Denbigh Teaching School Alliance Training Courses A wide range of training and professional development programmes for teachers and other educational professionals Focused on raising the attainment and progress of students across the ability range Available across Milton Keynes and the surrounding area Cost effective Designed to suit your individual needs 2nd Edition - - Issue 2
- 2 - Issue 2
Denbigh Teaching School Alliance Training Courses Course Options Page OTP (Outstanding Teacher Programme) Secondary 4 Ac ve Approaches in A level Biology 6 Phonics Training 7 How to teach an Outstanding Lesson Primary 8 Target Se ng in Primary School 9 MA Educa on 10 Middle Leadership Development Programme 11 CPD Data Tracking and Interven on 12 An Introduc on to Au sm 13 Au sm: Adap ng Your Classroom Environment 14 Adap ng the English Curriculum for Students with Special Educa onal Needs 15 How to Support Children with Communica on Difficul es in Mainstream Se ngs 16 Suppor ng Able, Gi ed and Talented Pupils How to Iden fy Pupils with High Learning Poten al 17 Suppor ng the Social and Emo onal Needs of Pupils with High Learning Poten al in the Classroom 18 Suppor ng the Learning Needs of Pupils with High Learning Poten al in the Classroom 19 Working Posi vely with the Parents/Carers of Pupils with High Learning Poten al 20 How to Create an Excellent First Impression 21 How to be an Outstanding Site Manager 22 The Development of Management Skills for Site Managers 23 Ac ve Approaches in A level Physics 24 Crea ve Maths Network 25 SLE Profiles 26 Course fees 33 Applica on Form 35 INTRODUCTION Denbigh Teaching School Alliance offers a wide range of training and professional development programmes for teachers and other educational professionals across Milton Keynes and the surrounding area. Our focus is on raising standards to positively impact on the attainment and progress of students. By working with our Alliance partners we are able to offer a broad range of quality support courses. The courses have been specifically designed to meet the needs of practitioners and schools at all levels. Andy Squires Director of Teaching School Denbigh Teaching School Alliance - 3 - Issue 2
Outstanding Teacher Programme Secondary Denbigh School Burchard Crescent Shenley Church End Milton Keynes MK5 6EX FORMAT: 7 face to face modules; 5 teaching & 2 coaching 2 designated school based ac vites 5 x ⅟₂ day & 2 x full day Module 1 Half day 4 th October 2012 Module 2 Full day 11 th October 2012 Module 3 Half day 18 th October 2012 In School Prac ce wb. 22 nd October 2012 Coaching Day 1 Half day8 th November 2012 Coaching Day 2 Full day15 th November 2012 In School Prac ce wb. 19 th November 2012 Module 4 Half day 29 th November 2012 Module 5 Half day 6 th December 2012 This programme helps teachers: move their lessons from good to outstanding, meet the growing na onal and local need to improve the quality of our best teachers and give them the skills to share their knowledge and exper se with colleagues. It would be expected that the teachers who complete this programme would work within and outside their school to improve the performance of other members of the profession. The Outstanding Teacher Programme is a tried and tested targeted CPD opportunity, it gives teachers already securing good lesson outcomes a set of skills and strategies that enable them to role model a clear understanding of what cons tutes outstanding teaching and learning prac ces and also become effec ve coaches in order to promote and develop prac ce across their school team. The Outstanding Teacher Programme is a facilitated, not taught, programme which unpicks important elements of the cra of teaching. It is developmental, not judgemental in style and philosophy. Delivered at Denbigh School by Andy Squires, Deputy Headteacher, and Helen Brown, Head of English and Media Faculty there will be regular opportuni es to observe teaching and learning in prac ce and reflect upon your own prac ce. The programme aims to to develop the coaching skills of par cipants to enable them to be highly effec ve in developing and promo ng good prac ce across their school team. In addi on it aims to develop partnerships within and between schools, which facilitate on going professional dialogue and development for all par cipa ng teachers during and beyond delivery of OTP. NOW FULL BOOKING FOR JANUARY 2013 Par cipants should be able to demonstrate a strong commitment to teaching and learning with the ability to reflect on their own prac ce, including using student feedback to evaluate their teaching. They should show they are inspiring individuals with strong interpersonal skills who are effec ve role models for other members of staff. TIMES:8.30am 12.30pm and 8.30am 3.00pm FEES: 690 per par cipant 2 weeks prior to start date - 4 - Issue 2
Outstanding Teacher Programme Secondary I was stretched out of my comfort zone! No wrong ideas Observed an excellent PE speed dating's revision lesson Denbigh School Burchard Crescent Shenley Church End Milton Keynes MK5 6EX Lots of ideas for different activities to use Able to speak to the classroom teacher after the observation Encouraging us to reflect on our own practice Friendly welcome with openness in atmosphere Motivated Presenters FORMAT: 7 face to face modules; 5 teaching & 2 coaching 2 designated school based ac vites 5 x ⅟₂ day & 2 x full day Module 1 Half day 24 th January 2013 Module 2 Full day 31 st January 2013 Module 3 Half day 7 th February 2013 In School Prac ce wb. 11 th February 2013 Coaching Day 1 Half day 28 th February 2013 Coaching Day 2 Full day 7 th March 2013 In School Prac ce wb. 11 th March 2013 Module 4 Half day 21 st March 2013 Module 5 Half day 28 th March 2013 TIMES:8.30am 12.30pm and 8.30am 3.00pm FEES: 690 per par cipant 2 weeks prior to start date - 5 - Issue 2
TRAINING & PROFESSIONAL DEVELOPMENT IN PARTNERSHIP WITH SCIENCE LEARNING CENTRE SOUTH EAST AND DENBIGH TEACHING SCHOOL ALLIANCE Active Approaches in A Level Biology Denbigh School FORMAT: 2 x 2 hour Twilight 1 hour intersession work #1 Wednesday 21st November 2012 #2 Wednesday 5th December 2012 TIMES: 3.15 pm 5.15 pm FEES 160 per par cipant 2 weeks prior to course start date Refreshments provided This course, for teachers and lecturers reasonably confident in their subject knowledge, will provide opportuni es to explore the acknowledged benefits of ac ve, collabora ve and minds on approaches to learning at advanced level. A range of strategies, tools and resources will be explored and there will be ample opportunity to work in collabora on with other par cipants to develop some new teaching and learning ac vi es appropriate for A Level topics and post 16 students. Par cipants will be able to: understand more about the researched benefits of ac ve learning approaches draw on a wider range of techniques, strategies and pedagogies to improve their students knowledge and understanding of core concepts facilitate both collabora ve and independent learning in their A Level classes This course is led by Science Learning Centre Trainer, Karen Parks Impact Award Thanks to funding from Department for Educa on this course qualifies for an Impact Award bursary of 150 for teachers. Applicants must be employed in a state funded secondary school or college, including maintained schools, academies and free schools. Book ing a place on the course also acts as applica on for the Impact Award. All par cipants will need to complete the Impact Toolkit on comple on of the course. The Impact Award is a cash back bursary paid a er comple on of the course. Please note there is a maximum of 5 Impact Awards per school a ending. - 6 - Issue 2
