St. Bart's Multi-Academy Trust Professional Development Package 2018-19 - The St. Bart's Multi-Academy ...
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St. Bart’s Multi-Academy Trust
Professional Development
Package 2018-19
ANNUAL CPD SUMMARY 2017-18
Dear Trust Member,
This year our CPD offer has included a greater range of opportunities to explore research through
Evidence-Based Practice, Research-Informed Practice and Inquiry-Led Practice. Each takes a slightly
different approach.
Evidence-Based Practice
This is the process of implementing something in your school based on evidence that it has worked
elsewhere. We know that context is King and it is important to remember the words of Dylan Wiliam –
“Everything works somewhere, and nothing works everywhere”.
Research-Informed Practice
This involves promoting a school culture that encourages staff to read widely and discuss openly.
Subscription to magazines and newsletters or accessing online blogs or education accounts on Twitter all
support this. New reports published by the Education Endowment Foundation and further promotion of
their excellent (and free to use) EEF Toolkit also give teachers and leaders easy access to research.
Inquiry-Led Practice
This involves teachers planning together using effective interventions from research to solve a focused
problem. Lesson Study is a perfect model for this and this year the St. Bart’s Lesson Study Network has
been well received by leaders and teachers. If this is something you are interested in introducing to your
school please join us next year – details are on page 13.
At the back of this brochure you will also find a few pages on useful resources including –
• Ten Books Every Teacher Should Read by Carl Hendrick
• Information about the Guidance Reports from the Education Endowment Foundation
Looking forward to the next academic year I am pleased to say that our work with academic partners and
collaborators continues. This includes the TLIF (Teaching and Leadership Innovation Fund) project with the
Teacher Development Trust. Six of the nine local schools involved are Trust schools and from September
2018 the Excellence CPD Hub sessions will be free for anyone to attend (more details on page 14. These
types of opportunities strengthen the CPD offer available to members of the St Bart’s Trust through BTSA
and provide all staff with further high quality professional development that will support them in
“releasing potential”. I look forward to working with you as you continue on your journey to restless
perfection.
Best wishes,
John Collier
John Collier is the Director of Teaching and Learning for BTSA. He is also a Specialist Leader
of Education, accredited coach and an Expert Adviser for the Teacher Development Trust.
You can contact John via email jcollier@btsa.org or by telephone on (01782) 235523
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1
St. Bart’s Academy Trust – Professional Development Pathway
M3 M6 U3
RQT
M5 U2
NQT M2
Trainee M4 U1
M1
Teacher
ITT Developing Experienced Specialist
School Learning to Lead
Direct NQT RQT First Class Leaders
Middle Leaders
Programme Programme
Programme
Programme
Lesson Study Network
School Direct and NQT Mentor Training
Core Four Network
Early Years Network
Safeguarding Network
Key SEND Network
Core in-role development Teacher Development Trust CPD Excellence Network
Enhanced CPD
opportunities SLE Core Training
Trust Networks
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INITIAL TEACHER TRAINING
SCHOOL DIRECT IN PARTNERSHIP WITH THE UNIVERSITY OF DERBY
Our School Direct teacher training programme is an excellent opportunity
for graduates and career changers to join the teaching profession.
Led by BTSA, working in partnership with local schools and the University
of Derby, the school based programme is at the heart of the experience.
About the programme
Our programme is primary with a 3-7, 5-11 and a SEND pathway.
As well as Qualified Teacher Status, you will also gain a PGCE equivalent to a third of a
masters degree with The University of Derby upon completion of the programme.
You can be fully trained in just one year.
Hands on from the word go
On the programme, you’ll be given in-depth experience in the classroom from the word
go. You will complete a main placement in a Key Stage of your choice and a second
placement in a contrasting school and Key Stage. You will also have the opportunity to
complete enhanced placements e.g. SEN, Early Years, as well as a week long
international placement in Holland.
In addition, away from the classroom, you’ll receive practical training sessions from
SLEs, experienced teachers and the central team at BTSA.
