Professional Learning brochure and programme for the academic year 2014-2015. It covers the Twilight programme, eLearning, Mindfulness, coaching and #TLAB15.
Joint Practice Development (Parts 1 and 2) - Prof. David HargreavesChallenge Partners
The second Joint Practice Development session explores the approach as a tool for radical innovation in teaching and learning. There will be discussion of the potential of the new technologies and the use of student voice.
Coleen jackson time for leaders consulting leading and learningLyderių laikas
The presentation by Dr. Coleen R. Jackson „Time for Leaders: COnsultint, Leading and Learning“ for the training course of the Project „Time for Leaders 3“ personnel , 17-18 April 2019
Joint Practice Development (Parts 1 and 2) - Prof. David HargreavesChallenge Partners
The second Joint Practice Development session explores the approach as a tool for radical innovation in teaching and learning. There will be discussion of the potential of the new technologies and the use of student voice.
Coleen jackson time for leaders consulting leading and learningLyderių laikas
The presentation by Dr. Coleen R. Jackson „Time for Leaders: COnsultint, Leading and Learning“ for the training course of the Project „Time for Leaders 3“ personnel , 17-18 April 2019
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Citations for President's awards for excellence in Teaching & Learning - 2018Dublin City University
Citations received for each of the candidates shortlisted for the President's Awards for Excellence in Teaching and Learning within Dublin City University
In PAREF schools, Peer Coaching is done by senior staff in dealing closely, one-on-one with the dads, in an effort to make the dads aligned with the character formation being done with their kids.
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
ADHD and School Success: a slideshow for parents and educatorsPeggy Dolane
By the time many students start looking for help, it’s already too late. But ADHD coaching is an intervention that has been proven to work to help students excel academically.
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Citations for President's awards for excellence in Teaching & Learning - 2018Dublin City University
Citations received for each of the candidates shortlisted for the President's Awards for Excellence in Teaching and Learning within Dublin City University
In PAREF schools, Peer Coaching is done by senior staff in dealing closely, one-on-one with the dads, in an effort to make the dads aligned with the character formation being done with their kids.
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
ADHD and School Success: a slideshow for parents and educatorsPeggy Dolane
By the time many students start looking for help, it’s already too late. But ADHD coaching is an intervention that has been proven to work to help students excel academically.
Schools Libraries Group presentation - 'Enquiring Minds - The Road To Learningnickdennisnrd
Presentation given at the CILIP Schools Libraries Group Conference, Derby 2014. Blog post about the talk can be found here: http://www.nickdennis.com/blog/2014/04/17/enquiring-minds-the-road-to-learning/
A presentation that examines a policy proposal to extend last call alcohol service hours in San Francisco from 02:00 to 04:00 and its failure to attract support and adoption in the state legislature (that regulates alcoholic beverages for the entire state). The discussion looks deeper into the roots of contemporary alcoholic beverage regulation from the perspective of the elites and illustrates how America's corporate business interests supplied the financial support to the Prohibitionists in the early 1900s and how this same group of interests backed repeal because of a fear of lawlessness. Luther Gulick, father of Public Administration's classical theory is credited with writing model laws and ordinances that became the basis of state alcoholic beverage regulation.
The Role of Heads of Department in Whole-School Strategic and Development Pla...Mark S. Steed
The Presentation for the Strategic and Development planning module (Module 8) of the Independent Schools Qualification in Academic Management (ISQAM) Level Two Course.
Presentation given at the training course on Thursday 10th October 2013.
The presentation covers the following areas:
• Understand the differences and relationship between strategic planning and development planning.
• Understand the strategic and development planning processes.
• Understand the relationship between departmental planning and whole-school planning.
• Understand the role of the Head of Department in whole-school planning.
• Develop the skills to write, review, and modify a departmental development plan.
• Reflect and formulate the underlying values and aims of the department.
• Understand general principles and approaches to department budget planning.
• Develop the skills to produce an annual departmental budget submission.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
ICT and its impact on schools’ infrastructure, teaching and learning Mark S. Steed
Keynote address at the haysmacintyre Schools Conference
30/01/2013
Presentation by Mark Steed, Principal of Berkhamsted School and Chair of the ISC ICT Strategy Group
An INSET presentation to Heads of Department on How to Conduct Teacher Appraisal by Mark Steed, Principal of Berkhamsted School.