Phonics training This is both a theore cal and prac cal course to facilitate the delivery of phonics across Key Stage 1 and Key Stage 2. The theory session will equip teachers to have a be er understanding of the complex alphabe cal code and the Le ers and Sounds Programme. The prac cal session will involve observa ons of phonics in the classroom delivered by outstanding prac oners. The impact of this training is increased staff confidence and competence leading to be er delivery of phonics in your school. This then impacts on progress in reading and spelling across the curriculum and age range. This course is also available for tailoring to individual school needs including follow up visits, an ac on plan and modelled sessions taught within your school. Bourton Meadow Academy Burleigh Piece Buckingham MK18 7HX FORMAT: Full day Monday 19 th November 2012 Monday 21 st January 2013 Really helpful seeing practitioners teaching Thank you Although Primary based the course was used to investigate uses in Secondary Schools TIMES: 9.00am.start FEES: 110 per par cipant (including lunch) 2 weeks prior to start date We will be implementing Letters and Sounds across the school Contact:Val Hawthorne, Teaching School Support Officer, Tel:01908 330527-7 - Issue 2
How to Teach an Outstanding Lesson - Primary Bourton Meadow Academy Burleigh Piece Buckingham MK18 7HX FORMAT: Half day START DATE: Monday 12 th November 2012 TIMES: 9.00am. 12.00pm. FEES: 60 per par cipant 2 weeks prior to start date Just what makes a lesson outstanding? Here at Bourton Meadow we think we know and Ofsted agree with us! We have been graded as outstanding twice by Ofsted and have supported a number of schools to improve their teaching. Led by Ofsted graded outstanding teachers you will learn the key ingredients found in an outstanding lesson. We will cover planning, lesson delivery and assessment and will include all the key techniques which li a lesson from good to outstanding. The session begins by going through the journey of a lesson, step by step. You will be given both the theory and then prac cal ideas which you can transfer into your classroom. You will then have the chance to observe an outstanding prac oner teaching and see these techniques used first hand. The key to this is embedding these techniques in your own classroom prac se so the session will conclude with discussion and guidance on how to implement this learning in your own classroom. For an addi onal fee this course can also be tailored to individual schools including follow up visits to your se ng, observa ons and guidance. This will definitely improve my practice - 8 - Issue 2
Target Setting in Primary School Courses can be delivered to suit individual school needs including a follow up visit, ac on plan and session taught within your school. Giving children individual targets for wri ng, reading, numeracy and science is a proven way of promo ng independence and progress. At Bourton Meadow we have developed a target system that allows all children to take ownership of their own learning and progress. This course will introduce you to this system of target se ng and the impact it can have on learning outcomes. The course looks at a prac cal way of implemen ng targets that are manageable for all staff and pupils. This course would be suitable for teachers, assessment co ordinators and school leadership. Bourton Meadow Academy Burleigh Piece Buckingham MK 7HX FORMAT: Half day training course Monday 26 th November 2012 TIMES: 9.00am 12.00pm FEES: 60 per par cipant 2 weeks prior to start date I feel inspired to implement some of these ideas in my own school Th is wil l defi n itel y help with personal targets for reading - 9 - Issue 2
MA Education Professional Development for Teachers Denbigh School Burchard Crescent Shenley Church End Milton Keynes MK5 6EX FORMAT: 8 twilight sessions and 3 individual tutorials over next academic year for par cipants Tuesday 18 th September 2012 Tuesday 16 th October 2012 Tuesday 20 th November 2012* Tuesday 11 th December 2012 Tuesday 22 nd January 2013 Tuesday 12 th February 2013 Tuesday 12 th March 2013* Tuesday 14 th May 2013 Tuesday 11 th June 2013* Tuesday 9 th July 2013 *Tutorial day 30 minute individual mee ng TIMES: 4.00pm 7.00pm FEES: 2012 13 33 per credit or 1980 for 60 credit modules The programme is designed to enable par cipants to enhance their career development. Many par cipants gain promo ons. Others use evidence collected from the assignments as evidence for threshold and AST applica ons. Par cipants report a close connec on between what they have studied and how their prac ce has improved. The MA Educa on is achieved by undertaking three 60 credit modules from those that are offered. One of the modules must be in the final year, the Disserta on module. This will normally be an extended enquiry in a topic of the candidate s choice. Alterna vely it is possible to exit with a Postgraduate Cer ficate (one 60 credit module) or a Postgraduate Diploma (two 60 credit modules). The learning process involves a combina on of selec ve inputs, workshop ac vi es, school based work, self directed enquiries and research, and online learning. You will be assessed for assignments, por olios of evidence and ac on research projects. Developing Effec ve Teaching and Learning Developing Effec ve Leadership and Management Developing Effec ve Coaching and Mentoring in Educa on Developing Effec ve Founda on Stage Teaching and Learning Developing Professional Prac ce in Educa on Subject Specialist Modules Ac on Enquiry for School Improvement Disserta on Research Module Last few places le! The course will run at Denbigh School in conjunc on with Middlesex University. Candidates with recent relevant learning at Masters level from other universi es can apply to have credits transferred into the Middlesex University MA award. There is a maximum of 120 credits that can be transferred. Credit must be within the last five years, relevant and at Masters level. In all cases applica ons must be made with evidence to the course leader. - 10 - Issue 2