The University of Derby - an outstanding ITT provider - will also lead sessions to
support your academic development.
OUR TRACK RECORD
100% of 2018 School Direct trainees rated as good or outstanding.
100% of trainees in NQT posts following completion for the fifth year running
SCHOOL DIRECT 2019-20 Who are we looking for? Applicants must have: • Preferable 2:1 or above degree • Maths, English and Science GCSE grade C or above • Sound knowledge of Foundation Stage/Key Stage 1 OR Key Stage 1/2 demonstrating a potential to train to teach • A personal statement submitted with application Why choose BTSA? BTSA is an alliance of schools, and other partners, who are working together to train the next generation of outstanding teachers. Every member of the Alliance has a track record of being totally committed to delivering on this National College priority area. • A strong, well established partnership • A successful track record • An employment record well above the national success rate • In partnership with The University of Derby • Opportunities for varied placements in great schools • A unique enhanced international placement in Holland • A wide range of experts to provide practical support An international placement As part of our School Direct programme, trainees will be given the unique opportunity to spend a week in Holland on an international placement. During this enhanced placements trainees will spend time at Zwolle University, observing lessons in several schools and meeting trainee teachers from other countries. Eva Cerioni is our Director of ITT and School Direct programme lead. She is also a Specialist Leader of Education and is responsible for our NQT Appropriate Body. To find out more about our School Direct programme please contact Eva via email ecerioni@btsa.org or by telephone on (01782) 235523 We also host regular information evenings where you can speak to our team. See our website for details of our next meeting.
PRIMARY NQT PROGRAMME
2018 - 2019
BTSA is an Appropriate Body for NQT Induction. In addition to undertaking verification of NQT induction
assessments we also offer a full range of NQT support services and CPD opportunities including:
• A Network Launch Event (see details below)
• Five half termly training sessions linked to specific Teacher Standards and delivered by a range of professional
experts
• NQT Mentor Training for those new to the role
• A dedicated NQT support line for enquiries and issues.
• Extra support visits available at an additional charge for NQTs judged not to be making adequate progress
against the Teacher Standards.
The cost for each participant is £675 for the full NQT package.
Alternatively, you can choose to purchase the following elements of the programme separately:
• NQT Network Launch Event: £100
• NQT Appropriate Body: £240
• Individual half day CPD sessions: £80 per session
• Induction for mentors: £80
Our NQT Booking Form can be found towards the back of this booklet.
“RELEASING POTENTIAL” – PRIMARY NQT NETWORK LAUNCH EVENT
This year’s launch event for primary NQTs is set to be inspiring, empowering and practical.
Setting the tone for the year ahead, the Primary NQT Network Launch Event will feature inspirational speakers, a
programme introduction and information on surviving your NQT year.
Event content:
• An inspirational session with behaviour expert Jason Bangbala
• Introduction to the NQT programme: Entitlement, support and an overview of induction
• Surviving your NQT year: RQT’s share their stories and advice
• Opportunities to meet and work together collaboratively with other Newly Qualified Teachers
Date: Monday 17th September 2018
Time: 1:00pm – 4:30pm
Location: The Hub at Belgrave St. Bartholomew’s Academy, ST3 4TP
Parking: Florence Sports & Social Club, ST3 4JS
Guest Speaker: Jason Bangbala
Cost: £100
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NQT HALF TERMLY CPD SESSIONS
NETWORK SESSION 1 NETWORK SESSION 2 NETWORK SESSION 3
WHAT WORKS? TOP MARKS PITCH PERFECT
What does research tell us about How can formative assessment How can personalised
effective teaching and learning? support pupil progress? differentiation lead to effective
This session introduces research This session contains a range of outcomes for all?
sources that encourage evidence- practical ideas and strategies to This session contains practical
informed practice take back in to the classroom. strategies to ensure challenge
and engagement.
