The document provides information on the Continuous Professional Development and Learning (CPDL) offer for 2016-2017 across the Wellsway Multi-Academy Trust (WMAT). It outlines core induction programs for new staff, as well as a variety of Trust-wide CPD opportunities including training days, an annual conference, subject network meetings, sessions led by Leading Teachers and Specialist Leaders of Education. It also details the individual CPD programs on offer at each school within the Trust.
The Role of Teaching in the development of ECRsRob Daley
The document discusses the role of teaching in the development of postgraduate researchers (PGRs). It notes that several reviews since the 1990s have recommended that PGRs receive teaching training and experience. PGRs are involved in a variety of teaching activities, and surveys show over half of PGRs engage in teaching. Teaching experience provides benefits like improved communication and other skills valuable for research and future careers. The document examines frameworks for teaching development and the types of training and support provided to PGRs.
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
Introduction to the higher education academyjodiewinner
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on best practices, and helps institutions implement policies and programs to address sector challenges like student satisfaction, employability, internationalization, and retention. The HEA provides services like accrediting professional development programs, supporting individuals' career-long learning, facilitating institutional changes, and offering consultancy. It addresses key issues facing higher education through national conferences, workshops, online resources, and change programs implemented at institutions.
#UNTAdv14 Advising Students for Career and Technical Education: Are You Ready?UCAN at UNT
Advising Students for Career and Technical Education: Are You Ready? by Susan Womack
2014 UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
The document discusses creating an accredited K-12 international blended distributed learning program. Key points:
1. SD73 wanted to build a unique online international education model that incorporated both asynchronous and synchronous learning, with the latter helping to reduce dropout rates.
2. The proposed model is blended, combining online and face-to-face learning. Students meet with their BC teacher synchronously once per week and work with a facilitator and cohort of students overseas.
3. An International Online Learning Association of BC (IOLA) is proposed to provide a coordinated approach for BC school districts to offer accredited online international programs at scale through collaboration and a focus on quality.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
The Role of Teaching in the development of ECRsRob Daley
The document discusses the role of teaching in the development of postgraduate researchers (PGRs). It notes that several reviews since the 1990s have recommended that PGRs receive teaching training and experience. PGRs are involved in a variety of teaching activities, and surveys show over half of PGRs engage in teaching. Teaching experience provides benefits like improved communication and other skills valuable for research and future careers. The document examines frameworks for teaching development and the types of training and support provided to PGRs.
This document provides information about the Languages Interdisciplinary Project, which is a unit within the Scottish Baccalaureate. It can be taken at Higher or Advanced Higher level and involves an independent project that allows students to apply language skills in a practical context outside of school. The project focuses on developing skills for learning, life and work such as research, planning, problem solving and self-evaluation. Examples of student projects and quotes from students and business leaders supporting the value of language skills are also provided.
Introduction to the higher education academyjodiewinner
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on best practices, and helps institutions implement policies and programs to address sector challenges like student satisfaction, employability, internationalization, and retention. The HEA provides services like accrediting professional development programs, supporting individuals' career-long learning, facilitating institutional changes, and offering consultancy. It addresses key issues facing higher education through national conferences, workshops, online resources, and change programs implemented at institutions.
#UNTAdv14 Advising Students for Career and Technical Education: Are You Ready?UCAN at UNT
Advising Students for Career and Technical Education: Are You Ready? by Susan Womack
2014 UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
The document discusses creating an accredited K-12 international blended distributed learning program. Key points:
1. SD73 wanted to build a unique online international education model that incorporated both asynchronous and synchronous learning, with the latter helping to reduce dropout rates.
2. The proposed model is blended, combining online and face-to-face learning. Students meet with their BC teacher synchronously once per week and work with a facilitator and cohort of students overseas.
3. An International Online Learning Association of BC (IOLA) is proposed to provide a coordinated approach for BC school districts to offer accredited online international programs at scale through collaboration and a focus on quality.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Global open libraries - GOL A feasibility studyicdeslides
At the 2nd OER World Congress on 19 September, the idea of a network, Global Open Libraries, GOL, was presented, both at a well visited special event and at the plenary session later on the day and even on a satellite event discussing OER in non-English languages..
The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
URI Harrington School Executive Advisory Board MeetingRenee Hobbs
The document outlines a strategic plan to transform the Harrington School of Communication and Media into a school of regional and national distinction within 5-10 years. It identifies 5 essential elements of top schools and assesses Harrington School's opportunities and challenges. The plan focuses on cutting-edge curriculum, nationally recognized faculty research, engaging instruction, top students, and state-of-the-art facilities. Key strategies include interdisciplinary programs, experiential learning, faculty development, industry partnerships, and new facilities. The goal is to rank in the top 5 schools in the Northeast and top 10 public schools on the East Coast.
Learn how a Z Cred (Z-Degree, OER Degree) can help to boost college access and completion, particularly for underserved students, by engaging faculty in the redesign of courses and degree programs through the replacement of proprietary textbooks with open educational resources.
The document summarizes transformation of education in the era of openness and flexibility. It discusses how education is transforming through online, open, flexible and technology enhanced approaches to achieve inclusive and equitable quality education for all as outlined in the UN's Sustainable Development Goal 4. Key points discussed include the rapid expansion of higher education enabled by technology, the need to transform pedagogical approaches and develop new skills for students and teachers, and how open approaches can help drive this transformation for a sustainable future.
The document discusses ensuring quality of English provision in higher education. It notes that this is a challenge for universities regardless of the language of instruction used. The document outlines some current solutions that institutions use to assure English quality, such as international accreditation schemes, exams, and evaluation policies. It also discusses challenges related to teachers' English levels, delivery of instruction in English, and recruitment and training of teachers. The document describes a pilot quality development program conducted between 2017-2018 with 5 Turkish universities to develop recommendations. Key recommendations included developing university-wide English policies, improving communication between language and academic programs, revising English curriculums, implementing new assessment policies benchmarked to international standards, and providing continued training for teachers.
This book is the collective experience and wisdom of a group of lecturers who have been recognised for their commitment, dedication, passion, and enthusiasm in teaching. I believe this book will be a valuable resource for lecturers who aspire to become great teachers and who continuously seek to improve their effectiveness in delivering high-quality, meaningful, impactful, productive, and memorable learning experiences for all students.
A unique new pre-entry course for international students entering the British independent school system for the first time; The Integration Workshop.
Offered exclusively by Eridux Education, the Integration Workshop is a 2-day, 12-hour program that specifically aims to provide international students with the practical tools necessary for long-term success.
Houston Community College is among the top community colleges in the nation for awarding associate degrees to minority students, including African American, Hispanic, and Asian American students. It also ranks highly for awarding degrees in all disciplines. The college aims to be a leader in workforce development and preparing students for jobs through innovative education programs. It is undertaking a strategic planning process to transform itself from a delivery model to a center of excellence model to better achieve this vision and increase student success and completion rates.
The document discusses the selection of Moodle as the replacement learning management system (LMS) at Massey University. It describes the university's strategic planning process that led to choosing Moodle, including establishing selection criteria focused on pedagogy and developing a business case. Key questions are raised about implementing the new system at scale, managing political interests, resourcing needs, and ensuring the technology supports the university's vision for blended learning. The summary emphasizes that LMS selection is a strategic decision that requires engagement across the institution.
