This programme is for secondary school and teachers who want to advance and develop their teaching practice and deliver consistently good lessons. The end result is a motivated teacher with the tools and expertise to succeed, leading not only to enhanced classroom and student performance but also higher standards across the school. This course is accredited by the University of Chester. Students completing the required work at level 7, can gain 20 credits towards the MA in Educational Practice.
· Provides teachers with in-depth coaching, tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice, observation of colleagues and working with ‘live’ students
· Supports a wider range of teaching activities, including: planning lessons, starter activities, plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and differentiation strategies
· Supports the aims and implementation of school improvement plans and other national agenda
· Forms part of the professional development provision or entitlement for staff development within the school’s improvement plan
Creative starters/Teaching skills audit/Assessment and feedback/Literacy /Planning lessons/Behaviour for learning/Differentiation/Questioning techniques/Engaging in learning. Schools will be expected to provide the delegate with a mentor at their school for the duration of the course.
Dates & Times
Session 1—11th December 2019 from 9.00 - 15.00
Session 2—23rd January 2020 from 12.30 - 16.00
Session 3 - 12th February 2020 from 12.30 - 16.00
Session 4 - 25th February 2020 from 12.30 - 16.00
Cost:£250 for one delegate subsequent delegates only £150 each
Venue: The Priory School, Longden Road, Shrewsbury SY3 9EE
Jennifer Whitfield, Specialist Leader in Education, Assistant Headteacher, Thomas Adams School and Samantha Morris, Specialist Leader in Education, Head of English, Ercall Wood School
Jennifer Whitfield Pen Portrait
Jenni is Assistant Headteacher at Thomas Adams School and was Subject Leader for MFL. She has worked hard to ensure that more than 110 pupils study a language to GCSE every year and results are consistently above the national average. She teaches French to A Level and German to GCSE. As Subject Leader, Jenni has worked collaboratively with partner primary schools to develop teaching pedagogy, support assessment and share experience and resources. She has contributed to the development of the MFL Primary ITT programme through a local primary Teaching School. Jenni has also worked with MFL Subject Leaders from other secondary schools as a mentor to share good practice.
As a Senior Teacher on the SLT, Jenni leads on improving whole school Teaching and Learning by developing and delivering research based CPD for all staff. She has written the school’s Marking and Feedback Policy after working closely with groups of colleagues, to ensure that it is realistic, manageable and will deliver the most effective impact.
Jenni works closely with Subject Leaders across the school; to develop KS3 provisions, to ensure Schemes of Learning are improved and to embed good department monitoring and evaluation systems. She is also the whole school Literacy coordinator.
Samantha Morris Pen Portrait
Samantha is currently working as Head of English at Ercall Wood Technology College. Prior to this, Samantha was Lead Teacher of English and Literacy at The Priory School alongside her pastoral role as Head of House and has previously worked as Deputy Head of KS3 (pastoral) in Telford. Alongside her love of English, Samantha’s main focus is within teaching and learning, believing that if the simple things are done well, they provide solid foundations for innovative and exciting practice. Samantha has also worked with departments to improve standards in marking and feedback and regularly supports the training of student teachers.
At whole-school level, she has supported middle and senior leaders in embedding literacy throughout the curriculum and is involved in the delivery of both whole-school and departmental CPD. Samantha has supported other schools in developing literacy across the curriculum as well as establishing literacy network meetings and engaging with primary schools to develop accurate assessment and preparation for transition. She has been involved with the development and delivery of the Teacher Enrichment Programme for the Salop Teaching School Alliance and has supported this with the knowledge obtained from her MA in Education where she has undertaken significant research into engaging boys in reading, positive behaviour management and embedding literacy across the curriculum.
Working in partnership with Thomas Adams and Ercall Wood Schools