Linked to Teacher Standard 4 Linked to Teacher Standard 6
Plan and teach well structured Make accurate and productive use Linked to Teacher Standard 5
lessons of assessment Adapt teaching to respond to the
strengths and needs of all pupils
Course Information: Course Information:
Morning sessions will take Morning sessions will take Course Information:
place during Autumn term 2. place during Spring term 1. Morning sessions will take
place during Spring term 2.
NQT INDUCTION
NETWORK SESSION 4 NETWORK SESSION 5
NEXT STEPS FOR MENTORS
INCLUSION How being a mentor supports
How do we provide for the How do I keep the momentum your own development as a
specific needs of a wide range going to develop as an teacher and leader.
of pupils? outstanding teacher and
The session looks at inclusion potential leader? This session will explore:
across the primary school and This session explores career • Roles and responsibilities
multi-agency working. It ambitions, professional • Support and challenge
provides teachers with a pathways, CPD opportunities, • Observation and feedback
range of responses and professional development • Giving difficult
proactive strategies to use with messages/dealing with concerns
profiles and health and well
children. • Assessment points and the role
being. of BTSA as an Appropriate Body
Linked to Teacher Standard 5 Course Information:
Course Information: Dates (please attend one):
Morning sessions will take 12th July 2018, 1:30pm – 3:30pm
Morning sessions will take place during Summer term 2.
place during Summer term 1. 13th September 2018, 1:30pm – 3:30pm
All sessions cost £80 each or you can purchase the full NQT package for £675 per NQT.
Sessions take place @ The Hub @ Belgrave St. Bartholomew’s Academy
Sussex Place, Longton, Stoke-On-Trent, Staffordshire ST3 4TP
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TRUST PROFESSIONAL DEVELOPMENT PACKAGE 2018-19
Schools in the St Bart’s Academy Trust are entitled to one day of CPD support in the
form of a school INSET/twilight sessions delivered by a leader from the BTSA team.
In addition to this standard provision schools also have access to the following -
Allowance per Trust school Extra places
Embedding Excellence for Recently Qualified Teachers 1 additional RQT per programme =
A maximum of 2 places per school to attend £300 (usual price = £400)
3 half day sessions.
Learning to Lead for Middle Leaders 1 additional Middle Leader per
A maximum of 2 places per school to attend programme = £400
4 full day sessions. (usual price £500)
Early Years HUB sessions 1 additional member of staff per
One place on 3 separate Early Years sessions. session = £40 (usual price £60)
Teaching and Learning sessions 1 additional member of staff per
One place on 6 separate Teaching and Learning sessions. session = £120 (usual price £150)
How To Be An Effective Subject Leader 1 additional member of staff per
One place on this stand alone session. session = £75 (usual price £95)
Core Four Subject Network meetings 1 additional member of staff per
One place per school on each of the 12 sessions covering session = £30 (usual price £50)
English, Maths, Science and Computing.
The Craft of The T.A. programme 1 additional member of staff per
A maximum of 2 places per school to attend 3 sessions programme = £200
over the year. (usual price £300)
Early Years Network meetings
One place per school to attend 3 meetings over the year.
SEND/Safeguarding Network meetings
A maximum of 2 places to attend 3 sessions over the year.
Lesson Study Network
A maximum of 2 places to attend 4 sessions over the year.
Teacher Development Trust CPD Excellence Hub Meetings
A maximum of one place to attend six half termly sessions.
To book a place for any of our events please go online at
www.btsa.org/cpd-leadership/ or email office@btsa.org
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TEACHING AND LEARNING
PROGRAMMES
BTSA is proud of it’s track record of effective professional development that
increases staff skills and knowledge and impacts directly on pupil progress.
Our 2018-19 offer includes the following whole school themes.
Metacognition and Self-Regulated Learning
Tuesday 11th September 2018
This session will explore the findings of the 2018 EEF Guidance Report and look at
practical ways of embedding it’s recommendations in Primary schools.