Transform and innovate Higher Education for sustainable developmenticdeslides
This presentation given at the 20 years anniversary of the Hellenic Open University discusses Why transform Education? Why and what it means to transform and innovate for the future and how education can be transformed trough online, open, flexible and technology enhanced means.
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
PACFOLD is a virtual center hosted by the University of the South Pacific in partnership with the Commonwealth of Learning to promote flexible and open learning for development in the Pacific region. Its vision is to empower Pacific communities through lifelong learning. PACFOLD's strategic priorities include advocacy, capacity building, policy development, and research related to flexible and open learning. It aims to establish models and support institutions using flexible learning, while strengthening the use of technology and ensuring initiatives are sustainable and inclusive.
PACFOLD is a virtual center hosted by the University of the South Pacific in partnership with the Commonwealth of Learning to promote flexible and open learning for development in the Pacific region. Its vision is to empower Pacific communities through lifelong learning. PACFOLD's strategic priorities include advocacy, capacity building, policy development, and research related to flexible and open learning. It aims to establish models and support institutions using flexible learning, while strengthening the use of technology and ensuring initiatives are sustainable and inclusive.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
This document discusses the role of language policies in internationalizing higher education. It provides a framework and action plan for developing institution-specific language policies. The framework establishes principles like ensuring policies lead to academic and language progression, align with international standards, and deliver language skills for employability. It also discusses developing policies through stakeholder engagement, situational analysis, implementation, and monitoring. The document outlines Cambridge University's language policy principles and components, like curriculum, assessment, teacher development, and resources. Stakeholder reflections note the framework is helpful for working toward high performance and consistency, and gives an overall picture while being highly adaptable across institutions.
Maghrenov workshop on capacity building EU: mpc erasmus part 2Maghrenov
The document discusses the key actions and opportunities under the new Erasmus+ programme for higher education cooperation and mobility between EU countries and partner countries from 2014-2020. It outlines funding for joint degrees between multiple EU universities, as well as opportunities for staff and student mobility. New initiatives include strategic partnerships between universities and businesses to develop innovative practices, knowledge alliances for long-term cooperation, and capacity building projects to support international partnerships and reforms.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
Creating a college & career readiness culture for your classroom donna em...DonnaEmanuel
This document discusses creating a college and career readiness culture in K-8 classrooms. It defines college and career readiness as having the knowledge to succeed in introductory college courses without remediation. It outlines 8 components of college and career readiness counseling including academic planning, enrichment activities, and career exploration. It also provides 4 keys to supporting readiness: meeting academic standards, exploring careers early, developing soft skills like flexibility and motivation, and fostering independent learning. The document discusses barriers districts face in career technical education like funding and retaining teachers, and ways to overcome these such as partnerships and professional development. It emphasizes the importance of reflection and a systemic framework in developing leadership and a college and career readiness culture.
http://www.PacificOaks.edu Apply Today! Pacific Oaks College is an accredited higher education institution offering bachelor's, master's, and certificate programs in human development, counseling, education, early childhood education, and teacher credentialing.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
Global open libraries - GOL A feasibility studyicdeslides
At the 2nd OER World Congress on 19 September, the idea of a network, Global Open Libraries, GOL, was presented, both at a well visited special event and at the plenary session later on the day and even on a satellite event discussing OER in non-English languages..
The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
URI Harrington School Executive Advisory Board MeetingRenee Hobbs
The document outlines a strategic plan to transform the Harrington School of Communication and Media into a school of regional and national distinction within 5-10 years. It identifies 5 essential elements of top schools and assesses Harrington School's opportunities and challenges. The plan focuses on cutting-edge curriculum, nationally recognized faculty research, engaging instruction, top students, and state-of-the-art facilities. Key strategies include interdisciplinary programs, experiential learning, faculty development, industry partnerships, and new facilities. The goal is to rank in the top 5 schools in the Northeast and top 10 public schools on the East Coast.
Learn how a Z Cred (Z-Degree, OER Degree) can help to boost college access and completion, particularly for underserved students, by engaging faculty in the redesign of courses and degree programs through the replacement of proprietary textbooks with open educational resources.
The document summarizes transformation of education in the era of openness and flexibility. It discusses how education is transforming through online, open, flexible and technology enhanced approaches to achieve inclusive and equitable quality education for all as outlined in the UN's Sustainable Development Goal 4. Key points discussed include the rapid expansion of higher education enabled by technology, the need to transform pedagogical approaches and develop new skills for students and teachers, and how open approaches can help drive this transformation for a sustainable future.
The document discusses ensuring quality of English provision in higher education. It notes that this is a challenge for universities regardless of the language of instruction used. The document outlines some current solutions that institutions use to assure English quality, such as international accreditation schemes, exams, and evaluation policies. It also discusses challenges related to teachers' English levels, delivery of instruction in English, and recruitment and training of teachers. The document describes a pilot quality development program conducted between 2017-2018 with 5 Turkish universities to develop recommendations. Key recommendations included developing university-wide English policies, improving communication between language and academic programs, revising English curriculums, implementing new assessment policies benchmarked to international standards, and providing continued training for teachers.
This book is the collective experience and wisdom of a group of lecturers who have been recognised for their commitment, dedication, passion, and enthusiasm in teaching. I believe this book will be a valuable resource for lecturers who aspire to become great teachers and who continuously seek to improve their effectiveness in delivering high-quality, meaningful, impactful, productive, and memorable learning experiences for all students.
A unique new pre-entry course for international students entering the British independent school system for the first time; The Integration Workshop.
Offered exclusively by Eridux Education, the Integration Workshop is a 2-day, 12-hour program that specifically aims to provide international students with the practical tools necessary for long-term success.
Houston Community College is among the top community colleges in the nation for awarding associate degrees to minority students, including African American, Hispanic, and Asian American students. It also ranks highly for awarding degrees in all disciplines. The college aims to be a leader in workforce development and preparing students for jobs through innovative education programs. It is undertaking a strategic planning process to transform itself from a delivery model to a center of excellence model to better achieve this vision and increase student success and completion rates.
The document discusses the selection of Moodle as the replacement learning management system (LMS) at Massey University. It describes the university's strategic planning process that led to choosing Moodle, including establishing selection criteria focused on pedagogy and developing a business case. Key questions are raised about implementing the new system at scale, managing political interests, resourcing needs, and ensuring the technology supports the university's vision for blended learning. The summary emphasizes that LMS selection is a strategic decision that requires engagement across the institution.
Transform and innovate Higher Education for sustainable developmenticdeslides
This presentation given at the 20 years anniversary of the Hellenic Open University discusses Why transform Education? Why and what it means to transform and innovate for the future and how education can be transformed trough online, open, flexible and technology enhanced means.
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
PACFOLD is a virtual center hosted by the University of the South Pacific in partnership with the Commonwealth of Learning to promote flexible and open learning for development in the Pacific region. Its vision is to empower Pacific communities through lifelong learning. PACFOLD's strategic priorities include advocacy, capacity building, policy development, and research related to flexible and open learning. It aims to establish models and support institutions using flexible learning, while strengthening the use of technology and ensuring initiatives are sustainable and inclusive.