Middle Leadership Development Programme About the Programme The Middle Leadership Development Programme (MLDP) is a Na onal College of School Leadership accredited course offered locally by Chris Holmwood and Rosemary Kaye; NCSL trained facilitators based at the Leadership and Training Centre at Shenley Brook End School which is a Teaching School within the Denbigh Teaching School Alliance. Who is it for? This 10 month programme is aimed at those new to, or aspiring to, middle leadership and is focused on developing effec ve leadership of high quality teaching and learning in order to close gaps in achievement and varia on within schools at either primary or secondary level. How will I benefit? MLDP will help you to achieve a deeper understanding of your own leadership experiences and poten al and an opportunity to reflect upon how you can use new skills in leading others. Key parts of the course are: A 360⁰ Diagnos c A Leadership Challenge to support your growing impact upon an area where you can close the gap in achievement The support of a Learning Coach throughout the process who is an experienced leader from within your own school 3 Face to Face days to support your learning about: Leading and managing in a school Leading in a diverse system Leading teaching and learning Leading people and effec ve teams Leading change and con nuous improvement Developing your own leadership poten al NCSL online support, e learning ac vi es, support modules and materials including access to bespoke research focused on the leadership of teaching and learning. Par cipants on the programme can work with universi es to gain Credit Accumula on and Transfer Scheme points towards a Masters level degree. Quote from an MLDP Learning Coach: This course is motivating and enthusing middle leaders who are now actively considering their own leadership and its impact on others Quote from MLDP par cipant: My own leadership skill have really developed and now I am implementing strategies form the course with my team on a daily basis, with measurable impact. Leadership and Training Centre at Shenley Brook End School Walbank Grove, Shenley Brook End Milton Keynes, MK5 7ZT FORMAT: Face to Face sessions during 3 off site days over a 10 month period plus 2 twilight mee ngs FEES: 650 per par cipant DATES & TIMES: Cohort A Introductory Session Wednesday 3 rd October 2012, 3.30pm 6.30pm Face to Face Day 1 Wednesday 24 th October 2012, 8.30am 3.30pm Face to Face Day 2 Wednesday 16 th January 2013, 8.30am 3.30pm (plus op onal twilight 4 6.30pm) Face to Face Day 3 Wednesday 13 th March 2013, 8.30am 3.30pm Celebra on Wednesday 12 th June 2013 4.00pm 7.00pm Full Cohort B Introductory Session Wednesday 10 th October 2012, 3.30pm 6.30pm Face to Face Day 1 Wednesday 7 th November 2012, 8.30am 3.30pm Face to Face Day 2 Wednesday 30 th January 2013, 8.30am 3.30pm (plus op onal twilight 4 6.30pm) Face to Face Day 3 Wednesday 20 th March 2013, 8.30am 3.30pm Celebra on Wednesday 19 th June 2013 4.00pm 7.00pm 19 September 2012 S ll booking - 11 - Issue 2
CPD - Data Tracking and Intervention - Secondary Leon School & Sports College Fern Grove Bletchley Milton Keynes MK2 3HQ FORMAT: Half day Wednesday 12 th December 2012 TIMES: 1.00pm 4.00pm FEES: 50 per par cipant 2 weeks prior to course start date This course will enable Secondary schools to introduce a robust tracking system which ensures that the progress of students at all levels is monitored and that the school is in a posi on to make appropriate interven on when students are failing to make progress. The value of our Tracking and Interven on systems has been recognised by OFSTED. Performance data is being rigorously applied to set all students challenging targets and to monitor their progress against such targets. Considerable work has been done to develop a robust and pragma c assessment system, which enables the school to analyse the performance of par cular groups of students. Staff can now readily highlight students who are unlikely to gain their target grades and extra help can then be offered. Progress in this area has been very good. The extensive use of data to pinpoint exactly which students need addi onal support or alterna ve arrangements to help them to access the work. The strong emphasis on regarding each student as an individual means that all students are helped to make effec ve progress and the majority are developing a more posi ve a tude to learning. This course will show schools how to develop a robust and pragma c assessment system, which enables the school to analyse the performance of par cular groups of students and target interven on effec vely securing impact. This is a hands on course where par cipants will leave with ideas and strategies that can start to have an immediate impact. - 12 - Issue 2
An Introduction to Autism The course is aimed at SENCOs, teachers or adults working with students diagnosed with ASD. The course will be run by Abi Mar n (Diploma in Au sm), Assistant Headteacher at Slated Row School and Specialist Leader in Educa on, and Veronica Clayson M.Ed and TEACCH Trainer (University of Carolina USA), Deputy Headteacher at Slated Row School and Specialist Leader in Educa on. Course Outline: Brief Informa on on ASD What is ASD? Broad spectrum severe ASD to high func oning Asperger s Syndrome. Triad of Impairment Social: An impairment in understanding how to behave, play and interact with people. Communica on: An impairment in using language (verbal and non verbal) with other people. Imagina on: An impairment in flexible thinking, rou nes, rules and interests. Addi onal Difficul es Sensory, mental health and physical difficul es Strategies for managing students with ASD Social Stories SPELL framework Structure Schedules Object of reference TEACCH Work sta ons Photos Symbols PECs Use of language Intensive Interac on Using interests Sensory Integra on Planning play/social opportuni es with others. Where to find addi onal informa on or help Current thinking and research Fantastic course! Would be useful for all staff to have a better understanding. Really useful! I cannot wait for follow up course! Slated Row School Old Wolverton Road Wolverton, Milton Keynes MK12 5NJ FORMAT: 2 hours (55 min session, 10min break, 55 min session including ques on and answer opportunity). Wednesday 21 st November 2012 TIMES: Start 3.45pm 4.00pm FEES: 50 per par cipant 2 weeks prior to course start date - 13 - Issue 2
How to support children with communication Autism: Adapting difficulties Your in mainstream settings Classroom Environment Following on from an Introduc on to Au sm this course will address the following for prac oners: Slated Row School Old Wolverton Road Wolverton, Milton Keynes MK12 5NJ FORMAT: 2 hours max. 15 delegates We can offer consultancy within schools on specific issues or individual students an addi onal fee will apply Au sm Asperger s Syndrome Classroom set ups including Teacch approach, structured teaching Managing anxiety behaviours and stress Crea ng an effec ve environment in the classroom and playground Sustainability of the above The course will be run by Abi Mar n (Diploma in Au sm), Assistant Headteacher at Slated Row School and Specialist Leader in Educa on, and Veronica Clayson M.Ed and TEACCH Trainer (University of Carolina USA), Deputy Headteacher at Slated Row School and Specialist Leader in Educa on. Wednesday 23rd January 2013 TIMES: 3.45pm 4.00pm start FEES: 50 per par cipant 2 weeks prior to course start date - 14 - Issue 2
