CTSN Research Conference 2019

The Teacher: The decisive element

Wednesday 3rd July 4pm - 6.30pm

 

We are delighted to announce that our Guest Speakers include Becky Allen and Christine Counsell

 

 

“Schools where teachers get better at teaching”

Becky Allen is Chief Analyst and co-founder of Teacher Tapp, the largest teacher survey and professional development tool in the UK. She is also an Honorary Research Fellow at the University of Oxford. As an academic, she is known for her research into school accountability and teacher careers. In 2018, she chaired a Government working group to review how data is used in schools.   

 

 

Christine Counsell has been a leading curriculum developer in history for the past decade. She is editor of the influential professional journal for history teachers, Teaching History. She was a leader of the PGCE History course at the Faculty of Education at Cambridge University. In 2006 the University of Cambridge awarded her its Pilkington Prize for outstanding teaching.

 

The Teacher as the decisive element – The secret to effective teacher development

 

The CTSN Research and Development conference 2019 will explore the evidence base and professional debates around how to enable teachers to take ownership of their professional development to enable great learning for the pupils in their care.

 

The various conference facilitators will explore the culture, processes and steps that teachers and school leaders should take to ensure a continued culture of learning and development in schools.

Conference facilitators will seek to promote collaboration between research-creators and research- users in collaboration with teachers, school leaders, The Research Schools Network and The Chartered College of Teaching.

Sessions will explore: 

 

  • The Teacher as a professional

  • The Teacher as the decisive element in addressing attainment gaps in their classroom

  • The Teacher as the specialist – the importance of the continued development of specialist knowledge

  • The Teacher as researcher – engaging with the wider research base

      

 

Workshops

 

Closing the attainment gap starts in the classroom

by Becky Allen – Chief Analyst and co-founder of Teacher Tapp

Pupil premium spending in schools is frequently focused on what goes on outside normal lesson time, yet studies suggest that trying to close the attainment gap inside the classroom is equally important. How is it that students sitting together in the same classroom are able to learn so differently? This session introduces ideas from cognitive science to help teachers understand how to support students who are most at risk of falling behind during their lessons. We will talk about the role of leadership and of class teachers in planning for knowledge deficits in relation to a sequenced curriculum. We will also look at how deficiencies in working memory and attentiveness can best be managed.

Session 1

Becky is Chief Analyst and co-founder of Teacher Tapp, the largest teacher survey and professional development tool in the UK. She is also an Honorary Research Fellow at the University of Oxford. As an academic, she is known for her research into school accountability and teacher careers. In 2018, she chaired a Government working group to review how data is used in schools.

 

 

 

A therapeutic approach to supporting young children’s long-term mental health by developing practitioner knowledge of the STEP Early Years training programme

by Kay Dimelow – Early Years Teaching School Consultant, Cambridge Early Years Teaching School Alliance (CEYTSA)

This workshop will cover:

  • issues relating to young children’s long-term mental health the research evidence
  • evidence of the increase in the number of young children being excluded, off-rolled and home tutored and the impact that attendance has on young children’s learning outcomes for those in vulnerable groups
  • current project; Cambridge Early Years Teaching School (CEYTSA) working in partnership with the Cambridgeshire Early Years and Childcare service is rolling out STEP training to pre-school settings. By delivering up-to-date/hands on training and offering on-going support, Early Years practitioners – have the knowledge and confidence to support children to self-regulate their behaviour. By training pre-school practitioners in the STEP
  • approach children will make effective transition into school and reduce the risk of exclusion. Introduction to a therapeutic approach (STEP) rather than a behaviourist approach to behaviour management. Look at the role of the adult in creating an inclusive early year’s classroom

Session 1

Kay’s been a headteacher of a large nursery school, with SEND specialism for the last 20 years. Head of lead school in Cambridge Early Years Teaching School Alliance (CEYTSA), one of few Teaching schools dedicated to the development and improvement in the Early Years sector. Lead tutor in SCITT based ITT specialising in Early Years. STEP tutor to align STEP training in PVI (Private, Independent and Voluntary sector with STEP in Primary schools).​

