of a new start and helpingpeople hear amid the cacophony of the present the music ofthe future What if making people happy has to do with enabling.
them to know that however dark life gets the light cannot beextinguished That they are loved to death and beyond Rt Rev d Nick Baines blog 27th September 2013 Educational philosophy Education is primarily the transmission of knowledge the well stocked mind is the.
skill of skills Hirsch The curriculum is best organised in domains to allow networks schemas to becreated and to embed in the long term memory and permit cognition problemsolving and creativity social justice demands this is the curriculum for all for as longas possible.
Pedagogy is a science which lends itself to research there is effective pedagogywhich we can discover through research and teach to teachers and as we discoverit we are morally obliged to universalise it Social justice demands we find the best pedagogy as the least advantaged sufferdisproportionately from ineffective teaching.
Rejection of determinisms of all kinds especially social and genetic in for examplecurriculum choice and ab use of the concept of ability Use research save time So where s the evidence The importance of meta.
studies rather than small scaleresearch projects Robert Coe John Hattie Education Endowment.
Foundation Network of Research Schools Leadership is a science susceptible to investigationand research Two broad types of school leadership instructional.
and transformational Hattie Robinson Transformational leadership focuses mainly onLeadershipinspiration energy commitment to common moralapproach Instructional leadership focuses mainly on getting.
learning climate right clarifying curricular pedagogical expectations setting high expectationsof outcomes Instructional leadership has significantly strongerimpact when assessed in large scale studies.
Teacher retention is the solution to teacher supply 8 leave before retirement each year The Why Is the answer as simple as long hours Maybechallenge Is the answer as simple as too low pay Maybe not NFER research 2015 into teacher retention showed.
of teacher job satisfaction was by far most powerful protectivesupply and factor against teachers leaving the profession Teachers lack job satisfaction because they are notretention equipped to do effectively what is needed foreducation to meet its purposes and they are.
constantly thrown off course and undermined bydistractors Curriculum and pedagogyThree Teacher developmentpriorities Instructional leadership.
What no CPD programme Question asked by Ofsted in 2012 In fact development of teachers completely integrated in all aspects of school Staff briefing subject meetings head of department meetings pastoralmeetings are all structured around research based themes and think pieces.
shared across whole staff explored and debated in a thematic cycle so allprofessionals have a shared understanding and a common language Planned and organised across the whole year so it has a shape and a Almost no external training the shared professional life of teachers should BECPD total embedding.
Example themes Cognitive load theory and its application Using the worked example Extraneous and germane cognitive load What explicit instruction really is and isn t.
Purposeful practice and practice which is not purposeful Improving reading comprehension through building domain Aspiring Leaders programme Need to create an internal leadership pipeline Comparison with other sectors employing young graduates.
Early introduction to principles of instructional leadership Importance of feeling valued and invested in Fifteen places per year Started in secondary but now open to wider Trust and TS group High promotion rate mostly internally .
Programme research and evidence based and largely around oureducational vision Aspiring leaders outline The vision values and ethos underpinning How we address this successful schools.
Securing and sustaining high achievement inschools developing improving and sustaining high Four twilight seminarsquality teaching data informed dialogues thinkingabout closing the gap addressing current Half day seminar led by a NLE fromeducational theories outside the geographical area of the.
Effective principles of rewards and sanctions alliance trust to reflect on their Fundamental principles of formative and leadership leadership styles and rolesummative assessmentplay of leadership scenarios Effective accurate communication in a multi.
media age to parents students staff and Day visit to a partner schoolgovernors Day work shadowing senior leader The principles of leading an overseas or residentialvisit Impact initiative project.
Other Teaching School activity Lecture and seminar series with speakers with a national profile becomes large regional event e g Prof Rob Coe Daisy Christodoulou Subject specialist network events Course provision such as OTP ITP.
Partners for NPQSL NPQH NPQEL Church of England NPQH One of core group of partner schools who are the named providers ofthis distinctive programme now around 100 applicants nationally forthis pilot launch year with large numbers from SE dioceses.
Know yourself as a Leader Create a culture of Excellence Lead teams with Dignity and Respect Be a Community Builder Enable children to Build Character.
Build your Organisation One of a consortium of four schools and ASCL PD offering the new NPQEL programme becausewe believe in the school led system and the need for well led groups of schools in that landscape Attracted over 100 applicants nationally of whom 1 3 in SE region Ethical leadership distinctive dimension.
growing and deploying people ethical leadership and change management curriculum excellence across the group of schools business development growth and sustainability school improvement strategy across the group of schools.
MAT governance and risk management safeguarding and health and safety across the group of schools reputation brand management and marketing data and accountability across the group of schools horizon scanning and influencing.
SCITT Teach Kent Sussex Pragmatic and principled genesis Cross cutting group of schools led by Bennett and the Trust Primary and secondary Distinctive approach to early teacher education again centred around our.
Importance of developing subject knowledge Evidence based research on effective teaching Professional development led by combination of teachers school leaders university academics and researchers some with a national profile Support CPD and coaching on class management one of the biggest fears of.
potential trainee teachers SCITT trainee professionaldevelopment programme topics Building ethos and values leadership at the heart Brett Wigdortz on Teach First philosophy the trainees would beexpected to be leaders Classroom leaders from the start working with their students to prove the maxim that true.
leadership is leading people to a place they need to get to when they themselves don t believe they can get there Principles of effective teaching fully guided teaching subject knowledge knowledge rich curriculum cognitive loadtheory growth mindset effective questioning scaffolding modelling Teaching for social justice principles of gap closing powerful knowledge Establishing confident leading presence in classroom the school.
Valuing all the role of ethos positive behaviour systems and structures The purpose of education achievement progress and underpinned by deeper moral value Building relationships in school parents other agencies Theories of assessment addressing confusion of formative and summative Child development.
Safeguarding and wider pastoral care Extra curricular provision Strategic School Improvement Fund Rationale for successful 450k bid connection to our philosophy ofeducation which in turn springs from our Christian principles.
Evidence based approach to effective interventions in maths focuson quality of teaching and embedding effective practice into everyday classroom work Closing the gap for disadvantaged best pedagogy is best foreveryone disadvantaged have less resilience to substandard.
Strengthening Qualified Teacher Government proposals consultation open to 9th March We support proposals especially the proposal to develop structuredearly career content to include subject and curriculum knowledge evidence based pedagogy including subject specific pedagogy use of.
and engagement with evidence and use and understanding ofassessment paragraph 37 Consider responding to the consultation onhttps consult education gov uk... ing qts and improving career p... .
Discussion How do you articulate your Christian principles and how do they inform shape and guide what you do as a school What is your educational philosophy How does it arise from yourChristian foundation How does it inform your professional.
development approach How do your drive this approach through your organisation in practice How do you hold it close to your principles and guard against itbecoming a response to external pressures How can the proposals in Strengthening Qualified Teacher Status be.
implemented with Christian character and purpose running through Further reading Sam Sims and Rebecca Allen forthcoming book Deans for Impact Science of Learning and Practice with Purpose E D Hirsch Why knowledge matters.
Cognitive Load Theory Research the teachers really need tounderstand Centre for Education Statistics and Evaluation NSW Becky Allen blog If Engelmann taught swimming Michael Young paper The curriculum and the entitlement toknowledge 2014 .
Daisy Christodoulou Making Good ProgressEducational philosophy. Education is primarily the transmission of knowledge – ‘the well-stocked mind is the skill of skills’ (Hirsch) The curriculum is best organised in domains to allow networks, schemas, to be created and to embed in the long term memory and permit cognition, problem solving and creativity – social justice demands this is the curriculum for all for as long as possible

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