Adapting the English Curriculum for Students with Special Educational Needs This course is aimed at those prac oners offering or suppor ng English at Secondary level for students func oning at Na onal Curriculum Level 3 and below. The course comprises an introductory 2 hour session looking at English medium term planning, which can be followed by a mentoring session of 1 hour per par cipant in the par cipant s own school. The session will cover ways to adapt the par cipant s school s current secondary English curriculum to enable SEN pupils to achieve and make progress. It will be led by Veronica Whale, Middle Leader, Secondary English specialist and English curriculum co ordinator with experience in mainstream and special needs including SEBD and secure units. She was involved in the Func onal Skills Pilot Project and has delivered Func onal Skills in English at Entry level since its incep on. She has consulted with Ofsted on Func onal Skills and its impact on SEN. Her lessons have been filmed for use as training DVDs for school inspec on training purposes. The course will cover adap ng exis ng English planning and resources to suit SEN needs, and iden fying suitable examina on courses to help these pupils achieve their maximum poten al. Slated Row School Old Wolverton Road Wolverton, Milton Keynes MK12 5NJ FORMAT: Date: Up to 10 par cipants Wednesday 28 th November 2012 TIMES: Twilight session: 3.45pm 5.45pm FEES: 50 per par cipant for 2 hour twilight session or 70 per person including addi onal 1 hour mentoring session in par cipant s own school. 2 weeks prior to course start date - 15 - Issue 2
How to Support support children Children with with communication Communication difficulties Difficulties in in mainstream Mainstream settings Settings Slated Row School Old Wolverton Road Wolverton, Milton Keynes MK12 5NJ FORMAT: 2 hours max. 15 delegates We can offer consultancy within schools on specific issues or individual students an addi onal fee will apply Wednesday 14 th November 2012 TIMES: 3.45pm 4.00pm start FEES: 50 per par cipant 2 weeks prior to course start date The course is aimed at Literacy Managers, SENCOs, Teachers and Teaching Assistants who support children with communica on difficul es. The course will be run by Shelley Hadden, Specialist Leader in Educa on and Middle Leader at Slated Row School with responsibility for Communica on and Signing, and Sarah Burke teacher at Slated Row School and previously a Language and Communica on advisory teacher for Oxfordshire. Course Outline: Introduc on to the range of communica on difficul es Sharing experience working of with students who have a range of communica on difficul es. What is a language rich environment and how do you create it? Importance of detailed assessment and observa ons using the Redway Devised Banding System. Implemen ng a communica on system that is individualised to every student. Organising the environment to promote posi ve communica on. Communica on Systems Visual Aids (Object of reference, photos, symbols) Support through signing/pie Corbe Tortoise Talking Clu ering/stammering Ques ons and Answers - 16 - Issue 2
Supporting Able, Gifted and Talented Pupils How to Identify Pupils with High Learning Potential Key judgements made by Ofsted during school inspec ons focus heavily on the extent to which the educa on provided meets the needs of the range of pupils at the school and within its example groups of pupils it includes those who are academically more able. In addi on, it requires schools to engage with parents and carers in suppor ng pupils achievement. At the same me the lack of official guidance can lead to confusion about which pupils should be iden fied and it isn t always clear how their varying needs can be met within the classroom. And how should schools explain the basis for their iden fica on to parents? These are NAGC s areas of exper se. NAGC is a na onal not for profit organisa on with over 45 years experience of suppor ng the social, emo onal and learning needs of children o en termed able, gi ed and talented within the school se ng, but whom we prefer to describe as having high learning poten al. We help schools provide for a range of pupils, whom they might otherwise miss, and guide them in their posi ve partnership with parents. Who should a end? The course is suitable for Lead Teachers of G&T, Head Teachers, Teachers, and Governors. The session is cross phase with examples relevant to both primary and secondary pupils, and is followed by a review session to encourage applica on and feedback a er the course. This interac ve workshop looks at which students should be catered for as part of school gi ed and talented provision. Considering the core register and revolving door approaches, par cipants will look at issues such as providing to iden fy, sources of evidence, underachievement and special educa onal needs. Par cipants go away with a be er understanding of the different approaches to iden fica on, as well as prac cal ways of iden fying pupils in their own school se ng. Denbigh School FORMAT:Twilight training course followed by 1hr 30min review session a er 3weeks Wednesday 7 th November 2012 Review: Wednesday 28 th November 2012 TIMES: 3.45pm 6.00pm Review 2.00pm 3.30pm ( mes for review are flexible) FEES 60 per par cipant 2 weeks prior to course start date Refreshments provided - 17 - Issue 2
Supporting Able, Gifted and Talented Pupils Supporting the Social and Emotional Needs of Pupils with High Learning Potential in the Classroom Denbigh School FORMAT: Twilight training course followed by 1hr 30min review session a er 3weeks Wednesday 28 th November 2012 Review: Wednesday 12 th December 2012 TIMES: 3.45pm 6.00pm Review 2.00pm 3.30pm ( mes for review are flexible) FEES: 60 per par cipant 2 weeks prior to course start date Key judgements made by Ofsted during school inspec ons focus heavily on the extent to which the educa on provided meets the needs of the range of pupils at the school and within its example groups of pupils it includes those who are academically more able. In addi on, it requires schools to engage with parents and carers in suppor ng pupils achievement. At the same me the lack of official guidance can lead to confusion about which pupils should be iden fied and it isn t always clear how their varying needs can be met within the classroom. And how should schools explain the basis for their iden fica on to parents? These are NAGC s areas of exper se. NAGC is a na onal not for profit organisa on with over 45 years experience of suppor ng the social, emo onal and learning needs of children o en termed able, gi ed and talented within the school se ng, but whom we prefer to describe as having high learning poten al. We help schools provide for a range of pupils, whom they might otherwise miss, and guide them in their posi ve partnership with parents. Who should a end? This course is suitable for Lead Teachers of G&T, Head Teachers, Teachers, Governors and also relevant for Teaching Assistants. The session is cross phase with examples relevant to both primary and secondary pupils, and is followed by a review session to encourage applica on and feedback a er the course. This workshop aims to raise awareness of the common social and emo onal needs of gi ed and talented children, such as perfec onism, fear of failure and frustra on. It explores ways that they can be addressed in the classroom and makes prac cal sugges ons for how schools can be er support them. Any specific issues of concern for the par cipants can be highlighted in advance and we will aim to address as many of these as possible. - 18 - Issue 2