 

 

Creating a buzz in the KS4 Computer Science classroom

by John Feleppa – Teacher of Computing, CTL, STEM facilitator, CS Champion

The session will examine the implications of research on peer interaction (Vygotsky), organizing group learning (MacGilchrist et al.), human-centeredness (Rogers), the role of play-based learning (Bruce) and student voice (Rudduck) on the KS4 Computer Science classroom. It acknowledges that best practices cannot be uniformly applied and goes on to highlight good practices that have created a buzz on courses. 

Session 1

John is CTL for Business, Economics & Computing at Harrow High School, where he has worked for a decade overseeing the transition from ICT to Computer Science. As a CAS Master Teacher, he delivered a program on pedagogy at KS3 at KCL, and workshops at CAS conferences. Previously, he taught English in Czechia & Korea, and worked in the city as a business & IT consultant.

 

Lessons in Learning from Cognitive Science

by Becky Gale – Research Co-ordinator  and Jo Plumb – Science SLE  – Cambourne Village College

The workshop will begin with a brief introduction into how memory works and the issues with working-memory that impact teaching and learning. We will then move on to look at the strategies that have been shown to be the most effective for learning from the field of cognitive science and think about how these could be used by teachers in the classroom. 

Session 1

Jo is a Science and Psychology teacher, also working with STEM Learning to deliver and organise training for all teachers of Science in both Primary and Secondary schools in the Cambridgeshire and Peterborough area. Previously a Head of Science in Hampshire.

Becky is a Lead Practitioner with an MEd in Educational Research, I have been Research Co-ordinator for a number of years at Comberton and Cambourne Village Colleges. I carry out and promote practitioner research. I also implement the findings from wider research in a meaningful way within a school setting.

 

Valuing the Visual: using wordless films and books to provoke creative thinking

by Fiona Maine – Senior Lecturer in Literacy Education, University of Cambridge

This session will explore how using visual texts in the can promote and provoke children’s critical and creative thinking. Drawing on her work reported in Dialogic Readers (2015, Routledge) Fiona will explore the ‘language of possibility’ that children use as they make meaning collaboratively, and offer some ideas for how teachers might harness the power of images to get children talking and thinking together. In the session Fiona will also highlight her current project DIALLS in which children of all ages use wordless films and books as the stimulus for building the dispositions of cultural literacy: tolerance, empathy and inclusion. 

Session 1

Fiona leads the Primary Masters and the Primary English PGCE course at the Faculty of Education, University of Cambridge. She started her career as a primary teacher and has worked alongside teachers for many years supporting them to improve their literacy practice. Her research investigates children’s responses to visual texts and how they talk together to make meaning from them. 

 

Awesome not Average

by Carol McCarthy – School Improvement Advisor

A chance to reflect on the art of being brilliant, how to stay resilient; manage your talents and be awesome every day.

Session 1

From early days doing voluntary work in prisons followed by a famous interview with British Airways (not successful!) Carol then became a PE teacher. Almost by accident she became a headteacher working both in residential schools, supporting our most complex young people and their families and day schools. She has loved every minute of her career in education (well almost every minute!) and believes there is brilliance in all of us. She feels that she has been privileged, as a headteacher to nurture and support amazing young people and brilliant colleagues.

 

An exciting way forward – an introduction

by Katherine Monument – Swavesey Village College

Primary MFL – an exciting way forward (SSIF project): Introduction to MFL primary curriculum/ resources. This is not suitable for Saffron Alliance primary colleagues who have already attended the training with Katherine at the MFL primary network meeting recently.

Session 1

Katherine teaches at secondary level, as well as MFL at KS2 in some of Swavesey Village College feeder primary schools, co-ordinating MFL KS2-3 transition, training and running a local Primary MFL HUB.