Challenge in the Classroom
Tuesday 13th November 2018
This session will cover what is meant by challenge and participants will have the
opportunity to apply this definition to their own context. We will look at effective
approaches to ensure pupils are in the “stretch zone” and strategies for sharing agreed
success criteria and identifying “more able” children
Phonics and Reading
Tuesday 22nd January 2019
This session will offer participants a range of practical ideas for planning and delivering
phonics and reading across Key Stages One and Two. Content includes organising guided
and shared reading and ways to promote depth in comprehension.
Effective Questioning
Tuesday 5th March 2019
This session will provide primary classroom practitioners with a range of proven
techniques for using questions to promote and extend children's thinking. Content
includes questioning for a range of different learning needs and situations including
encouraging pupils to initiate their own questions.
Mark Less, Impact More
Tuesday 18th June 2019
This session will provide Primary practitioners with ideas to reduce marking without
impacting on learning. Content includes current thinking around effective feedback and
a range of practical approaches to apply back in the classroom.
Developing Growth Mindsets
Tuesday 9th July 2019
This session focuses on helping pupils and staff to develop a ‘Growth Mindset’ in order
to improve motivation and raise achievement. It is based on research by Professor Carol
Dweck which demonstrates how teacher and pupil beliefs about intelligence impact on
their learning. Content includes how to promote a Growth Mindset in everyday practice.
All sessions take place from 8.45 – 11.45am @ The Hub
Belgrave St. Bartholomew’s Academy
Sussex Place, Longton, Stoke-On-Trent, Staffordshire ST3 4TP
EMBEDDING EXCELLENCE RQT PROGRAMME
Our Embedding Excellence programme supports Recently Qualified Teachers in their
second or third year of teaching in ensuring teaching is effective whilst encouraging
participants to develop their leadership skills.
Embedding Excellence supports RQT’s by –
• providing them with the opportunity to explore and consider leadership styles and
develop their own leadership skills
• focusing on the role of the subject leader and how to lead a subject area effectively
• promoting collaboration and peer to peer learning
• encouraging them to be innovative practitioners using research and evidence-
informed practice in the classroom
EMBEDDING EXCELLENCE PROGRAMME FOR RQT’s
Session 1: Autumn 2018 Session 2: Spring 2019 Session 3: Summer 2019
Tuesday 2nd October 2018 Tuesday 5th February 2019 Tuesday 4th June 2019
The Role of the Leading A Subject The Leadership Ladder
Middle Leader
• What is middle • Introduction to • Taking ownership of your
leadership? leadership styles professional
• Behaviours of effective • Leadership scenarios development
leaders • Challenges and strategies • Career progression
• Leading vs Managing • Developing subject • Deepening expertise
• Leadership accelerators teaching • Using research
Time: 8:45am –11:45am for all sessions
Two free places for Trust schools (additional places @ £300 per person)
Location: Belgrave St. Bartholomew’s Academy, ST3 4TP for all sessions
10LEARNING TO LEAD PROGRAMME
Learning to Lead is our established programme for new middle or team leaders or more
experienced middle leaders who want to refresh and hone their skills. It will support staff in
analysing the role of a middle leader in primary education and help to develop their
leadership skills. The four days cover the practical realities of team leadership, managing
people and managing yourself.
The programme includes –
• Motivating and empowering your team
• Developing your people skills including coaching and managing difficult conversations
• Networking with other Middle Leaders to gain alternative perspectives
LEARNING TO LEAD PROGRAMME FOR MIDDLE LEADERS
Day 1 Day 2 Day 3 Day 4
Coaching and Who are we and The Team building and
learning what do we stand leadership toolbox difficult
conversations for? conversations
• What is • My values • What is • Team
coaching? • Leading myself leadership? characteristics
• Getting ready to • Developing • My experience • Team formation
coach school culture of leadership • Unproductive
• Coaching models • Team • What makes team members
• Coaching personalities leaders great? • Conflict
conversations • Leadership styles resolution
This programme will run twice in 2018-19. Dates can be found on page 17.