The INSET relates to the Berkhamsted Schools Group model for Teacher appraisal.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Updated 27 September 2019 MN 20546 Consumer Psychology .docxouldparis
Updated 27 September 2019
MN 20546: Consumer Psychology | Term 1 2019–20
Lectures: Weeks 1–11
Sec. A: Tues, 14:15–16:15 (4E 3.38)
Sec. B: Fri, 11:15–13:15 (5W 2.4)
Seminars: Weeks 2, 4, 6
Sec. A: Fri, 10:15 (8W 2.20), 11:15 (8W 2.20), 12:15 (8W 2.20)
Sec. B: Tues, 9:15 (CB 4.5), 10:15 (CB 4.5), 14:15 (8W 2.13)
Instructor: Dr. Sam Johnson ([email protected])
Seminar Leader: Mrs. Zarema Khon ([email protected])
Learning Objectives: Whatever direction your career takes you, one thing you can be sure
of is that you will be dealing with people—a lot. This module asks: How do people work? Using
cutting-edge research in cognitive and behavioral science, you will learn how humans make
choices. Our core objectives are:
1. To understand the psychological processes guiding human behavior, with particular
emphasis on consumers’ psychology.
2. To apply behavioral science to business decisions, especially marketing decisions, so that
you can translate ideas into practice.
3. To think critically about quantitative evidence about consumers’ behavior.
Assessment: This module is assessed by coursework (30%) and exam (70%). More details
about each of these assessments is provided at the end of the outline.
Coursework (30%). The coursework for this unit will be a consulting report (750–1250 words).
You have a choice of several different options for this assignment, which are linked to different
lectures and therefore to different due dates ranging from 1 Nov to 6 Jan. All options require
some data collection and synthesis of theory and practice. By 25 October, you will commit to
one of these options and due dates. These deadlines are binding, and changes to your project
that would affect your due date need to be supported by a sound argument and approved by me.
I aim to return feedback within 2 weeks of your deadline. If you feel you could use the feedback
to write an improved report, you will have the option to write a second report on a different
topic, and your final coursework mark will be the average of the marks for the two reports.
Exam (70%). The exam will be composed of short answer and multiple-choice questions. Content
will be drawn from lectures, seminars, and required readings.
Updated 27 September 2019
Seminars: Seminars meet in Weeks 2, 4, and 6 and are designed to help you with your
coursework project. Students in Section A have lectures on Tuesday and seminars on Friday,
whereas students in Section B have lectures on Friday and seminars on Tuesday. Seminar
allocations are being made by the timetabling office. These assignments have been posted to
Moodle. You must attend your assigned seminar each week.
Class Preparation Guides: The week prior to each class period (beginning with Lecture 2),
a class preparation guide will be posted to Moodle. This guide will include a series of thought
questions and exercises to prepare you for the following week’s lecture sessi ...
Stephanie Fernandez-Cruz posted· · What are you good at- a.docxsusanschei
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
Guiding Change Impacting Quality: Understanding Coaching and TALisa Sullivan
Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 1: Introducing the Guide to TA and Self-Assessment Tool
Module 2: The Role of the TA Provider
Module 3: TA Approaches
Similar to CPD at Berkhamsted School 2014-2015 (20)
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. CPD at Berkhamsted
High quality CPD is something that all staff
are entitled to and as a school, we aim to
provide the best Continuing Professional
Development possible.
Based on feedback, requests and appraisal
targets, we have shaped the internal CPD
programme to meet immediate training
needs, provide guidance on career
advancement and enhance personal
effectiveness. The varied programme is
designed to help meet the needs of staff at
different points in their development.
3. The Big Picture - Professional Learning
ii
‘5 minute inset’
External
CPD
Twilight Sessions Coaching Research Bursary
Teaching,
Learning &
Assessment
Conference,
Berkhamsted
TeachMeet
Berkhamsted
ICT Training
The start of each
Staff Meeting
sees a member
of staff share a
teaching idea.
External
courses
following a
particular
development
strand.
Practical and
focused sessions
led by members of
staff and external
providers.
Executive coaching
for colleagues
provided by Cathy
Hall. Additional
coaching
opportunities
provided over the
year.
Funds and support
are provided for
staff to reflect
professionally on
an aspect of their
teaching.
Bringing the best
in Teaching and
Learning across
the education
sectors to your
doorstep.
A celebration of
the great
teaching and
learning at the
school.
Sessions over
the year to suit
your particular
needs.
CPD with Academics. Subject focused inset with leading researchers.
5. Designed to support your work, develop your
professional skills and enable you to enhance your
wellbeing.