 

Why is language so important 

by Gareth D Morewood – SENCo, Author, researcher, trainer and consultant

Language is key to learning and preparation for adulthood. Understanding how we use language as part of an inclusive educational pedagogy is a core part of modern education.  This session will consider why, and offer practical evidence-based solutions for teachers.

Session 1

Gareth started teaching in the mid-1990s and has been the Director of Curriculum Support (SENCo) at Priestnall School in Stockport since September 2002. Over the last twenty years he has helped shape provision in a number of schools, Trusts and Local Authorities across the UK, Ireland & Chile through support, research, training and consultancy and continues to regularly support parents/carers with special educational needs and disabilities (SEND) legislation and provision, as part of his wider interests in equality and opportunity for all. Gareth is an Honorary Research Fellow in Education at the University of Manchester; Education Advisor to Studio III and Vice Chair of the ‘senco-forum’. Gareth has written and published extensively on SEND issues and his main areas of interest are autism and emotional regulation. 

 

Using research evidence to enhance post-16 teaching and learning in the era of linear A-levels

by Mike Murray – Teaching, Leading and Assessment Lead at Hills Road Sixth Form College and Amy Kennedy – Deputy Principal of Sixth Form at Saffron Walden County High School

This workshop will explore:

  • the links between research, professional development and teaching and learning

  • the use of key research findings: Rosenshine, Willingham, Dunlovsky, Hendrick, Wiliam, Sherrington: instruction, interleaving, memorisation, questioning/feedback, stretch and challenge 

  • how we can make the staff research aware 

  • the use of a Teacher Journal Club 

  • the use of Research methods: IRIS, observation, surveys, interviews

  • how to hare of good practice

  • where to go next?

Session 1

Mike is a Former Head and Senior Leader, Research Lead with SUPER, Associate Advisor for history who currently supporting Professional Development at Hills Road College in Cambridge.

Amy is currently Deputy Director of Sixth Form and newly appointed Co-Director of Sixth Form at SWCHS next academic year.

 

Maximising the impact of the TAs: Reflections on engaging with a national EEF trial

by Dave Perkins  – Headteacher at  Laureate Community Academy

Laureate Community Academy is one of the 60 schools in the country taking part in the Education Endowment Foundation trial of the Maximising the Impact of Teaching Assistants (MITA) programme, as an active intervention school. Details of the methodology and evaluation protocol that the school is following are here and a brief summary of the project is here. The session will focus on the role of teachers as researchers, engaging with a wider evidence base, but also as the decisive element, leading and contributing to the Development Team which has driven the implementation of the MITA programme; the session will demonstrate how this approach, aligned with the EEF’s implementation guidance report, enables teachers to take ownership of both their own professional development and of strategic school improvement.

Session 1

Dave has been Headteacher at Laureate Community Academy since 2013; he is a Specialist Leader of Education, and has previously been a Leading Maths Teacher, Advanced Skills Teacher and Primary National Strategy Consultant, as well as having taught in primary and middle schools across the east of England for 25 years.

 

Leaders as Catalysts for Change

by Karen Spence-Thomas – Programme Leader and IOE R&D Network Lead, UCL Institute of Education

This workshop will explore how leaders at all levels create the conditions within and across schools for positive innovation and improvement. At a time when the profession is ‘change-weary’, we will consider how leaders can empower staff to develop practice and energise others to try new ideas. During the workshop, there will be an opportunity to explore a professional learning resource, created as a result of an ESRC-funded research project led by UCL IOE’s Professor Louise Stoll, in partnership with Challenge Partners, called Middle Leaders as Catalysts for Change.

Session 1

Karen is a former secondary school leader now leading tailored PD programmes nationally and internationally. She has a particular interest in creating capacity for R&D in schools and has been involved in ESRC and EEF-funded research projects. Her most recent publications include: ‘Understanding Impact and the Cycle of Enquiry’ with Carol Taylor in C. Brown (ed,2015) Leading the Use of Research and Evidence in Schools. London: IOE Press.