Time: 9.00am –3.00pm for all sessions (including lunch)
David Alston has been a primary Headteacher since 1998 and is currently Executive Principal at
The Crescent Academy in Stoke on Trent. David has been seconded to Stoke Local Authority and
to BTSA, as a Local Leader of Education, a School Effectiveness Officer, a Consultant Headteacher
and Senior Leadership Coach. David is a qualified National College facilitator and has led training
for LLEs , NPQML and NPQSL. David works with BTSA, designing and facilitating leadership
training packages.
Two free places for Trust schools (additional places @ £400 per person)
Location: Belgrave St. Bartholomew’s Academy, ST3 4TP for all sessions
11Lesson Study Enquiry Project
THE CRAFT OF THE T.A.
Since 2012, over 2,000 Teaching Assistants and support staff have completed this
programme which has been quality assured by CUREE (Centre for the Use of Research and
Evidence in Education).
The programme is suitable for experienced or new Teaching Assistants and all other
classroom support staff, including classroom volunteers.
The sessions focus on how support staff can develop their knowledge of classroom practice
and provides them with a range of practical skills to improve pupils’ learning.
The programme is continually updated and uses the very latest evidence-based ideas that
have been researched by the Education Endowment Foundation and the UCL Institute of
London.
THE CRAFT OF THE T.A. PROGRAMME FOR SUPPORT STAFF
Session 1 Session 2 Session 3
Tuesday 16th October 2018 Tuesday 12th February 2019 Tuesday 11th June 2019
Effective Classroom Effective Questioning Promoting
Support and Engagement Independence
• Roles and • Questioning for • Barriers to learning
Responsibilities assessment • Strategies to
• TA Standards • Questioning across the encourage
• It’s a Double Act curriculum independent
• EEF Recommendations • Formative feedback learning
strategies • Scaffolding
• Demonstrating framework
progress • Year group
expectations
All sessions will take place 8.45am – 11.45am
@ The Hub @ Belgrave St. Bartholomew’s Academy
Sussex Place, Longton, Stoke-on-Trent, Staffordshire ST3 4TP
Two free places for Trust schools (additional places @ £200 per person)
Location: Belgrave St. Bartholomew’s Academy, ST3 4TP for all sessions
12LESSON STUDY NETWORK
Lesson Study Enquiry Project
“It’s changed the way I teach!” Class teacher, Knutton St. Mary’s C of E Academy
This year saw the launch of Lesson Study across the Trust. Based on the Japanese system of
professional development (and now practiced across the world) it involves teachers working
in triads in order to use evidence-informed practice to improve pupil progress. Seven of our
schools have attended the network sessions which follows the four key phases of the Lesson
Study process-
1. Focus and diagnose. Participants choose a specific group of pupils as their focus, and
design a diagnostic lesson to help them diagnose the particular needs, issues and
strengths of those learners.
2. Research and evaluate. Participants examine evidence to identify approaches that may
deal with the issues they have identified. They design tools to help them evaluate the
impact of this approach. They create an Enquiry Question to encapsulate their thinking,
and then “zoom in” on two or three case pupils to whom they will pay particular
attention.
3. Implement and refine. Participants design lessons to test out their approach, predict
the reactions of pupils, compare with what actually happens in joint peer observations,
and then discuss and refine their approach. This may be repeated several times.
4. Write up and share. Participants record the process, evidence and impact of their
enquiry project. They communicate this to other colleagues and, where possible, help
them embed the ideas in their own practice.
Feedback from attendees and those involved in the Lesson Study network has been
overwhelmingly positive so if you would like to join us next year the dates are below.
LESSON STUDY NETWORK DATES FOR 2018-19
Day 1: Diagnosis Day 2: Research Day 3: Intervention and Day 4: Sharing
Refinement Results
Tuesday 23rd October Tuesday 15th January Tuesday 12th March Tuesday 4th June
2018 2019 2019 2019
Attendance is free and all sessions will take place 1.30pm –3.30pm
@ The Hub @ Belgrave St. Bartholomew’s Academy
Sussex Place, Longton, Stoke-on-Trent, Staffordshire ST3 4TP
13CPD EXCELLENCE HUB NETWORK
This national project funded by the DfE allows CPD leads and anyone else
interested in effective professional development to meet and explore
the very latest information from the Teacher Development Trust.