The ‘routes’ (Head of House, Head of Department
etc) are not compulsory - if you are in one of the
named roles and would prefer to attend another
session, this may be possible.
The expectation for staff is to pick four sessions
across the year (or three if you have attended an
external course).
Lesson Study (1, 2 & 3)
These sessions will allow you to focus on teaching and learning
by jointly planning, researching and observing a lesson.
Lesson Observation and Feedback (1 &
2)
Led by Michael Bond, these sessions will cover the format of
lessons observations in the school, areas to consider and how
you can make the feedback work for all parties.
Using iSams effectively (1 & 2)
Lucy Spray will take you through the features of iSams that are
related to your role (such as how you can track student achieve-ment
4
in your department/House with a few clicks).
Research for Learning (1, 2 & 3)
Based on extensive research, these sessions will provide col-leagues
with examples of classroom interventions with the best
effect on achievement. Provided by Dragonfly Training.
Conducting Appraisals (1 & 2)
A clear explanation of the appraisal process by the Principal
based on feedback from the current cycle. Vital if you are a new
HoD.
Section 1
Twilight courses
6. 5
Developments in Cognitive
Psychology/Science and Learning (1 &
2)
Cognitive Scientists/Psychologists will take you through the lat-est
research on the human brain/human behaviour and explore
how it can be used in the classroom to help students.
Leading your House (1 & 2)
Richard Thompson and Duncan Hardy will lead these sessions
which aim to support and develop pastoral leaders’ capacity to
lead their House, manage tutors and build great relationships
with parents.
Dealing with Homophobia (1 & 2)
Led by Rob Moseley (accredited by Stonewall), these sessions
will provide you with the necessary knowledge to deal with inci-dents
and support students.
Coaching (1 & 2)
Led by renowned coach Andy Vass, these sessions will help de-velop
your soft skills to motivate your team and students.
Social Media (1 & 2)
Drawn from the topics suggested by students in the School
Council, these sessions will provide an outline of the issues and
some examples of how pastoral leaders can support students.
Writing Reports
Will Gunary will provide an overview for new members of staff
on the ‘House Style’ at Berkhamsted.
Drugs awareness talk (1 & 2)
This is a practical session for pastoral leaders and focuses on
providing knowledge and awareness of the challenges young
people face.
Preparing for Parents’ Evenings
Liz Richardson will provide some important pointers for new
staff.
Using Data for Beginners (1 & 2)
Richard Coupe will provide an introduction to the types of data
held in school and how you can use it to support your teaching
and students’ learning.
7. 6
Improving Literacy (1 & 2)
Dragonfly Training will provide advice and tips on using a range
of strategies to help improve reading, classroom discussions
and writing across the curriculum.
Managing Challenging Behaviour (1 &
2)
Dragonfly Training will provide practical training on how to man-age
inappropriate behaviour in the classroom effectively.
Ski trips and Outdoor Education
Training
Led by Duncan Hardy and the Outdoor Education Team, this
session will provide basis safety/awareness training for all staff
on Outdoor Education trips.
Recognising and Overcoming Gen-dered
Views in the Classroom (1 & 2)
These sessions will highlight the use of gendered talk/
perceptions in schools and what can be done to create a more
cohesive environment for students.
Differentiation (1 & 2)
The Learning Support team will provide practical advice on how
to enable learners on differing levels to succeed in your class-room.
Helping students with the UCAS per-sonal
statement
Practical help on what to do/look for when supporting tutees/
students.
CPD Book Club
Led by Rosie McColl, each session will focus on a particular
text. if you sign up for a session, we will provide a copy of the
book under discussion.
Cognitive Behavioural Therapy
Led by the Jeanette Hennigan, this session will introduce staff
to the idea of CBT and how it can be used to enhance personal
wellbeing.
Managing Stress
Linked to the CBT session, Jeanette Hennigan will outline
strategies for managing stress.