 

Case study: Developing a sustained, evidence informed professional development programme to raise teaching standards and pupil outcomes in KS2 mathematics 

by Anna Tapper  – Research Project Lead for Unity Schools Partnership and Carly Wood – Deputy Head Teacher for Burton End Primary Academy 

Anna and Carly will be sharing how our SSIF project on mathematics and metacognition in KS2 has utilised the evidence to embed a sustained and effective professional development across 15 schools.

Session 1

Anna is a Research Project Lead and SLE for Unity Schools Partnership. Anna has extensive experience as a primary teacher, mathematics leader and ITT lead for mathematics. She is particularly interested in how the focus on evidence informed teaching has changed the nature of the profession and sharing this enthusiasm and engagement with others.

Carly  is an experienced primary school teacher and maths leader who is currently working as Deputy Headteacher at Burton End Primary Academy in Haverhill. Carly is a mathematics specialist teacher, an SLE and is now studying for her NPQH with a focus on coaching teachers and using evidence based research to improve pupil outcomes in maths.

 

Compassionate Leadership; Primary school leadership 

by Claire-Louise West – Executive Primary headteacher of Cordwalles, Pine Ridge and Lorraine schools

 “You do not lead by hitting people over the head – that’s assault, not leadership.”  Dwight D Eisenhower 

Leadership is about leading. It’s not about commanding, it’s about setting the example and being the standard to follow. This session aims to explore the meaning of great and compassionate leadership that empowers, and to recognise that if our actions create a legacy that inspire others to dream more, learn more, do more and become more, this could define excellent leadership.

Refs: Meyer and Rowan (1988) Spalding (2018)

Session 1

Claire-Louise is an Executive Headteacher and LLE across three schools within GLF Multi-academy Trust. She has a background in ITT, both within HE and SCITT, and experience across both primary and secondary sectors as a teacher and leader spanning 23 years. Her current schools have an above average proportion of disadvantaged pupils, representing half the pupils, and 30% of pupils have a SEND need. Claire-Louise works with the GLF Teaching School Alliance as a member of the SCITT Partnership and Quality Assurance Board, and sits on the Teaching School Steering Group. As an LLE, Claire-Louise supports leaders across the Trust and beyond providing training, support, coaching and mentoring. She firmly believes that building a culture of professional development in schools enables great learning for pupils.   

 

The 6th Sense

by Will Hussey – Author/Trainer at The Art of Brilliance

Learning is a continuum; it’s not just ‘can,’ or ‘can’t’ – there’s a whole lot of synapse-soldering in between. And it just so happens that key to progressing through each specific stage of development, are the ‘5 Rs’ – distinct character traits essential to flourish both in and out of the classroom. In order to progress to potential, we must be Receptive, take Risks, Retain understanding, Refine our thinking and Redefine what’s possible. Making sense of this is invariably down to the quality of relationships formed with the teacher – the sixth ‘R.’ The Sixth Sense.

Session 1&2

Will is a best-selling award-winning author. He specialises in transformational thinking, initiating small changes that make a big difference. He has a degree in Physical and Adventure Education, which is pretty much how he thinks all education should be. Combining teacher-training with stage-hypnosis, Will soon came to appreciate the importance of cultivating mindset alongside curriculum. He works with a variety of individuals, schools and organisations both home and abroad.

 

Building better comprehension (playfully) 

by Paul Main– Director at Structural Learning

This hands-on session will guide teachers through a metacognitive classroom approach using a playful pedagogy. The workshop will focus on how critical thinking and verbal reasoning can be used as a catalyst for developing deeper knowledge.We will draw upon current research in the fields of metacognition and creativity and look at one interpretation of this evidence base. Specifically, we will look at how we can use block play across primary and secondary to help learners organise their thoughts and make creative connections.

Session 1&2

Paul worked at the NFER and Teachinghow2 before setting up Structural Learning in 2016. His interest in metacognition led him to develop a new powerful classroom strategy that has been implemented across primary and secondary schools.