PACFOLD is a virtual center hosted by the University of the South Pacific in partnership with the Commonwealth of Learning to promote flexible and open learning for development in the Pacific region. Its vision is to empower Pacific communities through lifelong learning. PACFOLD's strategic priorities include advocacy, capacity building, policy development, and research related to flexible and open learning. It aims to establish models and support institutions using flexible learning, while strengthening the use of technology and ensuring initiatives are sustainable and inclusive.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
This document discusses the role of language policies in internationalizing higher education. It provides a framework and action plan for developing institution-specific language policies. The framework establishes principles like ensuring policies lead to academic and language progression, align with international standards, and deliver language skills for employability. It also discusses developing policies through stakeholder engagement, situational analysis, implementation, and monitoring. The document outlines Cambridge University's language policy principles and components, like curriculum, assessment, teacher development, and resources. Stakeholder reflections note the framework is helpful for working toward high performance and consistency, and gives an overall picture while being highly adaptable across institutions.
Maghrenov workshop on capacity building EU: mpc erasmus part 2Maghrenov
The document discusses the key actions and opportunities under the new Erasmus+ programme for higher education cooperation and mobility between EU countries and partner countries from 2014-2020. It outlines funding for joint degrees between multiple EU universities, as well as opportunities for staff and student mobility. New initiatives include strategic partnerships between universities and businesses to develop innovative practices, knowledge alliances for long-term cooperation, and capacity building projects to support international partnerships and reforms.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
Creating a college & career readiness culture for your classroom donna em...DonnaEmanuel
This document discusses creating a college and career readiness culture in K-8 classrooms. It defines college and career readiness as having the knowledge to succeed in introductory college courses without remediation. It outlines 8 components of college and career readiness counseling including academic planning, enrichment activities, and career exploration. It also provides 4 keys to supporting readiness: meeting academic standards, exploring careers early, developing soft skills like flexibility and motivation, and fostering independent learning. The document discusses barriers districts face in career technical education like funding and retaining teachers, and ways to overcome these such as partnerships and professional development. It emphasizes the importance of reflection and a systemic framework in developing leadership and a college and career readiness culture.
http://www.PacificOaks.edu Apply Today! Pacific Oaks College is an accredited higher education institution offering bachelor's, master's, and certificate programs in human development, counseling, education, early childhood education, and teacher credentialing.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
The Next Move - Delivering a World-Class ProgrammeNick Hassey
The document discusses research conducted by Teach First to redesign its leadership development and teacher training program. Key findings from the research include:
1. Initial training needs to focus on key teaching skills like classroom management, assessment, and planning to prepare participants for the classroom. Ongoing support is also needed, especially for struggling teachers.
2. In-school mentors are important for support, but their ability varies depending on time and expertise. University tutors provide expert guidance but cannot visit frequently. Teach First officers currently focus on leadership over teaching skills.
3. Longer-term development of teachers should focus on improving subject knowledge, instructional practices, use of data, and teacher collaboration. Support
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
This document proposes a new infrastructure for professional learning and development (PLD) across New Zealand's compulsory education sector. It recommends establishing a National Professional Learning Centre within the Ministry of Education to oversee PLD. The Centre would be governed by a board including stakeholders and experts, and managed by Ministry and sector personnel. It would design PLD based on evidence and data, provide curriculum support, accredit external personnel, and conduct research. The goal is to support schools and teachers in engaging in ongoing, evidence-informed inquiry to improve student outcomes through developing teaching practices. Both internal and external expertise would work together to effectively deliver PLD.
Cassadaga Valley Central School is inviting local businesses to partner with them to develop a work-based learning program. The program will help students gain both technical and soft skills to prepare them for future careers by providing experiences like internships. Businesses can get involved by hosting interns or joining the program's advisory board. The advisory board meets regularly to provide guidance on curriculum, career opportunities, and support for the work-based learning program.
The document outlines 8 standards for effective Cambridge teachers:
1) Understanding how students learn and their diverse needs
2) Having secure subject knowledge and knowing how to teach different content
3) Upholding professional values like high expectations for students
4) Establishing relationships to support learning
5) Effective planning, teaching, assessment and use of feedback
6) Using innovative classroom practices that challenge students
7) Maintaining a safe and inclusive learning environment
8) Engaging with parents and communities
This document summarizes the success of a project initiated by nursery school teachers in Pakistan to increase parental involvement in children's education. The project aimed to make curriculum changes more acceptable to parents accustomed to traditional teaching styles. With support from university tutors, workshops were held to address parents' concerns. The project enhanced student motivation and provided indirect parental instruction. It proved financially beneficial and improved the school's reputation. The project's success contributed to the evolution of policies encouraging parental involvement across the school network.
Janice Case is an experienced principal and education consultant with 19 years of experience in public and private K-12 education. She has expertise in areas such as professional development, teacher/principal evaluation, school improvement, and data-driven decision making. Currently, she works as the CEO of her own education consulting firm and provides services to schools, districts, and state departments of education through projects focused on leadership development and school transformation.
This document summarizes the 2014 administrators' retreat for the Meriden Public Schools. It discusses utilizing after-school programs to help students earn credits, implementing blended learning, incorporating more technology, and involving high schools in innovative learning networks. It also covers continuing common core implementation, supporting teachers and leaders, expanding enrichment programs, and maintaining school facilities. Quotes from the book "Professional Capital: Transforming Teaching in Every School" are included that promote collaboration and continuous improvement in the teaching profession.
Making Paraeducators a Respected Profession in your State- One State's Efforts By Doug Nelson, Kent Gerlach, Reen Doser, Britta Dionne, Jean Scarletti, Maria Pittson
International Alumni Relations the time is now. AIEC 2014 Dobson_LoonIngeborg Loon
1) International alumni relations is currently underdeveloped and fragmented within institutions. Developing alumni networks provides value by strengthening brands and leveraging alumni to recruit students and provide career support.
2) A case study of Academies Australasia Group's efforts showed assessing readiness, identifying challenges like outdated databases, and a 5-month coaching process to develop a plan including appointing alumni ambassadors.
3) Initial results were positive, showing alumni were interested in networking and providing advice. A dedicated alumni manager position was created to help manage the relationships and programs established.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
Dudley College is a further education college located in the Black Country region of England. It has over 12,000 students studying a wide range of vocational and academic courses. The college emphasizes developing students' employability skills through enrichment activities and work experience as part of its 16-19 study programmes. Students receive additional support in English and maths to help them achieve functional skills qualifications. The college works closely with local employers and organizations to provide students with real-world projects and experiences.
This document discusses academic development in the UK higher education landscape. It provides an overview of academic development, including the roles of academic developers and various professional organizations. It also describes the author's work as an academic developer, including running a Postgraduate Certificate in Academic Practice (PGCAP) and various projects to support teaching and learning. Research activities of the author are also listed, including publications and conference presentations focused on academic development topics.