8. Tues 9th Sept 9th Oct 26th November 20th January 11th February 16th March 21st May
HoD
DHoD
HoH
DHoH
NQT/GTP
New teacher
General
Lesson Study Lesson Study
Research For
Learning Part 1
Dragonfly Training
Lesson Observations
and feedback Michael
Bond
Lesson Study
Research For
Learning Part 2
Dragonfly Training
Lesson Observations
and feedback Michael
Bond
Conducting
Appraisals Part 1
Mark Steed
Research For
Learning
Part 3 Dragonfly
Training
Conducting Appraisals
Part 2 Mark Steed
Developments in
Cognitive Psychology /
Science and Learning
Developments in
Cognitive Psychology/
Science and Learning
Choice
Lesson Study Lesson Study Lesson Study As HoD or choice As HoD or choice As HoD or choice Choice
Lesson Study Lesson Study
Leading your House
Richard Thompson/
Duncan Hardy
Using iSams
effectively Part 1
Lucy Spray
Lesson Study
Leading your House
Richard Thompson/
Duncan Hardy
Using iSams
effectively Part 2
Lucy Spray
Dealing with
Homophobia Part 1
Rob Moseley
Drugs Talk 1
Dealing with
Homophobia Part 2
Rob Moseley
Coaching Andy Vass
Drugs Talk 2
Social Media Part 1
Coaching Andy Vass
Managing stress
Counselling Team
Social Media Part 2
As Head of House As Head of House As Head of House As Head of House As Head of House As Head of House As Head of House
Personal and
Professional Conduct
(TS 8 & Part 2) Mary-
Clare Startin
Enquiry Based
Learning & Stretch &
Challenge (TS 2, 4 &
5)
AfL (TS 2, 5 & 6) Learning Beyond The
Classroom (TS 8)
Independent Learning
(TS 1, 2 & 5)
Research For Learning
(TS 3 & 5)
Review & Final Assessment Preparation
Report Writing
Lesson Study
Preparing for Parents’
Evenings Liz
Richardson
Lesson Study General General General General
Lesson Study
Lesson Study
Using Data for
beginners Part 1
Richard Coupe
Improving literacy
Part 1
Managing
Challenging
Behaviour Part 1
Lesson Study
Using Data for
beginners Part 2
Richard Coupe
Improving literacy
Part 2
Managing
Challenging
Behaviour Part 2
Ski trips and Outdoor
Ed training Duncan
Hardy
Gendered Differences
Part 1
CPD Book Club Rosie
McColl
Differentiation Part 1
Learning Support
Cognitive
Behavioural Therapy
(open to HoH too)
Counselling Team
Gendered Differences
Part 2
CPD Book Club Rosie
McColl
Differentiation Part 2
Learning Support
Managing stress
Counselling Team
CPD Book Club Rosie
McColl
CPD Book Club Rosie McColl
UCAS reference writing
Dealing with loss, change and transitions
Counselling Team
9. 8
Dealing with loss, change and
transitions
Life is a series of frequent changes for us all, some welcome
and some not so welcome. Understanding some of the proc-esses
involved in loss, change and transition and what might be
useful (and not so useful) can be helpful both professionally
and personally. Led by Jane Markby and Jeanette Hennigan.
10. 2 Providing timely and
relevant sessions to suit
your particular ICT needs.
ICT Sessions
11. This year’s ICT staff training programme is based
around the themes of collaboration, communication,
creativity and productivity. There is a combination of
after school and lunchtime sessions available, as
well as individual support. As many sessions as
possible are repeated.
It’s all optional, and you can attend as many
sessions as you like. Refreshments will be provided.
After attending a course, you will receive an
electronic certificate of attendance for your own
records. However, these sessions do not contribute
towards your required whole-school CPD
requirements.
Microsoft Academy Training
Weekly drop-in support sessions to help you achieve your Out-look
10
qualification and any other Microsoft Office exams you
would like to take.
Every Tuesday in NH214 4.40-6.00pm with Justine Bohitige
Every Thursday in NH214 4.40-6.00pm with Simon Robinson
Teaching and Learning with iPad
This is a practical two part course which will introduce you to
some top iPad apps for teaching and learning, including how to
show presentations, web pages, film and photos to your
classes. Between sessions you will try out and use your favour-ite
apps from the session (or others you will discover along the
way), and the second session will allow for brainstorming on les-son
ideas, feedback, review and reflection.
Course A
Session 1 Tuesday 9th September* 4.35-5.35pm
Session 2 Tuesday 20th January* 4.35-5.35pm
Course B
Session 1 Thursday 23rd April 4.35-5.35pm
Section 1
ICT Sessions
12. 11
Session 2 Thursday 4th June 4.35-5.35pm
Teaching and Learning with Windows -
HP Envy and PCs
This is a practical two part course which will introduce you to
some top Windows apps for teaching and learning, including
how to show presentations, web pages, film and photos to your
classes. Between sessions you will try out your favourite apps
from the session (or others you will discover along the way),
and the second session will allow for brainstorming on lesson
ideas, feedback, review and reflection.