Updates are held every half term, are free to attend and support schools
in the way they design, commission and implement CPD.
Forum Meeting Dates for 2018-19
Autumn 1 2018 Thursday 25th October 2018
Autumn 2 2018 Thursday 6th December 2018
Spring 1 2019 Thursday 14th February 2019
Spring 2 2019 Thursday 11th April 2019
Summer 1 2019 Thursday 23rd May 2019
Summer 2 2019 Thursday 4th July 2019
All sessions run from 2.00 – 4.00pm at the BTSA Hub
Belgrave St. Bartholomew’s Academy, Sussex Place, Longton, Stoke-on-Trent, Staffs ST3 4TP
To confirm your place please contact
John Collier (TDT Expert Adviser)
on (01782) 235523 or email
john.collier@teacherdevelopmenttrust.orgPRIMARY NETWORK MEETINGS
ENGLISH, MATHS, SCIENCE & COMPUTING
Our Core Four network sessions are facilitated by Specialist Leaders of Education who are
experts in their field. The content of each session covers current issues and addresses
common needs. The meetings support subject leaders and co-ordinators of the four
National Curriculum core subjects – Maths, English, Science and Computing.
Each subject network meeting is held termly. The dates for 2018-19 are given below.
English Maths Science Computing
Autumn Thursday 18th Tuesday 13th Wednesday 24th Friday 23rd
2018 October 2018 November 2018 October 2018 November 2018
Spring Thursday 7th Tuesday 5th Wednesday 20th Wednesday 13th
2019 March 2019 March 2019 March 2019 March 2019
Summer Thursday 6th Tuesday 11th Wednesday 12th Friday 21st
2019 June 2019 June 2019 June 2019 June 2019
All sessions run from 1.30 – 4.00pm and are held @ The Hub
Belgrave St. Bartholomew’s Academy, Sussex Place, Longton, Stoke-on-Trent ST3 4TP
HOW TO BE AN EFFECTIVE SUBJECT LEADER
This one-off session will provide you with the leadership tools to
NEW
manage a curriculum subject or area of whole school responsibility.
FOR
It is suitable for anyone who is new to role or
2018/19
would like to refresh their skills.
Date: Thursday 11th October 2018 Time: 1.30 – 4.00pm
To book a place for any of our events please go online at
www.btsa.org/cpd-leadership/ or email office@btsa.orgin partnership with Explorify’s simple but high quality and visual activities spark curiosity, and support scientific thinking in primary pupils. This session will explore how to get the most from Explorify, a totally free resource of low preparation, creative science activities for primary school learning. Learn how Explorify can help you and your colleagues to: - broaden and deepen science teaching and learning - develop skills to think scientifically - assess pupils' learning - engage all your learners. Date: Thursday 4th October 2018 Time: 1.30pm – 3:30pm Cost: FREE Location: Belgrave St. Bartholomew’s Academy, ST3 4TP Please book your place via email office@btsa.org Parking details: Florence Sports and Social, Lightwood Road, Longton, Stoke-on-Trent, Staffordshire ST3 4JS (Short walk from Belgrave St. Bartholomew’s Academy). Please do not use staff or Co-Op car park. Find directions and further parking details at btsa.org/contact
2018-19 CPD PLANNER
Dates for your diary
Course Autumn Term 2018 Spring Term 2019 Summer Term 2019
NQT Programme NQT Launch Session 1 Session 2 Session 3 Session 4 Session 5
All sessions apart from the Group 1 Group 1 Group 1 Group 1 Group 1
Launch Event run from 17/9/18 8/11/18 10/1/19 28/2/19 9/5/19 13/6/19
8.45 – 11.45am Group 2 Group 2 Group 2 Group 2 Group 2
1.00pm - 22/11/18 17/1/19 7/3/19 23/5/19 20/6/19
4.30pm All sessions run from 8.45 – 11.45am
NQT Induction for Mentors Thursday 13th September 2018
All sessions 1.30 – 3.30pm 1.30 – 3.30pm