Titirangi Primary School Charter 2016-2018Alan Jackson
The purpose of a school charter is to establish the mission, aims, objectives, directions and targets of the board that will give effect to the Government’s National Education Guidelines and the Board’s priorities, aligned with our School Vision & Values. Our Charter gives details on the strategic direction of our school, and reflects the Board's aims for our school.
Collaborative Pilot for Tertiary TransitionSenga White
Information about a pilot programme to trial a tertiary prep programme at Waimea College with Canterbury University and Senga White, using the Tertiary Prep Programme
A unified curriculum provides benefits like consistent instructional design, flexible resources to meet student needs, and robust professional development for teachers. It supports quality teaching and learning. A unified curriculum also allows for improved planning, monitoring of student progress, and identification of students who need extra help. Implementing a unified curriculum in partnership with Houghton Mifflin Harcourt streamlines instructional programs and professional development while ensuring best practices are followed consistently across schools.
Introduction to the Higher Education AcademyJISC infoNet
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on teaching innovations, and helps institutions address challenges like student satisfaction, employability, and internationalization. The HEA supports individuals throughout their careers, provides resources and events, and works with institutions through partnership managers and subject experts to encourage teaching excellence and facilitate change.
Similar to Cpd 2016 17 final copy sent to cpdl leads (1) (20)
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
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1. P a g e 1 | 14
Continuous Professional
Development and
Learning Offer 2016-2017
Welcome to this year’s
Continuous Professional Development and Learning
(CPDL) Offer Brochure
In designing the CPDL offer contained in the brochure, the following guiding principles were
followed:
1. Continuous Professional Development and Learning (CPDL) should be a professional
learning process that focuses on improving student outcomes and which all staff
(teaching and support) undertake as a result of planned, appropriately differentiated and
collaborative learning opportunities.
2. These CPDL opportunities should take account of needs of all individuals, linked to their
roles in school, their career stage and their career aspirations.
3. The CPDL opportunities should be informed by national and international research
evidence on what constitutes effective CPDL. The emerging evidence indicates that
effective CPDL:
a. leads to improvements in teaching and learning
b. focuses upon clear outcomes and increasing opportunities for students
c. is well-led and carefully planned
d. is informed by evidence and involves creating evidence through improvements in
outcomes for students
e. is collaborative, sustained over time, with skilled expert inputs and facilitation
f. includes the development of leadership
4. CPDL activity should be delivered collaboratively through effective partnerships within
the school and through the school’s relationships with other partners, including other
Trust members, HEIs and other partnerships within the local area.
5. All staff are entitled to high quality CPDL opportunities and the CPDL should be owned by
those undertaking it. This expectation is explicitly stated in the updated (2013) Teachers’
Standards. ‘Appropriate self-evaluation, reflection and professional development activity
is critical to improving teachers’ practice at all key stages. The standards set out clearly
the key areas in which a teacher should be able to assess his or her own practice and to
receive feedback from colleagues. As their careers progress, teachers will be expected to
extend the depth and breadth of knowledge, skill and understanding that they can
demonstrate in meeting the standards.’
For further details of international research into effective CPDL, the Teacher Development
Trust has produced a very helpful summary report entitled ‘Developing Great Teaching :
Lessons from the international reviews into effective professional development’. This report
can be found at: http://tdtrust.org/about/dgt
In this brochure you will be able to see the CPDL offer available from each school within the
Trust. Colleagues are welcome to request to join the activities on offer in other schools. If you
wish to do so, please contact Patricia Baker, Wellsway Multi Academy Trust CPD Manager in
the first instance via pbaker@wellswaymat.com
2. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 2 | 14
CONTENTS
Section A
Page 3 Core introduction into the Trust for new appointees
Section B
Page 4 Trust Continuous Professional Development opportunities
Page 4 WMAT Agreed Training Days 2016 - 2017
Page 4 WMAT Annual Conference – Monday 31 October 2016
Page 4 WMAT Agreed Trust Network Meetings 2016 - 2017
Page 5 WMAT agreed CPD collaborative sessions 2016 - 2017
Page 5 WMAT Leading Teachers’ Programme 2016 - 2017
Page 6 WMAT Specialist Leaders of Education Programme 2016 - 2017
Page 6 WMAT NQT Induction Year Programme 2016 – 2017
Page 6 WMAT Recently Qualified Teachers’ Programme 2016 - 2017
Section C
Page 7 The CPDL offer from each partner school
Page 7 Aspire Academy
Page 7 Bath Studio School
Page 7 IKB Studio School
Page 8 St John’s CEVC Primary School
Page 8 Saltford C of E Primary School
Page 8 Sir Bernard Lovell Academy
Page 10 Wellsway School
Section D
Page 12 Further WMAT training opportunities
Page 12 Training for Support Staff
Page 13 Training for Middle Leaders
a) Curriculum leadership
b) Leadership of Care and Guidance
Page 14 Training for Senior Leaders
a) Aspiring Senior Leaders
b) Current Senior Leaders
Page 14 Trustees and Governors
3. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 3 | 14
SECTION A
Core introduction into the Trust for new appointees
All colleagues newly appointed to the Trust will receive a programme of induction, which will be in
addition to the tailored programme provided by each school within the Trust.
The programme includes:
a guarantee of two days in the first year to shadow the work of experienced colleagues undertaking a
similar role in other Trust schools
an induction pack
access to formal and informal networks with colleagues undertaking similar roles across the Trust
In addition for NQTs the programme includes:
support from Patricia Baker, CPD Manager for Quality Assurance working with Cabot Learning
Federation, the Appropriate Body
three WMAT NQT Induction sessions based at a school within the Trust
access to appropriate NQT Induction sessions based at Wellsway School
access to the Cabot Learning Federation NQT Conference in January 2017.
Upon successful completion of the induction year:
a Presentation and Graduation Ceremony with invited colleagues and guests.
School Induction Tutors are:
Aspire Academy
Bath Studio School
IKB Studio School
Saltford C of E Primary School
Sir Bernard Lovell Academy
St John’s CEVC Primary School
Wellsway School
Vicky Tucker (KS 3 / 4 / 5)
Amanda Tapsfield (EYS KS 1 / 2)
Oliver Senneck
Danny Wilkinson
Liz Spincer
Patricia Nethercott
Sarah Safraz
Mark Hilliam
Tina Tabor
Director of Learning
Head of Primary
Director of Learning
Director of Learning
Deputy Headteacher
Lower KS Leader
Assistant Headteacher
Deputy Headteacher
Assistant Principal
Please see page 6 for overview details of the WMAT NQT Induction programme 2016 – 2017 and the full WMAT
NQT Induction Programme 2016 – 2017 which accompanies this booklet. Copies of the latter are held by WMAT
Induction Tutors and NQT subject mentors.
4. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 4 | 14
SECTION B
Trust Continuous Professional Development opportunities
During the course of 2016 – 2017, there are a number of opportunities when colleagues across the Trust can
meet and engage in professional development opportunities. These are:
1. Six agreed training days across the Trust
WMAT Agreed Training Days 2016 – 2017
Please note there is an exception to the above. Both Aspire Academy and St John’s CEVC Primary School have
identified Monday 24 April, 2017 as a Training Day instead of Friday 21 October, 2016.