 

Making music? An evidence-based approach to improving well-being 

by Joe Ogborn – Senior Musician at Noise Solution

‘Why does what we do work?’ isn’t asked enough. But if we can answer this important question, then we will know how to improve what we do and how to measure it. Rooted in self-determination theory, This seminar will explore the basic principles of self-determination theory, how Noise Solution has applied them to develop a successful community music model and the implications for classroom-based education, while also highlighting the importance of the arts in a young person’s development. *Glenister, S. (2018) Changes in well-being of youth in challenging circumstances: Evaluation after a 10-week intervention combining music mentoring and digital storytelling, Transform: New Voice in Community Music, 1, 55-80

Session 1&2

Joe has been a working musician for the past seven years, delivering workshops, courses and one-to-one sessions among people facing challenging circumstances. Since joining Noise Solution in July 2018, Joe has overseen the company’s work in Cambridgeshire and Norfolk, as well as continuing to deliver Noise Solution’s music mentoring programmes that have been independently proven to improve well-being.

 

Making teaching a job worth doing

by Becky Allen – Chief Analyst and co-founder of Teacher Tapp

Psychological theories of motivation emphasise the importance of teachers feeling a sense of autonomy, competence and relatedness in their jobs. In this session, Becky will review how teachers can develop a deliberate practice approach to helping each other get better at teaching. We will talk about why instructional coaching appears to be so powerful, and consider the role of other coaching approaches and general professional development in developing a school where teachers feel able to get better at teaching.

Session 2

Becky is Chief Analyst and co-founder of Teacher Tapp, the largest teacher survey and professional development tool in the UK. She is also an Honorary Research Fellow at the University of Oxford. As an academic, she is known for her research into school accountability and teacher careers. In 2018, she chaired a Government working group to review how data is used in schools.

 

Fostering Teacher’s Agency and Autonomy

by Kay Blayney – Educational Consultant & Specialist Leader in Education (SLE)

This workshop aims to refocus our attention on why we became teachers’ or educational practitioners in the first place and requires us to reflect and question: Are we making a difference? And, how can we move forward as ‘change agents’, while recognising the balance between delivering a broader curriculum and the pressure of the current accountability agenda. Participants will have the opportunity to reflect on their own career trajectory stories, with a view to restoring confidence, while tapping back into their own core values. Kay will extract on her recent Cambridge University MEd research in Educational Leadership and School Improvement and share her own educational ‘secret desire’. What’s your story? Come along to network and reclaim your sense of agency for continued development sake!

Session 2

Kay is an innovative and well-organised teacher and educational consultant, experienced in initiating and leading new approaches and collaborating on multidisciplinary projects. She is currently the programme manager for Cambridge Early Years Teaching School Alliance, leading on Initial Teacher Training and strategic school improvement work. Kay strives to ‘make a difference’ to young people’s lives as well as enabling staff, parents and governors to embrace ‘change’ that leads to excellence for all.

 

How good is your department’s KS3 teaching of “Interpretations of the past” and how can it strengthen a secondary history curriculum?

by Christine Counsell

Session 2

Christine Counsell held positions as head of history, local authority adviser, SCITT subject lead, a lecturer and teacher trainer (University of Cambridge) and Director of Education of a MAT. An author, she has worked in curriculum & teacher development, specialising in teaching history in post-conflict zones. 

 

Developing reading fluency across the curriculum to raise standards

by Ruth Everett – Teacher Development Trust Expert Adviser, Specialist Leader in Education for Unity Schools Partnership in Literacy, Management and English, Education Consultant

According to the Institute of Education, “Children who read for pleasure make more progress in maths, vocabulary and spelling between the ages of 10 and 16 than those who rarely read.”

However, research from the 2018 Oxford Language Report states that 95% of secondary school teachers believe:

  • lack of time spent reading for pleasure is a root cause of their students’ barriers toacademic success

  • negative attitudes to reading are a barrier to their understanding.