Supporting Able, Gifted and Talented Pupils Supporting the Learning Needs of Pupils with High Learning Potential in the Classroom Key judgements made by Ofsted during school inspec ons focus heavily on the extent to which the educa on provided meets the needs of the range of pupils at the school and within its example groups of pupils it includes those who are academically more able. In addi on, it requires schools to engage with parents and carers in suppor ng pupils achievement. At the same me the lack of official guidance can lead to confusion about which pupils should be iden fied and it isn t always clear how their varying needs can be met within the classroom. And how should schools explain the basis for their iden fica on to parents? These are NAGC s areas of exper se. NAGC is a na onal not for profit organisa on with over 45 years experience of suppor ng the social, emo onal and learning needs of children o en termed able, gi ed and talented within the school se ng, but whom we prefer to describe as having high learning poten al. We help schools provide for a range of pupils, whom they might otherwise miss, and guide them in their posi ve partnership with parents Who should a end? This course is suitable for Lead Teachers of G&T, Head Teachers, Teachers, Governors and also relevant for Teaching Assistants. The session is cross phase with examples relevant to both primary and secondary pupils, and is followed by a review session to encourage applica on and feedback a er the course. This workshop explores issues that can affect the learning of gi ed and talented students, such as learning styles, mo va on and organisa onal skills. It then considers the need to develop their higher order thinking skills and how this can be delivered in the classroom through crea ve and cri cal thinking. Any specific issues of concern for the par cipants can be highlighted in advance and we will aim to address as many of these as possible. Denbigh School FORMAT: Twilight training course followed by 1hr 30min review session a er 3weeks Wednesday 12 th December 2012 Review: Wednesday 16 th January2012 TIMES: 3.45pm 6.00pm Review 2.00pm 3.30pm ( mes for review are flexible) FEES: 60 per par cipant 2 weeks prior to course start date ( mes for review are flexible) - 19 - Issue 2
Supporting Able, Gifted and Talented Pupils Working Positively with the Parents/ Carers of Pupils with High Learning Potential Denbigh School FORMAT: Twilight training course followed by 1hr 30min review session a er 3weeks Wednesday 16 th January 2013 Review: Wednesday 6 th February 2013 TIMES: 3.45pm 6.00pm Review 2.00pm 3.30pm ( mes for review are flexible) FEES: 60 per par cipant 2 weeks prior to course start date Key judgements made by Ofsted during school inspec ons focus heavily on the extent to which the educa on provided meets the needs of the range of pupils at the school and within its example groups of pupils it includes those who are academically more able. In addi on, it requires schools to engage with parents and carers in suppor ng pupils achievement. At the same me the lack of official guidance can lead to confusion about which pupils should be iden fied and it isn t always clear how their varying needs can be met within the classroom. And how should schools explain the basis for their iden fica on to parents? These are NAGC s areas of exper se. NAGC is a na onal not for profit organisa on with over 45 years experience of suppor ng the social, emo onal and learning needs of children o en termed able, gi ed and talented within the school se ng, but whom we prefer to describe as having high learning poten al. We help schools provide for a range of pupils, whom they might otherwise miss, and guide them in their posi ve partnership with parents Who should a end? This course is suitable for Lead Teachers of G&T, Head Teachers, Teachers, and Governors. The session is cross phase with examples relevant to both primary and secondary pupils, and is followed by a review session to encourage applica on and feedback a er the course. Evidence shows that students with engaged parents are more likely to achieve, but what are the barriers to parental engagement and how can schools develop a posi ve partnership with parents? This workshop addresses these ques ons with reference to the G&T cohort and looks at prac cal ways to move forward. Contact: Val Hawthorne, Teaching School Support Officer, - 20 - Issue 2
How to Create an Excellent First Impression First impressions last forever. The school Ethos and Mission Statement are immediately put to the test in the way telephone callers or visitors to the school are received. The course will look at dealing with challenging and stressful situa ons from a wide and diverse group of people be it parents, students, colleagues or visitors. It will include anger management, listening skills, building rela onships, roles and responsibili es, me management and priori sing tasks will be explored. This course is suitable for all office staff, recep onists and school PAs. The course will be run by Peter J Williams whose experience in educa on spans nearly 40 years. He has held many posts in both state and independent schools a classroom teacher, head of department, senior teacher and the head of two schools. Qualified as a music teacher he is now a holder of a Masters Degree, the NPQH and a Fellowship. As a university associate tutor he works with teachers in schools undertaking MA courses and is a day course lecturer covering many areas in educa on. In his spare me he directs a large choral society and a very successful local orchestra in West London. He is an enabler of both student and adult progression, encouraging all those he associates with to development their skills and reach their poten al. Denbigh School FORMAT: Full day Tuesday 13 th November 2012 TIMES: 9.30am 3.00pm FEES: 120 per par cipant 2 weeks prior to course start date ( mes for review are flexible) Lunch and refreshments provided - 21 - Issue 2