2. The Annual WMAT Conference
WMAT Conference, Monday 31 October 2016, Wellsway School and IKB Studio School
The second Trust Conference will take place at Wellsway School and IKB Studio School on Monday 31 October.
This annual event gives delegates the opportunity to hear from Andrea Arlidge, the Trust’s Chief Executive
Officer, representatives from our HEI partners and speakers with an established national reputation in
improving outcomes for children and young people. The title of this year’s conference is ‘Leading Learning
Together : the learners of today and the leaders of tomorrow’.
In addition to the keynote addresses, delegates will be able to select from a wide range of workshops, planned
and delivered by colleagues from the Trust as well as external providers. There will also be WMAT Subject and
Team Network Meetings during the course of the Conference, led by experienced curriculum and team leaders
within the Trust, as well as many opportunities for informal networking to occur.
3. Six agreed Subject Network Meetings
WMAT Agreed Trust Network Meetings 2016 – 2017
These sessions take place from 3:45 – 5:15 p.m and subject groups will be based alternately at Wellsway and Sir
Bernard Lovell Academy.
Session 1 Tuesday 20 September, 2016 Sir Bernard Lovell Academy and Wellsway School
Session 2 Monday 31 October, 2016 WMAT Conference at Wellsway and IKB Schools
Session 3 Monday 7 December, 2016 Sir Bernard Lovell Academy and Wellsway School
Session 4 Wednesday 18 January, 2017 Sir Bernard Lovell Academy and Wellsway School
Session 5 Monday 3 April, 2017 Sir Bernard Lovell Academy and Wellsway School
Session 6 Wednesday 14 June, 2017 Sir Bernard Lovell Academy and Wellsway School
These are occasions during the year where colleagues undertaking similar roles in schools across the Trust have
the opportunity to come together, to share expertise and best practice. They are facilitated by an experienced
leader from a school within the Trust, with the aim of sharing the latest thinking and research into effective
practice nationally and internationally, as well as for colleagues in Trust schools to showcase innovative and
effective practice from their own teams.
1 Thursday 1September, 2016
2 Friday 2 September, 2016
3 Friday 21 October, 2016
4 Monday 31 October, 2016 (WMAT Conference)
5 Monday 20 February, 2017
6 Friday 21July, 2017 (Disaggregated)
5. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 5 | 14
The WMAT Subject Network Meetings have three principal aims:
to establish and maintain networks of professional relationships, which will nurture and sustain
developments across teams within the Trust;
to develop professional knowledge of local, regional and national developments which will impact
upon the work of teams within the Trust;
to widen the repertoire of skills available to individual members of these networks, by facilitating the
sharing of effective practice.
The precise agendas for the WMAT subject network meetings are determined by the relevant Leading Teachers
and Lead Professionals but are likely to contain some, or all, of the following:
Horizon scanning what is happening, or is likely to happen, which will impact upon our roles?
Practice sharing where members of the network are given a forum to demonstrate an innovation
which has had a positive impact upon outcomes for students
Resource sharing where members of the network pool professional knowledge of resources to support
the work of teams within partner schools.
Minutes taken from all meetings are shared with the CPD Manager who formalises and circulates them to CPD
Leads within all Trust schools. CPD Leads in turn forward them to relevant SLT subject line managers.
4. WMAT identified CPD sessions common to all schools
WMAT agreed collaborative sessions (3:45 – 4:45 p.m)
The focus and content of the above to be decided by CPD Leads across the Trust working together.
5. The Leading Teachers’ Programme
WMAT Leading Teachers 2016 – 2017
The Leading Teachers’ Programme is in its second year of operation and there are currently 13 WMAT Leading
Teachers providing a significant resource for the continuous improvement of teaching and learning across the
Trust’s Schools. Leading Teachers have a proven track record of working effectively as a good/outstanding
teacher and so understand what constitutes good or outstanding teaching. Having the ability and confidence to
communicate this they support in the establishment of new and innovative working practices. They have
undertaken a process of application and selection, before receiving training in the role provided by the Trust’s
senior leaders and consultants.
Leading Teachers work alongside colleagues who are referred by their line managers/CPD Lead to address
specific areas of classroom practice which need further development. This process is confidential and
approached through a blend of coaching, mentoring and action – research activities. The support is tailored to
the individual needs of the teacher being coached. Leading Teachers also have key roles in their coaching to
support colleagues in the move from good to outstanding and in their leadership of the Subject Network
Meetings including sharing research and developments in the subjects.
Any enquiries about the Leading Teachers’ programme should be directed to Patricia Baker, the Trust’s CPD
Manager via pbaker@wellswaymat.com
Date Possible focus Location
Weds 21 September 2016 Trust teachmeet / middle management training (1) Tbc
Weds 19 October 2016 Trust teachmeet / middle management training (2) Tbc
Weds 8 March, 2017 Trust teachmeet / middle management training (3) Tbc
Weds 10 May, 2017 Trust teachmeet / middle management training (4) Tbc
Weds 21 June, 2017 Trust teachmeet / middle management training (5) Tbc
6. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 6 | 14
6. The Specialist Leaders of Education Programme
WMAT Specialist Leaders of Education Programme 2016 – 2017
This is the first year of operation for WMAT Specialist Leaders of Education programme and there are currently
five SLEs, accredited by The Cabot Learning Institute. As with Leading Teachers, their role is Trust wide. SLEs
will work effectively within schools, using coaching and other facilitation skills successfully to bring about
sustained improvements. Their focus is to both support leaders within schools and / or teams and to grow
leadership capacity in others.
7. WMAT NQT Induction Year Programme
WMAT NQT Induction Year Programme 2016 – 2017
This programme operates in conjunction with individual Trust School’s support sessions.
** There will be more than one lesson observation carried out each term, by a variety of colleagues including
members of SLT, Induction tutor, subject mentors and colleagues. One formal lesson observation each term to
be forwarded to WMAT CPD Manager to support quality assurance and evidence for regular reporting to MELT.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
01/09/16 –
21/10/16
31/10/16 –
16/12/16
03/01/17 –
10/02/17
20/01/17 –
07/04/17
24//04/17 –
26/05/17
05/06/17 –
21/07/17
Full day WMAT
NQT Induction
Conference (1)
WMAT
Conference
Workshop
sessions for
NQTs.
Full day WMAT
NQT Induction
Conference (2)
Half day WMAT
NQT Induction
Conference (3)
Half day WMAT
NQT
Presentation
and Graduation
**At least one
formal lesson
observation
**At least one
formal lesson
observation
**At least one
formal lesson
observation
**At least one
formal lesson
observation
**At least one
formal lesson
observation
**At least one
formal lesson
observation
WMAT ongoing
induction prog.
(see p 10 - 11)
WMAT ongoing
induction prog.
(see p 10 - 11)
WMAT ongoing
induction prog.
(see p 10 - 11)
WMAT ongoing
induction prog.
(see p 10 - 11)
WMAT ongoing
induction prog.
(see p 10 - 11)
WMAT ongoing
induction prog.