Course A
Session 1 Thursday 9th October* 4.35-5.35pm
Session 2 Wednesday 11th February* 4.35-5.35pm
Course B
Session 1 Thursday 30th April 4.35-5.35pm
Session 2 Thursday 25th June 4.35-5.35pm
Building interactivity using your Epson
Projector or interactive whiteboard
In this two-part course we will share tools and ideas for exciting
interactive lessons. We will explore the functionality of Smart
Notebook and ideas for engaging students with the board. Be-tween
sessions you can put the ideas into practice in your own
classes, and return for feedback, discussion and joint activity
brainstorming in the second session.
Session 1 Thursday 20th November 4.35-5.35pm
Session 2 Thursday 19th March 4.35-5.35pm
Getting started with Google Apps for
Education and Google Classroom
For beginners, this course will get you up and running with Goo-gle
Apps. It will include:
An introduction to Google Apps for Education and Google Class-room,
Gmail, creating and sharing Google Docs, how Google
Drive works, and how to navigate and share Google Slides,
Sheets and Sites.
Thursday 18th September 4.35-5.35pm
13. 12
Building an online Professional
Learning Network
This two part course is designed to help you develop your own
learning network of global education professionals using social
media.
Session 1
Setting up and developing Twitter profiles, who to follow and
how to find your own network. Sharing content, avoiding pitfalls
and managing your professional web presence.
Session 2
Reviewing your learning and the growth of your network, how to
set up a blog as a CPD tool.
Course A
Session 1 Wednesday 26th November* 4.35-5.35pm
Session 2 Monday 16th March* 4.35-5.35pm
Course B
Session 1 Thursday 5th March 4.35-5.35pm
Session 2 Thursday 7th May 4.35-5.35pm
Creating and curating online courses
These sessions are designed to help you develop your own on-line
courses.
Session 1
Screencasting: how to make instructional videos for your stu-dents
(led by Steve Redman)
Thursday 5th February 4.35-5.35pm
Session 2
Creating a course on iTunesU (led by Nick Dennis)
Thursday 12th March 4.35-5.35pm
14. ICT courses/
Dates
18th
September
9th
October*
20th
November
26th
November*
20th
January*
5th
February
11th
February
5th
March
12th
March
16th
March
19th
March
23rd April 30th April 7th May 4th June 25th June
Teaching and
Learning with
the iPad
Course A
Teaching and
Learning with
the iPad
Course B
Teaching &
Learning with
Windows -
HP Envys
and PCs
Course A
Teaching &
Learning with
Windows -
HP Envys
and PCs
Course B
Building an
online
Professional
Learning
Network
Course A
Building an
online
Professional
Learning
Network
Course B
Building
interactivity
using your
Epson
Projector/
Whiteboard
Getting
started with
Google Apps
for Education
& Google
Classroom
Creating and
Curating
online
courses
Session 1 Session 2
Session 1 Session 2
Session 1 Session 2
Session 1 Session 2
Session 1 Session 2
Session 1 Session 2
Session 1 Session 2
Session 1
Session 1 Session 2
15. Drop in to Lunchtime Bytes for a relaxed
opportunity to think about technology in teaching
and learning. There are two types of session:
1. Ideas exchange: Bring your thoughts, questions
and experiences for discussion
2. Testing lab: Try things out at your own pace with
help on hand.
The same themes will be scheduled for both the
Monday and Friday session, so come to whichever
is more convenient to you. Monday sessions will be
held at 12.00-12.40pm at Kings in NH214 & Friday
sessions will be held at 13.00-13.40pm at Castle in
DH103 (tbc).
14
Monday 8th September and Friday 12th September
Ideas exchange: Exploring ideas, techniques and tools for flip-ping
the classroom.
Monday 15th September and Friday 19th September
Testing lab: Building beautiful and impactful presentations
Monday 22nd September and Friday 26th September
Ideas exchange: Using Google Drive with students
Monday 29th September and Friday 3rd October
Testing lab: Editing film and audio using iPad
Monday 6th October and Friday 10th October
Ideas exchange: Productivity: digital to-do lists and time man-agement
tools
Monday 3rd November and Friday 7th November
Testing lab: Creative learning products using iPads - digital sto-rytelling,
animation tools, visuals and mindmaps
Monday 10th November and Friday 14th November
Ideas exchange: Digital lesson planning, marking and
assessment tools
Section 2
Lunchtime Bytes
16. 15
Monday 17th November and Friday 21st November
Testing lab: Creating a class website using Google Sites
Monday 24th November and Friday 28th November
Ideas exchange: Organising your digital ‘stuff’ and keeping it
organised!