How to be an Outstanding Site Manager Denbigh School FORMAT: Full day Thursday 22 nd November TIMES: 9.30am 3.00pm FEES: 120 per par cipant 2 weeks prior to course start date Successful schools have high levels of teaching and learning, resul ng in excellent examina on results. It is the successful day to day func oning of support staff that helps to create the ambience and atmosphere that is conducive to outstanding schools. The course explores the development of leadership and management skills, teamwork, me management, quality assurance, delega on and dealing with the wide spectrum of jobs required in this post. This course is for Site Managers/Caretakers currently in post and for those who have responsibility in the Support Services within schools. The course will be run by Peter J Williams whose experience in educa on spans nearly 40 years. He has held many posts in both state and independent schools a classroom teacher, head of department, senior teacher and the head of two schools. Qualified as a music teacher he is now a holder of a Masters Degree, the NPQH and a Fellowship. As a university associate tutor he works with teachers in schools undertaking MA courses and is a day course lecturer covering many areas in educa on. In his spare me he directs a large choral society and a very successful local orchestra in West London. He is an enabler of both student and adult progression, encouraging all those he associates with to development their skills and reach their poten al. - 22 - Issue 2
The Development of Management Skills for Site Managers As schools con nue to grow in student numbers the management skills of Site/ Premises Managers requires a different approach. Roles and responsibili es, se ng targets, team building, developing effec ve structures, communica on and paperwork, dealing with challenging people and priori sing and dealing with workloads will be on this courses agenda. This course will support those Site Managers in post and any staff within the Support Services aspiring to the posi on of Site/Premises Manager. The course will be run by Peter J Williams whose experience in educa on spans nearly 40 years. He has held many posts in both state and independent schools a classroom teacher, head of department, senior teacher and the head of two schools. Qualified as a music teacher he is now a holder of a Masters Degree, the NPQH and a Fellowship. As a university associate tutor he works with teachers in schools undertaking MA courses and is a day course lecturer covering many areas in educa on. In his spare me he directs a large choral society and a very successful local orchestra in West London. He is an enabler of both student and adult progression, encouraging all those he associates with to development their skills and reach their poten al. Denbigh School FORMAT: Full day Tuesday 11 th December 2012 TIMES: 9.30am 3.00pm FEES: 120 per par cipant 2 weeks prior to course start date ( mes for review are flexible) - 23 - Issue 2
TRAINING & PROFESSIONAL DEVELOPMENT IN PARTNERSHIP WITH SCIENCE LEARNING CENTRE SOUTH EAST AND DENBIGH TEACHING SCHOOL ALLIANCE Active Approaches in A Level Physics Denbigh School FORMAT: 2 x 2 hour Twilight 1 hour intersession work #1 Wednesday 27 th November 2012 #2 Wednesday 11 th December 2012 TIMES: 3.15 pm 5.15 pm FEES: 160 per par cipant 2 weeks prior to course start date ( mes for review are flexible) This course, for teachers and lecturers reasonably confident in their subject knowledge, will provide opportuni es to explore the acknowledged benefits of ac ve, collabora ve and minds on approaches to learning at advanced level. A range of strategies, tools and resources will be explored and there will be ample opportunity to work in collabora on with other par cipants to develop some new teaching and learning ac vi es appropriate for A Level topics and post 16 students. Par cipants will be able to: understand more about the researched benefits of ac ve learning approaches draw on a wider range of techniques, strategies and pedagogies to improve their students knowledge and understanding of core concepts facilitate both collabora ve and independent learning in their A Level classes This course is led by Science Learning Centre Trainer, David Shakespeare Impact Award Thanks to funding from Department for Educa on this course qualifies for an Impact Award bursary of 150 for teachers. Applicants must be employed in a state funded secondary school or college, including maintained schools, academies and free schools. Booking a place on the course also acts as applica on for the Impact Award. All par cipants will need to complete the Impact Toolkit on comple on of the course. The Impact Award is a cash back bursary paid a er comple on of the course. Please note there is a maximum of 5 Impact Awards per school a ending. - 24 - Issue 2
TRAINING & PROFESSIONAL DEVELOPMENT IN PARTNERSHIP WITH SCIENCE LEARNING CENTRE SOUTH EAST AND DENBIGH TEACHING SCHOOL ALLIANCE Creative Maths Network Creative Maths Network This two term course is suitable for teachers of upper Key Stage 1 and Key Stage 2 Maths who have been iden fied as having the poten al to move from sa sfactory to good or from good to outstanding. The purpose of these sessions is to encourage a common approach to Maths that assists transi on to Key Stage 3 and promotes a deeper understanding of Maths using a crea ve approach. This pilot programme is ini ally funded by the Local Authority, and will ini ally be for 12 par cipants and 12 coaches; both receiving training in approaches that raise the quality of teaching and learning appropriate to their experience and role. The courses will be led by Nigel Cross, AST at Shenley Brook End School. Shenley Brook End School Walbank Grove Shenley Brook End Milton Keynes MK5 7ZT FORMAT: Half day training sessions Thursday 15 th November 2012 Tuesday 22 nd January 2013 Thursday 7 th March 2013 TIMES: 9.00am start FEES: Funded by Local Authority 2 weeks prior to start date - 25 - Issue 2
Our Team of Specialist Leaders of Education Meet our Team of Specialist Leaders of Education approved by the Teaching School and the National College appointed by the Teaching School and National College Specialist leaders of educa on (SLEs) are outstanding middle and senior leaders who have the skills to support individuals or teams in similar posi ons in other schools, for example Assistant Head Teachers, Subject Leaders or Deputy Headteachers with at least two years experience in a par cular field of exper se. The Schools White Paper introduced the concept of the SLE role, which will help to improve the quality of school leadership through school to school support and peer to peer learning, ul mately raising standards and improving outcomes for children. The new designa on of SLE recognises the important role that many senior and middle leaders play in school improvement They understand what outstanding leadership prac ce in their area of exper se looks like, and are skilled in helping other leaders to achieve it in their own context. The Denbigh Teaching School Alliance will be able to broker individual SLEs or teams of SLEs to help provide a tailored response package of support to individual schools or groups of schools. We have the capacity, skills and commitment to support other individuals or teams in similar posi ons in other schools. Using coaching and facilita on skills, SLEs will build leadership capacity in other schools to ensure improved outcomes for children and young people are sustained. This type of peer support is credible, because it is rooted in current leadership prac ce and draws on real, relevant experience, takes place within the supported school, with the SLE working alongside staff and taking into account demands on their me. Taking a coaching approach means development will be collabora ve, helping to assure long term, sustainable improvement, the aim being to help supported leaders to develop their own leadership capacity. It will contribute to improving school performance overall, by providing a specific focus for development and implemen ng tangible goals that staff can really engage with. - 26 - Issue 2