(see p 10 - 11)
Visit to a Trust
School
CLF (January)
Training Day
opportunity
Visit to a Trust
School
Assessment 1
CPD Manager
→ Appropriate
Body
Assessment 2
CPD Manager
→ Appropriate
Body
Assessment 3
CPD Manager
→ Appropriate
Body
The details above are available in more detail in the term by term WMAT Induction Overview which is available
as a separate document and has been forwarded to all CPD Leads and Induction Tutors.
8. WMAT Recently Qualified Teachers’ Programme
This programme is currently under discussion and further information will be available shortly.
7. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 7 | 14
SECTION C
The CPDL offer from each partner school
Aspire Academy
Aspire Academy delivers CPDL sessions from 2:00 p.m onwards on identified Friday afternoons. During the academic
year 2016– 2017 the following sessions are available for interested colleagues in other schools across the Trust.
Date Focus
Friday 16 Sept 2016 Mental health
Friday 7 Oct 2016 THRIVE across the curriculum
Friday 18 Nov, 2016 Developing numeracy across the curriculum
Friday 20 Jan, 2017 Speech and Language Therapy (SALT )
Friday 3 Feb, 2017 Scaffolding
Friday 17 March, 2017 Attachment
Friday 12 May, 2017 Reading, writing, communication.
If you are not a member of Aspire staff and are interested in knowing more about, or attending these sessions, please
contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via pbaker@wellswaymat.com
Bath Studio School
Bath Studio School delivers CPDL sessions from 3:45 – 4:45 p.m on Wednesday afternoons. During the academic year
2016 – 2017 the following sessions are available for interested colleagues in other schools across the Trust.
Date Focus
Weds 21 Sept, 2016 Introduction to the Studio School and its Television Studio
Weds 23 Nov, 2016 Green screen, lighting and sound for studio production
Weds 8 Feb, 2017 Practical application of TV studio learning across the curriculum
Weds 29 March, 2017 Producing live television productions, Tricaster training, processes and production
procedures
Weds 24 May, 2017 Premiere Pro CC Editing software training
If you are not a member of Bath Studio Staff and are interested in knowing more about, or attending these sessions,
please contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via pbaker@wellswaymat.com
IKB Studio School
IKB Studio School offers CPDL Sessions from 3:45 – 4:45 p.m on Wednesday afternoons. During the academic year
2016 – 2017 the following sessions are available for interested colleagues in other schools across the Trust.
Date Focus
Weds 28 Sept 2016 The challenges of moving to Senior Leadership – what do I need to know?
Weds 23 Nov 2016 Developing post 16 Mathematics
Weds 1 Feb, 2017 ICT and new technologies to support teaching.
Weds 22 March 2017 Outstanding lesson observation planning
Weds 17 May 2017 Questioning - stretch & challenge for all
Weds 21 June 2017 Cross Curricular mapping within STEM subjects
If you are not a member of IKB Studio School staff and are interested in knowing more about, or attending these
sessions, please contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via pbaker@wellswaymat.com
8. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 8 | 14
St John’s CEVC Primary School
St John’s CEVC Primary School has shared Training Days with WMAT except for Monday 24th
April 2017 which is specific
to Aspire Academy and St John’s CEVC Primary School. During the academic year 2016 – 2017 these sessions are
available for interested colleagues in other schools across the Trust to attend.
DateDate EventEvent FocusFocus
Thurs 1 Sept, 2016 Training Day 1 Appraisal and administration
Fri 2 Sept, 2016 Training Day 2 Teaching of phonics and spelling; review of marking policy
Mon 31 Oct, 2016 Training Day 3 WMAT Conference
Mon 20 Feb, 2017 Training Day 4 To be designated
Mon 24 April, 2017 Training Day 5 To be designated
Friday 21 July, 2017 Training Day 6 To be designated
If you are not a member of St John’s CEVC Primary School staff and are interested in knowing more about, or attending
these sessions, please contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via
pbaker@wellswaymat.com
Saltford C of E Primary School
Saltford C of E Primary School has Training Days on the dates below. During the academic year 2016 -2017 these
sessions are available for interested colleagues in other schools across the Trust to attend.
Date Event Focus
Thurs 1 Sept, 2016 Training Day 1 Child protection / safeguarding
Fri 2 Sept, 2016 Training Day 2 Assessment, SEND, Key Stage Meetings, planning meetings
Fri 21 Oct, 2016 Training Day 3 Mastery in Literacy – focus on writing, writing and ICT, including time
to explore Purple Mash and other apps for iPads
Mon 31 October, 2016 Training Day 4 WMAT Conference
Friday 26 May, 2017 Training Day 5 To be confirmed
Friday 21 July, 2017 Training Day 6 Disaggregated in lieu of additional staff meetings
If you are not a member of Saltford C of E Primary School’s staff and are interested in knowing more about, or
attending these sessions, please contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via
pbaker@wellswaymat.com
Sir Bernard Lovell Academy
Sir Bernard Lovell Academy offers CPDL Sessions from 3:30 – 4:30 p.m on the dates identified below. During the
academic year 2016 – 2017 these sessions are available for interested colleagues in other schools across the Trust.
Date Focus
Monday 3 October 2016 Students and learning: The adolescent brain
Teaching and Learning: Expecting the best
Weds 9 November 2016 Leadership and learning: Identifying individual strengths
Students and learning: Building consistency
Teaching and Learning: Model and scaffold
Engagement and learning: Addressing lateness – top tips
Mon 21 November 2016 Leadership and learning: Learning observation training
Students and learning: Building resilience
Teaching and learning: Relationships that work
Mon 20 February 2017 Leadership and learning: Giving and receiving feedback
Teaching and learning: Making it relevant
Engagement and learning: Engaging parents – sharing strategies
9. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 9 | 14
Date Focus
Weds 20 March 2017 Leadership and learning: Coaching for leadership 1
Students and learning: SEN students – the unmet need
Teaching and learning: Understanding and knowledge
Weds 10 May 2017 Leadership and learning: Coaching for leadership 2
Students and learning: Restorative conversations
Teaching and learning: Personalising teaching
Engagement and learning: Rewards and incentives – sharing ideas
Wednesday 7 June 2017 Leadership and learning: Coaching for leadership 3
Teaching and learning: Assessment and feedback
Weds 19 July, 2017 Leadership and learning: Coaching for leadership 4
Strategies from The Satellite Centre
Creating a learning environment
Engaging low-attenders
Sir Bernard Lovell also offers TLEGs (Teaching and Learning Enquiry Group sessions) with two voluntary sessions
available on identified Wednesdays from 3:30 – 4:30 p.m. The programme for each will be published by SBL’s
CPD Lead (session by session) in September 2016.
Date Focus
Weds 7 September 2016 Growth mindset SEN
Weds 14 Sept 2016 Environment Most able
Weds 21 Sept 2016 Pupil premium Behaviour for learning
Weds 28 Sept 2016 Sevens Community
Weds 5 October 2016 Tutor Feedback.
