Training School

This is a page to share information with staff at QES and other centres.

 

 

Professional Development Update

The following members of staff have all completed or are working towards these accredited professional development courses or programmes: Louise Nixon – Level 2 Certificate in Understanding Autism Emily Newton – Level 1 Sign Language Hannah Dixon – BA Hons in Working with Young People & Young People’s Services Sue Dixon - NVQ Level 3 in Advice and Guidance Amanda Braithwaite - Post Graduate Certificate in 'Working with Children and Young People on the Autistic Spectrum' Adam Rawson – Teacher Learning Academy Stage 2 Award Dianne Hornby – NVQ Level 2 in Supporting Teaching & Learning Pete Weston – National Award for SEN Coordination Pete Weston - Masters in Education Simon Wilson - National Award for SEN Coordination Katy Lingard – Masters in Teaching & Learning Angela Johnson – Executive MBA Alison Donnelly – Masters in Education David Beale – Masters in Education

Posted on Friday, July 23, 2010

CPD Evaluations 2008-09

CPD Menu Feedback on our teachers’ CPD Menu, in which there were ten choices of Professional Development opportunities to choose from, was very positive. There were 86 responses received, as follows: Excellent - 28 Very Good - 36 Good - 19 Satisfactory - 3 Poor - 0 Comments from teachers on how their CPD choice had helped them become an even better teacher or leader were plentiful:  I always come away from the group feeling we have achieved something positive that will ultimately make a difference to our students.  Being part of the PD development group has given me more insights into pupils’ development and made me more focussed on the skills of teaching PD eg. Group activities.  Attending these twilight sessions has helped me look at how I interact with pupils and this affects how they listen and how they engage in dialogue and work.  Any activity which makes you reflect on what you do must help you improve in some way.  The way in which I look at observations has changed; focusing on the learners instead of the teachers brings a whole new outlook to observing and mentoring.  I am confident going into my second year having been well supported in my NQT year.  My subject mentor in particular was invaluable in terms of allowing me to take a step back and see “the bigger picture” in terms of teaching as a whole.  I have developed my own questioning skills and also methods of improving pupils’ own questioning skills.  I have improved departmental SoW with more activities based on AfL techniques.  This course has made me more aware of children’s learning needs as I have become a learner myself.  The G&T course has had a big influence and effect on my teaching. All lessons are planned and delivered with a focus on independent learning and high level learning skills that can be transferred at A’level and university.  I feel I have a more acute sense of why some systems are the way they are, and the impact that this can have on individuals and departments.  In terms of managing staff I also feel the course aided my strategies in dealing and managing a department.  Brought me out of my comfort zone felt like being a student again. Responsive Teaching We also had a focus on G&T and Responsive Teaching, with ongoing professional development in these areas within departments, at HoDs meetings, within a South Lakes G&T Group, and at staff meetings. The staff meeting “AfL Circus” last year was rated well, with over 85% of responses being ‘Good’ or better. Furthermore, our A*/A results at GCSE increased a massive 8½%, from 27% in 2008 to 35.5% in 2009. Immersion Days There were dozens of colleagues who worked hard on leading and/or planning a Year 7 Immersion Day (new to the curriculum last year) and, although it was hard work at the time, many of them said how enjoyable and worthwhile it had been taking part:  My involvement in the Immersion day for Yr7 has allowed me to work in a truly cross-curricular way, working with subjects specialists and adapting those of others into my own teaching.  This has given me an insight into how different departments work but also and insight into the outstanding commitment of colleagues.  Pooling ideas from very different areas of the curriculum, providing valuable team teaching experience.  Working closely with other departments has reinforced the importance of collaborative teaching and learning and is something I would like to do more of.  Collaboration with different departments has given me a better understanding of how other departments work and allowed me to observe classroom techniques which I can use in my lessons.  Leading the immersion team has further developed my skills of coordination & planning and maintaining enthusiasm within a diverse group. * * * Thanks to everyone for their continued hard work and commitment to CPD MAH/Dec09

Posted on Friday, December 18, 2009