In this session, Ruth Everett will share approaches teachers in all subjects can use to improve reading fluency, thus enable their students to more confidently access the curriculum.

Grounded in evidence from the EEF Literacy Guidance reports and National Reading Panel’s 2000 report Teaching Children to Read, Ruth will provide approaches all teachers can use to improve the quality and quantity of reading in their lessons.

Session 2

Ruth has taught English for thirty-three years in eleven secondary schools holding Acting Head and Deputy Headship roles in two of these. Her original PGCE, and early years as a primary teacher, convinced her that a high level of literacy is a vital pre-requisite for all students. She supports senior leaders and their teams in raising literacy standards across the curriculum using evidence-based strategies.

 

 

What can mainstream schools from learn from specialist settings; a focus on technology and assessment

by Phil Heath – SENCO at Saffron Walden County High School

This session will look at the gaps in mainstream education at meeting the needs of increasing numbers of complex students. We will look at some of the challenges posed by mainstream to SEND 

learners and how Specialist provisions overcome these. We will demonstrate some 

technology which will help us overcome the barriers to assessment and monitoring.

Session 2

Phil was a teacher for 10 years, SENCO for eight. He has qualifications in SLCN and registered with the British Psychological Society. Have worked in SLCN and SEMH specialist provisions.

Using evidence based research to improve the quality of teaching learning and assessment

by Rob James – Headteacher at Ramsey Academy & Deputy CEO NEMAT

This session will focus on using Education Endowment Foundation (EEF) research based evidence as a foundation for school improvement planning and construction of the CPD programme.

The particular focus will be the using the findings of the 2018 report which develops the use of metacognition and self-regulated learning. Areas of discussion will include:

  • building on the existing curriculum rationale and approaches to pedagogy including

  • growth Mindset and expected Behaviour for Learning characteristics

  • incorporating the research findings into the School Improvement Plan and Performance Management targets

  • planning and delivery of a general and bespoke CPD programme including sharing of good practise within the school and across the MAT

  • monitoring the impact within the classroom and effective self-evaluation

Session 2

Rob has been Headteacher at The Ramsey Academy for five years and worked in a variety of schools including several secondary schools, a selective grammar and a sixth form college. He has also been Chief Examiner & Chair of Examiners for A-Level Physical Education. He is a designated Local Leader of Education and works with a number of schools to support their improvement plans and self-evaluation processes.

 

Why developing subject knowledge is the powerhouse of the good teacher

by Steve Mastin – Education consultant 

Any discussions about curriculum design, meaningful and effective assessment and teacher development should begin with subject knowledge. The best teachers read, valuing the development of their subject knowledge and their subject community. This session will examine why every school should encourage a culture of subject specificity for teacher research, training and support.  

Session 2

Steve has worked for 20 years in state schools, as a head of history, and then a curriculum subject specialist across primary and secondary schools in a MAT. In several countries, Steve has helped train teachers, supported curriculum design and development. He has advised the DfE on curriculum and exam reform. 

 

MFL SSIF primary transfer project an advanced look

by Katherine Monument – Swavesey Village College

As part of a SSIF (Strategic School Improvement Fund) Project in KS2 MFL a team of MFL experts have created a training package and free on line materials for all. 

This advanced session will explore how to make the most out of all the resources either as a specialist or non-specialist delivering MFL at KS2 and is suitable for primary and secondary teachers who are already familiar with material and would like a more detailed exploration of the resources and their use with KS2 students. Katherine Monument  will showcase how the resources can be used effectively with you and will look at how they will work with each year group. She will also explore assessment of MFL at primary level in this session.

This would be suitable for all Saffron Alliance primary colleagues who already attended the training with Katherine at the MFL primary network meeting recently.

Session 2

Katherine teaches at secondary level, as well as MFL at KS2 in some of Swavesey Village College feeder primary schools, co-ordinating MFL KS2-3 transition, training and running a local Primary MFL HUB.