Our Team of Specialist Leaders of Education Name School name Main phase (primary/secondary/ special) Designated specialism(s) Jez Benne Shenley Brook End School Secondary AfL/Tracking/ Pupil Progress / Data / Curriculum Development Veronica Clayson Slated Row School Special Federa ons / Teams / Staffing / Restructuring / SEN Claire Frost The Radcliffe School Secondary History / T&L Shelley Hadden Slated Row School Special Subject Leadership / Maths / Phonics / Literacy / SEN / T&L Chris Holmwood Shenley Brook End School Secondary Strategic Analysis / Diagnos cs / Teams / Staffing / Restructuring / PM / CPD / Networks / Partnerships / Collabora on / English / T&L Rosemary Kaye Shenley Brook End School Secondary Networks / Partnerships / Collabora on / Teams / Staffing / Restructuring / CPD / T&L / ITT Abigail Mar n Slated Row School Special SEN / early Years / T&L Anthony Steed Denbigh School Secondary L&M / AfL/Tracking/ Pupil Progress / Data / Curriculum Development / T&L Daniela Thompson Loughton Manor First School Primary Primary Maths Jerome Waters Denbigh School Secondary Networks / Partnerships / Collabora on / Teams / Staffing / Restructuring / CPD / History - 27 - Issue 2
Our Team of Specialist Leaders of Education Jez Benne Shenley Brook End School Jez is a Deputy Headteacher with over 7 years experience in Senior Leadership and Management, including curriculum, student progress and key stage leadership, and was formerly a Head of Performing Arts. He has led the transi on in his school to a 2 year KS3 and 3 year KS4 curriculum structure, and supported colleagues from several local schools to develop their student systems. He has par cular interests in school improvement, crea ve teaching and learning strategies and interna onal educa on. Jez has spoken at a na onal level on the topic of moving beyond outstanding. He has been involved in 14 19 curriculum development across schools in two Local Authori es and has coached leaders from schools na onally on curriculum issues. He was a Teacher Advocate for the TDA having spoken to university students on many occasions on the topic What makes a good teacher?, and is currently involved in the developing work of the Leadership and Training Centre within the Denbigh Teaching School alliance. Veronica Clayson Slated Row School Veronica is the Deputy Head at Slated Row School with responsibility for the day to day running of this large special school for pupils with moderate and complex learning difficul es. She also acts as Headteacher for half a day each week. She was ini ally a Head of an English Department in a large Upper School but moved into special educa on about twenty years ago. She has been at Slated Row School as a Senior Leader for seven years, contribu ng to two outstanding Ofsteds where she had responsibility for Teaching and Learning. She specialises in promo ng teaching skills so that prac oners feel confident to develop their teaching style to become outstanding. She also specialises in providing schools with a curriculum content that ensures children have the maximum opportunity to achieve their poten al, whatever their a ainment levels. She has a vast experience in developing leadership skills in newly appointed Senior and Middle Leaders, through coaching and mentoring. She consults on developing the poten al and opportuni es to learn for vulnerable or disaffected groups of children. She has worked with local schools in a consultancy capacity to raise standards in both the learning and the behaviour of pupils. - 28 - Issue 2
Our Team of Specialist Leaders of Education Clare Frost The Radcliffe School Clare is an Advanced Skills Teacher currently at The Radcliffe School who has worked as an AST for ten years ( with 17 years of prac ce). She received a Global Millennium Teachers award in 2000 before working as part of the London Challenge Team (2001 2004) and then the Na onal Challenge Team ( 2004 2008). She achieved Chartered London Teacher Status in 2007. She was nominated for Teacher of the Year in 2011. In addi on to working as an AST at the Radcliffe School, Clare is also their Personal Health Social Economic Educa on (PHSEE) Community Cohesion and Interna onal Partnerships Lead. Clare has engaged in a variety of different teaching and learning projects; some of which have focused on History teaching whereas others, par cularly recently, have centred on improving the quality of Teaching and Learning and raising the a ainment levels of Gi ed and Talented students. Clare is especially passionate about raising the quality of teaching and learning at Post 16. She is currently the AST a ached to the Sixth Form Partnership Schools Project between Hazeley Academy, St. Pauls Catholic School and The Radcliffe School. THE TEAM Shelley Hadden Slated Row School Shelley is a Middle Manager at Slated Row School with responsibility for developing and overseeing a whole school communica on programme. She has over 10 years experience of subject leadership including literacy and numeracy. She has significant experience of working with pupils with a range of special educa onal needs but also has considerable mainstream primary experience. Shelley has supported SENCOs, teachers and teaching assistants in mainstream schools through outreach by developing their knowledge and understanding of learning difficul es. She is also a P Scale moderator for the Local Authority. Shelley also has an interest in phonics and is a specialist prac oner in this area, leading Inset, staff support and coaching to promote literacy skills with vulnerable groups. - 29 - Issue 2
Our Team of Specialist Leaders of Education THE TEAM Chris Holmwood Shenley Brook End School Chris Holmwood is Senior Deputy Headteacher at Shenley Brook End School and Principal of the school s Leadership and Training Centre which has a responsibility within the Teaching School Alliance for Leadership Development. Chris has experience as Ac ng Headteacher and Associate Headteacher. Passionate about leadership development and its impact upon high quality teaching and learning, school improvement and student a ainment, Chris has been an NCSL Consultant Leader since 2004 and is a trained MLDP Facilitator. He has led training na onally for a number of providers and undertaken leadership consultancy work at local and regional level. His present Teaching School focus is very much upon delivering the Middle Leader Development Programme and establishing the Leadership and Training Centre in order to support successful leadership development at all levels in schools. Rosemary Kaye Shenley Brook End School Rosemary is an experienced senior leader who supports teachers in their professional development. She has developed programmes for NQTs and ITTs, developing them into first class prac oners and an induc on programme for teachers which is a model of excellence. She has successfully undertaken MLDP and OFAT facilitator training with NCSL and is leading the Middle Leader Development Programme in Milton Keynes. Rosemary has a clear understanding of outstanding and uses this to support and challenge teaching and learning prac ces across the school. She line manages the School s ASTs and liaises with external schools, especially partner feeder schools improving transi on. She has provided INSET for teachers in years 5, 6 and 7 to improve the pedagogy in transfer and transi on. Rosemary has an ac ve interest in the role of Performance Management in suppor ng high quality staff development and ensuring its impact upon student outcomes, - 30 - Issue 2