Weds 12 October 2016 SEN Growth mindset
Weds 19 October 2016 Environment Most able
Weds 2 November 2016 Pupil premium Behaviour for learning
Weds 16 Nov 2016 Sevens Community
Weds 30 Nov 2016 Tutor Feedback
Weds 14 Dec 2016 Growth mindset SEN
Weds 4 January 2017 Environment Most able
Weds 11 January 2017 Pupil premium Behaviour for learning
Weds 18 January 2017 Sevens Community
Weds 25 January 2017 Tutor Feedback
Weds 1 February 2017 Growth mindset SEN
Weds 8 February 2017 Environment Most able
Weds 22 February 2017 Pupil premium Behaviour for learning
Weds 1 March 2017 Sevens Community
Weds 8 March 2017 Tutor Feedback
Weds 15 March 2017 SEN Growth mindset
Weds 22 March 2017 Environment Most able
Weds 29 March 2017 Pupil premium Behaviour for learning
Weds 6 April 2017 Sevens Community
Weds 26 April 2017 Tutor Feedback
Weds 17 May 2017 SEN Growth mindset
Weds 24 May 2017 Environment Most able
Weds 21 June 2017 Pupil premium Behaviour for learning
Weds 28 June 2017 Sevens Community
Weds 5 July 2017 Tutor Feedback
Weds 19 July 2017 SBL Staff wellbeing afternoon
If you are not a member of Sir Bernard Lovell staff and are interested in knowing more about, or attending
these sessions, please contact Patricia Baker, CPD Manager Wellsway Multi Academy Trust via
pbaker@wellswaymat.com
10. Wellsway Multi-Academy Trust
Continuous Professional Development and Learning Offer 2016-2017
P a g e 10 | 14
Wellsway School
Training Days 2016 – 2017
Date Focus
Thurs 1 Sept 2016 Teaching and learning
Fri 2 Sept, 2016 Care and guidance
Fri 21 Oct, 2016 Differentiation and inclusion
Mon 31 Oct, 2016 WMAT Conference : Learners of today : Leaders of tomorrow
Mon 20 Feb, 2017 Coaching
Fri 21 July, 2017 Disaggregated (to accommodate subject network meetings)
Induction for Newly Qualified Teachers (NQTs) and New Entrants (NEs) 2016 - 2017
NQT and New Entrant colleagues (those who joined the Trust after 31:08:16) from all schools across the Trust
are supported by the following sessions which run from 3:45 – 4:45 p.m (unless otherwise identified.)
Wellsway School New Entrant colleagues should attend the identified induction sessions (1 – 8) and in addition
are very welcome to attend any / all NQT sessions. Wellsway School NQTs should attend all NQT sessions and
NQTs from across the trust are very welcome to attend any NQT sessions. The Conferences in bold are
mandatory for all WMAT NQTs. If you are interested in knowing more about, or attending any of these sessions,
please contact Patricia Baker, WMAT CPD Manager via pbaker@wellswaymat.com
Term 1 Focus Audience
Thurs 1 Sept 2016 NQT (1) and Induction (1) : Classroom routines 3:30–4:15 WW NQTs & NEs
Fri 2 Sept 2016 NQT (2) and Induction (2) : The role of the tutor 1:30 – 2:15 WW NQTs and NEs
Fri 2Sept 2016 NQT (3)and Induction (3) : Managing ICT 2:15 – 2:45 WW NQTs and NEs
Thur 8 Sept 2016 Induction (4): Appraisal / introduction to Blue Sky 3:30 – 4:15 WW New Entrants
Tues 13 Sept 2016 NQT (4) and Induction (5 ): Behaviour management systems
3:30 – 4:30
WW NQTs and NEs
Mon 19Sept 2016 WMAT NQT Conference (1) – What it means to be a WMAT NQT
(all day based at IKB)
WMAT NQTs
Tue 27 Sept 2016 NQT (5) and Induction (6): Who does what around here? WW NQTs and NEs
Mon 3 Oct 2016 NQT (6) and Induction (7) : SISRA and tracking vulnerable groups WW NQTs and NEs
Tues 11 Oct 2016 NQT (7) : Introduction to Circle Time (1) All WMAT NQTs/ NEs
welcome
Term 2 Focus Audience
Mon 7 November
2016
NQT (8) and Induction (8) : Preparing for Parents’ Evenings All WMAT NQTs/ NEs
welcome
Tues 15
November 2016
NQT (9) : Exporting data to Excel / creating your own tracking
sheets
All WMAT NQTs/ NEs
welcome
Tues 29
November 2016
NQT (10) : Engaging parents and carers in supporting learning All WMAT NQTs/ NEs
welcome
Tues 13
December 2016
NQT (11) : Review of targets set and progress made WW NQTs
Term 3 Focus Audience
Tues 10 Jan 2017 No formal session in lieu of WMAT NQT Conference (2)
Mon 16 January
2017
WMAT NQT Conference (2) – Developing as Teachers
(all day based at Wellsway)
All WMAT NQTs
Tues 7 February
2017
NQT (12) : “What I wish I’d known as an NQT” – strategies which
work
All WMAT NQTs/ NEs
welcome
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Continuous Professional Development and Learning Offer 2016-2017
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Term 4 Focus Audience
Tues 28 February
2017
NQT (13) : Circle time (2) – further strategies All WMAT NQTs/ NEs
welcome
Tues 14 March
2017
NQT (14) : High impact lesson openers to engage learners All WMAT NQTs/ NEs
welcome
Thurs 23 March
2017
WMAT NQT Conference (3) – Preparation for Action Research
and Presentations (half day based at Wellsway)
All WMAT NQTs
Tues 28 March
2017
NQT (15) : Review of targets set and progress made WW NQTs
Term 5 Focus Audience
Tues 25 April
2017
NQT (16) : Engaging an audience via a presentation and how to
get your message over
All WMAT NQTs/ NEs
welcome
Tues 9 May 2017 NQT (17) : Teaching and learning – outstanding teaching All WMAT NQTs/ NEs
welcome
Tues 23 May 2017 NQT (18) : Motivating boys – strategies which work All WMAT NQTs/ NEs
welcome
Term 6 Focus Audience
Tues 13 June
2017
NQT (19) : Career progression and beginning to take on
additional responsibilities
All WMAT NQTs/ NEs
welcome
Tues 27 June
2017
NQT (20) : Circle time (3) - full circle? All WMAT NQTs/ NEs
welcome
Thurs 6 July 2017 WMAT NQT Presentation and Graduation Ceremony
(half day based at IKB)
All WMAT NQTs
Tues 11 July 2017 NQT (21) : Evaluation of the NQT induction programme to
inform future planning
WW NQTs
Please note that, as a result of a new appointment and change of personnel within Wellsway School’s
SLT, there may be alterations and/or additions made to the following programmes during the course
of the academic year. If this is the case, all Trust colleagues will be informed.