Embedding Excellence Session One Session Two Session Three
Programme for RQT’s 2/10/18 5/2/19 4/6/19
All sessions 8.45 – 11.45am
The Craft of the T.A. Session One Session Two Session Three
for Support Staff 16/10/18 12/2/19 11/6/19
All sessions 8.45 – 11.45am
Early Years Sessions
All sessions 8.45 – 11.45am
Teaching and Learning Metacognition Challenge in Phonics and Effective Mark Less, Growth
Self-regulation the Classroom Reading Questioning Impact More Mindsets
Sessions
11/9/18 13/11/18 22/1/19 5/3/19 18/6/19 9/7/19
All sessions 8.45 – 11.45am
Lesson Study Network Session One Session Two Session Three Session Four
All sessions 1.30 – 3.30pm 23/10/18 15/1/19 12/3/19 4/6/19
Core Four English Autumn 2018 Spring 2019 Summer 2019
All sessions 1.30 – 4.00pm Thursday 18/10/18 Thursday 7/3/19 Thursday 6/6/19
Core Four Maths Autumn 2018 Spring 2019 Summer 2019
All sessions 1.30 – 4.00pm Tuesday 13/11/18 Tuesday 5/3/19 Tuesday 11/6/19
Core Four Science Autumn 2018 Spring 2019 Summer 2019
All sessions 1.30 – 4.00pm Wednesday 24/10/18 Wednesday 20/3/19 Wednesday 12/6/19
Core Four Computing Autumn 2018 Spring 2019 Summer 2019
All sessions 1.30 – 4.00pm Friday 23/11/18 Wednesday 13/3/19 Friday 21/6/19
How To Be An Effective Thursday 11th October 2018
Subject Leader 1.30 – 4.00pm
TDT CPD Excellence Hub Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Network 2018 2018 2018 2019 2019 2019
All sessions 2.00-4.00pm 25/10/18 6/12/18 14/2/19 11/4/19 23/5/19 4/7/19
Learning To Lead Group 1
Programme Day 1 (14/9/18) Day 2 (12/10/18) Day 3 (30/11/18) Day 4 (1/2/19)
All sessions Group 2
9.00am – 3.00pm Day 1 (28/9/18) Day 2 (9/11/18) Day 3 (7/12/18) Day 4 (8/2/19)
To book a place for any of our events please go online at
www.btsa.org/cpd-leadership/ or email office@btsa.orgTen books every teacher should read by Carl Hendrick*
Plato’s Republic, Rousseau’s Émile and Dewey’s Democracy and Education – there’s a strong case to be
made, as Dennis Hayes has, that these are the only books on education that teachers need to read.
But if I was about to enter the classroom as a teacher for the first time or was looking to improve my
practice, I would probably want to read something with more practical advice on what I should be doing
and, more importantly, on what I shouldn’t.
Much of what happens in a classroom is highly variable and hard to define, but over the last 10 years a
wealth of books has sought to draw together evidence from other fields and provide a series of “best
bets” on what might have the greatest impact on student learning. Here are just a few of them.
“Understanding is remembering in disguise.”
In this eminently readable book, Willingham takes findings from cognitive science and applies them to the
classroom in a straightforward and practical way. A central claim in this book is that while we are
naturally curious, we are not naturally good at thinking and can only truly think about things we know. It
also contains one of the best lines ever to feature in a book on education: “Memory is the residue of
thought.”
“Learning requires motivation,
but motivation does not necessarily lead to learning.”
For Nuthall, three worlds exist in the classroom. First, the public world that is largely managed by the teacher and
features easily-visible lesson activities and routines. Second, there is the “semi-private world of ongoing peer
relationships” in which students foster and maintain social roles in the classroom. Last, there is the private world of the
student’s own mind where learning actually takes. This book peels back the layers of those worlds and reveals many
surprising findings.