Our Team of Specialist Leaders of Education Abigail Mar n Slated Row School Abi is Assistant Headteacher at Slated Row School. She has significant experience of working with pupils with a range of special educa onal needs and has a Diploma in Au sm. Abi has supported SENCOs, teachers and teaching assistants in mainstream schools through outreach by developing their knowledge and understanding of learning difficul es. She is also a P Scale Moderator for the Local Authority. As Assistant Headteacher, Abi has mentored a range of staff new to post, or who are new to special educa on. She has helped these staff to develop effec ve planning, outstanding teaching, and inclusive classroom and behaviour management techniques. THE TEAM Anthony Steed Denbigh School In his KS5 Leader role, Anthony has driven a number of new in Faculty ini a ves regarding assessment, planning and ques oning and has provided training for colleagues in these areas. He has run a whole school workshop on the applica ons of Virtual Learning Environments and technology in the classroom and has supported colleagues across Facul es in their implementa on of some of these techniques. He has presented the findings to other teachers from different schools in Milton Keynes which met with an extremely posi ve response. Having recently completed his MA in Educa on, Anthony has further developed teaching and learning by personally driving a number of research projects with a variety of foci including assessment for learning, homework, differen a on and learning theory. Anthony is a regular contributor to the Economics and Business Educa on Associa on and has had his work into learning theory and flipped classroom models published na onally. Anthony also ran a whole school Inset workshop on the effec ve use of homework, as well as personally contribu ng to Inset presenta ons to staff on Student Voice and the School s Homework Policy. Daniela Thompson Loughton Manor First School Assistant Headteacher at Loughton Manor First School, Daniela holds the Maths Specialist teacher qualifica on, and has many years experience of curriculum leadership. She has been instrumental in developing effec ve Pupil Progress Mee ngs, transforming transi on from the Founda on Stage to Key Stage One to ensure a seamless learning journey for the children. She has led the development of Key Stage One planning, in par cular maths planning, focusing on differen a on, and par cularly on challenging more able pupils. Daniela is also an experienced ITT and NQT trainer and mentor, and acts as an external moderator for teacher trainees. - 31 - Issue 2
Our Team of Specialist Leaders of Education Jerome Waters Denbigh School In his new role as Assistant Headteacher Year 12 Director at Denbigh School. Jerome currently line managers two large facul es. Prior to this role Jerome was the Faculty Leader of Humani es for 10 years. Jerome ensured year on year increases in performance across the Faculty. Jerome has helped develop a range of middle leaders within his own Faculty and has also taken on areas of the School Improvement Plan and led these within the Faculty and helped deliver them across the whole school. Jerome has led a programme for teaching outstanding lessons in the Faculty from the School Improvement Plan towards improving teaching and learning. Jerome has modelled outstanding lessons to other middle leaders, completed shared observa ons and delivered whole school Inset on teaching an outstanding lesson. Jerome has shown his success in facilita on and coaching by the amount of middle leaders he has developed. He has also acted as Lead Mentor to Grand Union Training Partnership (GUTP) and Post Graduate Cer ficate in Educa on (PGCE) students, as well as coaching/developing NQTs within the Faculty that are now highly successful colleagues. SLE s can be deployed to your school! - 32 - Issue 2
Courses CourseFee OTP (Secondary) 690 Ac ve Approaches in A level Biology Post 16 160 Phonics Training 110 How to Teach an Outstanding Lesson Primary 60 Target Se ng in Primary School 60 MA Educa on Qualified Teacher Status in England Per 60 credit module 1980 Per credit 33 Middle Leader Development Programme 650 CPD Data Tracking and Interven on 50 An Introduc on to Au sm 50 Au sm: Adap ng Your Classroom Environment 50 Adap ng the English Curriculum for Students with Special Educa onal Needs 50 How to Support Children with Communica on Difficul es in Mainstream Se ngs 60 Suppor ng Able, Gi ed and Talented Pupils : How to Iden fy Pupils with High Learning Poten al 60 Suppor ng the Social and Emo onal Needs of Pupils with High Learning Poten al in the Classroom 60 Suppor ng the Learning Needs of Pupils with High Learning Poten al in the Classroom 60 Working Posi vely with the Parents/Carers of Pupils with High Learning Poten al 60 How to Create an Excellent First Impression 120 How to be an Outstanding Site Manager 120 The Development of Management Skills for Site Managers 120 Ac ve Approaches in A level Physics 160 Crea ve Maths Network N/A Fees are correct at me of prin ng - 33 - Issue 2
- 34 - Issue 2
Application Form Please detach this page and complete all the fields., Name of Delegate 1: Job Title Name of Delegate 2: Job Title Name of Delegate 3: Job Title Name of Course: Date of Course School Name: School Address: Postcode: Telephone Number: Email: Please state any special requirements, e.g. accessibility of venue, dietary needs: - 35 - Issue 2
Application Form Course Fees Course fees are payable in advance. On receipt of your applica on form Denbigh Teaching School will invoice you for the full amount. Your place on the training course will be confirmed when full payment is received. Further details and direc ons to the venues will be provided with the confirma on. The fee includes any course Purchase Order Number: Invoice Contact Name: Invoice Address: Postcode: materials and light refreshments. Please provide your invoicing details below: Please make cheques payable to Denbigh School. Cancellations There will be no refunds made for cancella on by the delegate. However, subs tu ons may be made at any me prior to the start of the course. Denbigh Teaching School reserves the right to cancel the course at any me should circumstances require this. In this instance the full fee will be refunded. Signature Print Name: Signature: Date: Please return your completed applica on form(s) to the address below - 36 - Issue 2