Wellsway School Training afternoons
During the course of the year, these training afternoons run from 1:50 – 3:20 p.m
Date Focus Audience
Tues 20 Sept 2016 Training afternoon (1) Coaching and Performance Management Wellsway teaching staff
Weds 7 Dec 2016 Training afternoon (2) Effective differentiation for A, G & T Wellsway teaching staff
Mon 4Apriil 2017 Training afternoon (3) Focus tbc Wellsway teaching staff
Wed 14 June 2017 Training afternoon (4) Focus tbc Wellsway teaching staff
Wellsway School CPDL Sessions
During the course of the year, these training afternoons run from 3:45 – 4:45 p.m
Date Focus Audience
Thurs 13 Oct 2016 Sleep hygiene and managing stress Wellsway staff
Thur 24 Nov 2016 Dealing effectively with low level disruption – advanced skills Wellsway teaching staff
Thurs 5 Jan 2017 Differentiating lessons for students with ADHD Wellsway teaching staff
Thur 23 Mar 2017 Differentiating lessons for students with ASD Wellsway teaching staff
Thurs 4 May 2017 Effective differentiation at Key Stage 5 Wellsway teaching staff
Thur 25 May 2017 Differentiating lessons for students with dyslexia Wellsway teaching staff
If you are not a member of Wellsway staff and are interested in knowing more about, or attending any of the
training afternoon and/or CPDL sessions, please contact Patricia Baker, CPD Manager Wellsway Multi Academy
Trust via pbaker@wellswaymat.com
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Continuous Professional Development and Learning Offer 2016-2017
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SECTION D
Further WMAT training opportunities
1. Training for Support Staff.
Offered within the WMAT Conference on Monday 31st
October there are opportunities for support staff training
via attendance at the Team Network Meetings and through attending two self-selected workshop sessions.
Team Network Meetings
The WMAT Team Network Meetings have three principal aims:
to establish and maintain networks of professional relationships, which will nurture and sustain
developments across teams within the Trust;
to develop professional knowledge of local, regional and national developments which will impact
upon the work of teams within the Trust;
to widen the repertoire of skills available to individual members of these networks, by facilitating the
sharing of effective practice.
The precise agendas for the WMAT Team network meetings are determined by the relevant Lead Professionals
but are likely to contain some, or all, of the following:
Horizon scanning what is happening, or is likely to happen, which will impact upon our roles?
Practice sharing where members of the network are given a forum to demonstrate an innovation
which has had a positive impact upon their roles and/or outcomes for students
Resource sharing where members of the network pool professional knowledge of resources to support
the work of teams within partner schools.
Minutes are taken from all meetings and are shared with the CPD Manager who ensures they are typed and
circulated to CPD Leads within all Trust schools, who forward them to relevant SLT subject line managers.
For some teams there is also the possibility of arranging subsequent meetings outside of the WMAT
Conference. Support networks have also arisen from these meetings using e-mail contact.
Workshop sessions selected in WMAT Conference
Support staff are able to select two workshop sessions from a range including the following:
a) Student facing roles
Developing a values based curriculum
Effective leadership within the school – assessing risk around child neglect
Emotion coaching to encourage resilient learning
Introduction to Thrive
Literacy and oracy – essential for student progress
Raising low expectations
Outstanding progress for all learners
Stretch and challenge for the more able
Supporting less able and more vulnerable groups
Supporting mental health
Supporting Pupil premium students
Supporting students with specific learning needs - autism, ADHD, dyslexia
The five concepts of sticky teaching
Using IT to support learning
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Continuous Professional Development and Learning Offer 2016-2017
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b) Staff facing roles
Behind the scenes of the Parent Portal
Brains for beginners
Career progression for support staff
First Aid
Line management for support staff
Mindfulness
Most effective use of SIMS
Teaching assistants – a hugely valuable resource
Time management to support, both in our roles and for teaching and learning
2. Training for Middle Leaders.
a) Curriculum leadership
Curriculum Team Leaders and Assistant Team Leaders are at the heart of improving teaching and learning.
Colleagues in this position are entitled to undertake CPDL opportunities to support them in their roles. To
facilitate this, the following opportunities will be available in 2016 – 2017:
the opportunity to access training from examination boards in preparation for the delivery of reformed
qualifications at GCSE and A Level
mentoring in the role through the appraisal and line management processes within the school
attendance at an annual conference for CTLs
CTL meetings (chaired by Stuart Hill and Matt Reid) which allow opportunities for the development of
policy and practice in the leadership of teaching and learning
three ATL training sessions to prepare these colleagues for the development of policy and practice in
the leadership of teaching and learning (led by Dave Cooper and Sophie Francis)
opportunities to visit other WMAT schools and to spend time alongside a colleague who holds a similar
leadership position
a series of workshops to cover aspects of leadership offered via the WMAT Conference and voluntary
attendance at the WMAT agreed collaborative sessions which share good practice and/or look at
middle leadership (for dates please see page 5 of this booklet)
b) Leadership of Care and Guidance
Heads of House play a crucial role in promoting the progress, achievement and attainment of students. In order
to prepare these colleagues for the role the following CPDL opportunities will be available in 2016 – 2017:
to develop a clear understanding of the local frameworks for supporting more vulnerable learners.
This would include developing a more advanced level of understanding re: child protection, learners
with challenging behaviour, getting the most from parents and carers and local agencies offering
support
mentoring in the role through the appraisal and line management processes within the school
opportunities to visit other WMAT schools and to spend time alongside a colleague who holds a similar
leadership position
a series of workshops to cover aspects of leadership offered via the WMAT Conference and voluntary
attendance at the WMAT agreed collaborative sessions which share good practice and/or look at
middle leadership (for dates please see page 5 of this booklet)
opportunities to engage with other professionals working to support vulnerable children and young
people
annual Heads’ of House Conference (led by Paul Comber)
regular opportunities to meet as a care and guidance team, to share practice and to develop policy
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Continuous Professional Development and Learning Offer 2016-2017
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Training for Senior Leaders
a) Aspiring Senior Leaders
The Trust is committed to the principle of succession planning and to growing the next generation of senior
leaders from across the schools in partnership with the Trust and within the Trust’s own member schools.
Colleagues who currently hold a middle leadership position and who wish to progress will be able to access a
range of CPDL opportunities which include:
the opportunity to be considered for the Bath Education Trust’s “Emerging Senior Leaders Programme”
2016 – 2017. This programme includes meeting with Headteachers, the completion of a Unit of
Educational Leadership to Masters level (30 points), working shadowing a member of SLT in a BET school,
problem solving activities and guidance in applying for promoted posts.
opportunities to network with and work alongside established senior leaders within the Trust’s schools
mentoring from your SLT line manager
b) Current Senior Leaders
The Trust is committed to the principle of succession planning and the development of the next generation of
Headteachers/Principals and their deputies, who will lead in schools and across the local system in the future.
Colleagues who are ready to make the next step in senior leadership will be offered a bespoke programme
which will have some of the following features:
mentoring support to complete an audit of current skills and expertise with reference to the
Headteachers’ Standards
a bespoke programme overseen by the Headteachers/Principals and Chief Executive Officer
Trustees and Governors
Trustees and Governors play a vital role in the leadership of each school through the Trust Board and Local
Governing Bodies. The Trust’s Remuneration and Selection committee is reviewing Trustee and Governor
training requirements. More information will be forthcoming during the course of Term 1.
Thank you to all colleagues across the Trust who have contributed to the creation of this
Wellsway Multi Academy Trust CPDL Offer 2016 – 2017
Patricia Baker – CPD Manager, Wellsway Multi Academy Trust
Updated 30/08/16