 

Autism, stress and emotional regulation – an introduction 

by Gareth D Morewood – SENCo, Author, researcher, trainer and consultant

This is a summary of the one-day training day developed as part of Gareth’s work with Studio III.

http://www.gdmorewood.com/wp-content/uploads/2019/01/Autism-Emot-Reg-Flyer-2019-one-day-training.pdf

Session 2

Gareth started teaching in the mid-1990s and has been the Director of Curriculum Support (SENCo) at Priestnall School in Stockport since September 2002. Over the last twenty years he has helped shape provision in a number of schools, Trusts and Local Authorities across the UK, Ireland & Chile through support, research, training and consultancy and continues to regularly support parents/carers with special educational needs and disabilities (SEND) legislation and provision, as part of his wider interests in equality and opportunity for all. Gareth is an Honorary Research Fellow in Education at the University of Manchester; Education Advisor to Studio III and Vice Chair of the ‘senco-forum’. Gareth has written and published extensively on SEND issues and his main areas of interest are autism and emotional regulation.

 

How coaching can transform your school 

by Katie Naylor – Lead Coach at Saffron Walden County High School

The session will explore how SWCHS developed a whole school approach to achieving the prestigious national Coachmark Gold Award, including how we as a team of coaches engaged with wider research to develop our knowledge and skills. This session will share with you the benefits of coaching as a collaborative form of CPD and highlight the pathways and timelines we created to enable staff at all stages in their career to access coaching, ensuring it is a sustainable and lasting element of our CPD offer. Katie will share with you our tentative findings of the impact of coaching on staff development, as well as consequential practice that has led to sharing of our experiences with other schools seeking to implement a coaching culture. Research drawn on for the ILM Coaching and Mentoring in the workplace qualification. 

Session 2

Katie is Lead Teaching and Learning Coach at Saffron Walden County High School. In addition, Katie is an AST and SLE and oversees NQTs and Early career Teachers. Katie is a professional workplace coach (Institute of Leadership and Management Level 5) and is currently working towards ILM level 7 in coaching and mentoring supervision. Committed to professional development, Katie is under regular, independent, coaching supervision herself too. She is regularly involved with school to school support and runs the successful Coaching for Impact programme. Katie is a member of the Association for Coaching. 

 

Building resilience 

by Sarah Noble – Director of Personal Development, Abbey College

During the session, Sarah will outline the research and impact of the iNEAR resilience course that she has been delivering to the young people in Ramsey over the past four years.  The course was originally developed by the University of the East of London with which Sarah has  developed a close working relationship. They conducted and published the initial research and Sarah will be discussing the impact of this on shaping our Personal Development curriculum to ensure that young people have a comprehensive resilience toolkit.

Session 2

Sarah’s background is in Religious Studies although she has also been leading and delivering the PSHE curriculum in Ramsey for a number of years.  As part of this work, she has developed a keen interest in supporting and understanding the factors that both affect and protect young people’s well-being.

 

Initiating the spark for Child led Scientific Enquiry

by Claire Ruthven Science Teacher Lead Practioner & Lead SLP East Herts West Essex

This session will explore ways to encourage children to ask scientific questions and initiate discussion. Through sharing a variety of resources and ideas to develop skills that allow children to begin to ask their own scientific questions and choose the best way to answer these. This session is a taster of a teacher training course on child led scientific enquiry in the Primary curriculum.

Session 2

Claire is in her 20th year of teaching secondary science, specialising in A’ Level Biology. In 2018 she achieved her SSAT Lead Practitioner accreditation. She is also an SLE and hold the STEM Lead CPD Quality Mark. She supports primary and secondary teachers through coaching and running CPD sessions and runs the Science Learning Partnership for East Herts and West Essex. The SLP provides the highest quality Science CPD and bespoke school-to-school support for primary and secondary schools and post-16 institutes. 