Monday 1st December and Friday 5th December
Testing lab: iPad productivity: managing file sharing, storage,
images and video
17. If you can’t make a Thursday after school session
because of other commitments, please contact
Laura Knight and she will arrange an alternative
time with you.
16
Digital Classroom Coaching (1-1 or
small group)
Would you like to build new digital tools into your lessons? Or
perhaps you are stuck in a rut with teaching a topic and fancy
doing it differently this year. Bring your lesson objectives and re-sources
and we will work together on building interactivity, crea-tivity
and collaboration. These sessions can run as a ‘before
and after’ so we will have time to prepare together for your les-son,
and then reflect on what worked and what to improve after-wards.
Laura can come and observe informally if you like. Send
an email to get the ball rolling.
HODs/ HOSHs/ HO6Hs coaching
Would you like to discuss digital strategy for your team, or plans
for your IT budget requests? Perhaps some support on imple-menting
your plans, or advice on the best approach would be
helpful. Email Laura to book a time that is convenient.
Departmental CPD
Laura is available to run mini CPD sessions in department meet-ings
or separate departmental twilight training on subject-specific
ICT matters as required. Email Laura to book a time to
talk it through.
Section 3
Other eLearning
CPD
19. 18
Reflecting on the process of teaching.
Research
Launched this year in conjunction with the Expansive Education
Network, the research bursary is offered to members of the
Common Room to conduct a piece of action research. Supervi-sions
will take place at the Institute of Education in London and
with the Vice-Principal.
Research outcomes will be shared at the TeachMeet at the end
of the year and published internally.
The bursary is for one academic year and is £750. The supervi-sions
at the Institute of Education and at school are provided for
no extra cost.
Section 1
Berkhamsted
Action Research
21. Executive coaching for a very personal approach to
professional development.
Coaching
We are very pleased to be able to offer executive coaching to a
small number of colleagues this academic year.
Cathy Hall will provide the coaching sessions. Cathy used to be
a former Head of Human Resources at CNN and now works as
a coach at the London Business School.
20
Section 1
Executive coaching
22. 5 An 8 week voluntary
course provided for staff at
Berkhamsted to enhance
wellbeing.
Mindfulness
Course
23. A specialist course for Berkhamsted staff.
Led by Jane Markby and Jeanette Hennigan, this course is pro-posed
22
to run on Mondays for 8 weeks consecutively (except
half term) from Monday 12th January and will be about 1.5
hours in duration. If there is a major clash with any other event,
Jane and Jeanette will work with the group to consider an alter-native
date. Space is limited to 10 people.
Section 1
Mindfulness
Course
24. #TLAB15
6
“ Fantastic! So many good
This was
approaches to use back at
school. another amazing day -
huge thanks to all involved
in organising it.
A great location, lovely
welcome, well structured, supported, awesome provision, won-derful
students to ensure all got where they needed to be. A big thank
you to everyone!
Comments from delegates on
#TLAB14
This was a superb day from start to finish and made all the
more special by there being a blend of practice and research
but all with a focus on making our classrooms better for our
students - and if you aren't doing that then what's the point?!
25. A conference that brings refreshing practicality and
inspirational speakers/teachers to your doorstep.
The Teaching, Learning & Assessment
Conference, Berkhamsted
The previous two conferences sold out and the feedback has
been incredibly positive on the quality of the workshop leaders
and keynote speakers. The event this academic year will be
held on Saturday 21st March and entry for Berkhamsted staff
will be covered by the CPD budget (spaces are limited).
#TLAB15 has the theme of ‘All In The Mind’ and the opening
keynote will be provided by Professor Sarah-Jayne Blakemore,
Cognitive Neuroscientist at UCL.
24
Section 1
Teaching, Learning
& Assessment,
Berkhamsted
26. 25
There will also range of workshops covering the following sub-jects:
• Dance
• Music
• History
• RE
• Maths
• Science
• English
• MFL
Schools providing workshops include Berkhamsted School,
Eton College, Ashlyns School, Sandringham School, Highbury
Grove School & Cramlington Learning Village.
If you would like to attend, please email Nick Dennis
(ndennis@berkhamstedschool.org).
You can also find out more information by visiting the confer-ence
website: http://www.berkhamstedschool.org/TLAB15