“In a true democracy all citizens share responsibility for their community.”
As a general model of what should happen in schools, this book has it all. Drawing on the classical triumvirate of
grammar (knowledge), dialectic (questioning and debate) and rhetoric (expression), Robinson offers a model of
education he wishes to see for his daughter and that seeks to draw on the past to anticipate an uncertain future.
“The first fundamental principle of effective classroom feedback is that
feedback should be more work for the recipient than the donor.”
Formative assessment is probably the most influential idea in schools today, and possibly the most misunderstood. In
this book, the architect of formative assessment sets out the core principles of effective assessment but crucially applies
them to the classroom with highly practical examples based on years of research in the field.
“If you only teach pupils using the knowledge they bring to the classroom,
then you will reproduce educational inequalities.”
In this brief but explosive book, Christodoulou challenges several orthodoxies in education such as
prioritising skills over knowledge, the claim that teacher-led instruction is passive, and why you can’t just
look it up on Google. Whether or not you agree with everything in this book, every teacher should at least
be acquainted with its arguments“Knowing what to do matters more than knowing what your level is.”
First published in 2009, Hattie’s original book of alchemy, Visible Learning, attempted to illuminate the
dark arts of pedagogy through the meta-analysis of hundreds of studies. In this book, Hattie teams up
with cognitive psychologist Gregory Yates to provide another highly practical overview of how lessons
from cognitive science can be useful in a range of different contexts. An indispensable reference guide for
busy teachers.
“It is not the case that one either knows or does not know a word.”
Simply the best book on teaching vocabulary. The authors offer a three-tier model: tier one words are
those that rarely require instruction such as “dog” or “run”, tier two consists of words that have “high
utility for mature language users” such as “contradict” or “precede”, and tier three words are domain
specific such as “pantheon” or “epidermis”. Tier two words are of vital importance to children’s
development and this book provides sage advice on how to expand that vital range, along with a range of
different approaches to broaden children’s vocabulary.
“Learning is deeper and more durable when it’s effortful. Learning
that’s easy is like writing in sand, here today and gone tomorrow.”
One of the more concrete findings from cognitive science is that many of the things that engender effective learning
are highly counterintuitive. For example, many students will re-read and highlight material leading up to a test,
something which the authors of this book show is little more than colouring in. Far more effective are practices such as
interleaving, spaced learning and retrieval practice, which are expertly outlined in this easily accessible book.
“It is our prior knowledge and experience that
determines how we see the world.”
Do students really have different learning styles? Do they actually learn better if they discover things for themselves?
Do we only use 10% of our brains? Do we need to know facts in an age of Google? If you’ve ever asked questions like
these, then this book is for you. The authors draw on a huge body of evidence to address many common classroom
myths that we could all do without.
“Thinking skills cannot readily be separated from one
subject matter and applied to other subject matters.”
This important book argues that while students have been taught how to read, they have not been taught what to
read and that cultural literacy matters far more than vague notions of 21st century skills. In short, what’s needed is a
more serious look at the curriculum and a greater focus on what we are teaching instead of how we teach it.
And one more written by Carl himself…
In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of
today's leading educational thinkers to distill the most up-to-date research into effective classroom
practice in 10 of the most important areas of teaching. The result is a fascinating manual that will benefit
every single teacher in every single school, in all four corners of the globe.
* Carl Hendrick is an English teacher, head of research and the author of What Does This Look Like in the Classroom? He tweets
@C_Hendrick.Guidance Reports from the
Education Endowment Foundation
All available to download free from
https://educationendowmentfoundation.org.uk/tools/guidance-reports/
Clear and actionable guidance for teachers on a range of high-priority issues
The EEF online toolkit also offers an accessible summary of
the international evidence on teaching 5 – 16 year olds
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/“Behind every successful adult is a teacher who believed
in them at school…
behind over 3000 educational professionals is BTSA.”
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