 

Getting teacher development right - at every career stageby Cat Scutt – Director of Education and Research, Chartered College &Stephen Munday – Executive Principal of Comberton Village College and Chief Executive of The Cam Academy Trust
Strong teacher development is critical to teacher job satisfaction, retention, and ultimately, achieving the best possible outcomes for children and young people. But what really works in teacher development? How do teachers’ needs change as they progress through their career? What role might research and evidence engagement play? And what opportunities are available? This session explores key research and examines the implications of emerging policy and opportunities including coaching and mentoring, the Early Career Framework and Chartered Teacher status.

Session 2

Stephen studied Economics at the University of Cambridge. He went on to qualify as a teacher attending the IoE London, where he also gained an MA in Economics Education. He currently works in several advisory capacities with the DfE, including the Teaching Schools’ Council and the Eastern Region Headteachers’ Board.  He chaired the expert group that produced a Framework of Core Content for ITT. In 2013 he was awarded a CBE for his services to education.

A former English teacher, Cat has since worked in learning and development in both the corporate and education sector, most recently leading on digital learning and teacher collaboration at the Girls’ Day School Trust. Her roles have included commissioning and leading research, designing and supporting on-line communities and collaboration programmes, running education conferences, developing on-line and face-to-face teacher CPD and managing large-scale IT projects. 

 

EAL  

by John-Mark Winstanley

Session 2

John-Mark is an experienced educator in both Primary and higher education settings. He began his career in education as a TEFL teacher and enjoyed teaching English to students from a range of diverse countries and cultures. After gaining a PGCE at The University of Cambridge, he spent several years teaching across EYFS, KS1 and KS2 in a number of middle and senior leadership roles. During his time working in schools, John-Mark worked as an Assistant Headteacher in two contrasting settings and was also seconded to support various school improvement projects across the local area. He was a Leading Teacher of Literacy and EAL for Cambridgeshire and a Specialist Leader of Education for Primary English, EAL and Initial Teacher Education. He also worked as a lecturer at Anglia Ruskin University where he taught on the BA (Hons) Primary Education Studies degree.  

 

An exciting way forward with the primary curriculum

by Claire-Louise West – Executive Primary headteacher of Cordwalles, Pine Ridge and Lorraine schools

“Education may not be an exact science but it is too important to allow it to be determined by unfounded opinion whether of politicians, teachers, researchers or anyone else.”  Coe. R 1999 

Education policy can often be made hastily, without a secure evidence base underpinning it. Designing a curriculum fit for one’s own context provides our profession with a unique opportunity to build a meaningful curriculum, to find the common aims of education and to support our schools achieve their goals. In this session we will explore ideas for primary curriculum design, and re-design, and the possibilities this brings for teachers to utilise their skills, knowledge and pedagogy therein. 

Refs:  Coe. R 1999  Hirsch. E.D (1988) Robbins. A 

Session 2

Claire-Louise is an Executive Headteacher and LLE across three schools within GLF Multi-academy Trust. She has a background in ITT, both within HE and SCITT, and experience across both primary and secondary sectors as a teacher and leader spanning 23 years. Her current schools have an above average proportion of disadvantaged pupils, representing half the pupils, and 30% of pupils have a SEND need. Claire-Louise works with the GLF Teaching School Alliance as a member of the SCITT Partnership and Quality Assurance Board, and sits on the Teaching School Steering Group. As an LLE, Claire-Louise supports leaders across the Trust and beyond providing training, support, coaching and mentoring. She firmly believes that building a culture of professional development in schools enables great learning for pupils.    

 

 

 

Information Marketplace

 

How do we know it works? – Leading Change  – UCL, IoE joint project with CTSN

John Catt Educational - selling its books for £10/each - a 30 to 50% discount

Barrington Books

Schools Library Association

Art of being Brilliant

Chartered College of Teaching

Maths Hub

Science Learning Partnership

 

Tickets 

 

Full price £20/each

Trainee Teachers £10/each

Group booking of 10+ £10/each

25% discount for Chartered College members

Bookings and more details: here

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