Achieving Mastery as a Teacher an International Professional Development Programme for Newly Qualified Teachers and Recently Qualified Teachers

  • No Forthcoming Dates
  • Sacrewell Farm
  • NQT, RQT
  • Full
  • Primary
  • Leadership, Teaching & Learning
  • Lunch Included
  • Refreshments Included
  • Free

Why choose this programme?

This professional development programme, spanning two academic years, seeks to explore how a recently qualified teacher can develop into a professional who has achieved mastery within their classroom practice. This programme will explore effective teaching, and will seek to support professionals through their NQT year and in to their RQT year. For any school to improve, there is a need for professional consistency throughout, together with shared expectations around highly effective professional practice. The most effective teachers continually look to ‘increase variation to decrease variation’ and this professional learning programme will seek to support every participant in offering variety and creativity within teaching and learning experiences. A professional’s effectiveness will be improved through 4 key components - competence as a facilitator, the creation of a conducive learning environment, the development of every pupils as a confident learner and the planning, delivery and evaluation of rigorous learning process. Developing excellence within classroom practice will only be achieved through significant degrees of professional analysis and reflection, it requires professionals to be innovative and to establish a set of professional beliefs that are supported by evidence.

£175 per person per day : £1050 per person for the full course

About The Course

About this programme:

Achieving mastery as a teacher is a professional development programme, specifically designed for NQTs (and NQTs +1), and consists of six full-day modules. Each module focuses on discreet aspects of outstanding classroom practice, effective teaching and learning and necessary professional skills and behaviours.

Achieving mastery as a teacher looks to engage participants in a rigorous inquiry into effective classroom practice with an emphasis is on how individuals can offer outstanding learning experiences for every young learner. Each individual module seeks to explore a key dimension within teaching and learning and looks to develop delegates` classroom practice across all phases.

Achieving mastery as a teacher seeks to be more than a training programme and aims deepen delegates understanding around the principles of highly effective teaching and learning whilst offering a range of practical ideas and strategies for use in any classroom. Throughout each module, delegates will be introduced to a range of learning tools and supported in considering how these might be developed within their own professional practice.

Module 1 (Conference timings - 9.00 to 3.30) Key learning theme – Me, Myself and I - A journey towards Mastery K.L.Q. – How does a newly qualified teacher develop the professional skills, attitudes and behaviours needed to be the very best? Module One explores what an individual must do to become a truly effective teacher and a valuable member of any school team. The Module will consider issues around human capital, professional accountability and professional mindset and how the attitude of any professional is the biggest determining impact on that individual’s future success. An effective teacher never stops learning and approaches their role with an absolute desire to continually improve.

Module 2 (Conference timings - 9.00 to 3.30) Key learning theme – It starts with expectations K.L.Q. – How do a teacher’s expectations influence pupil outcomes? Module Two explores a teacher’s expectations and how these can influence an environment of high standards. The session will consider how a teacher can adopt simple, but effective strategies that can ensure all learners are ready to learn, are in a suitable state for learning and feel motivated to learn. The module will begin to explore the impact of the classroom environment on pupil outcomes and how classroom culture influences any learning experience.

Module 3 (Conference timings - 9.00 to 3.30) Key learning theme – Understanding Pedagogy and our learners K.L.Q. – Which classroom approaches to teaching and learning cater for all types of learner? Module Three seeks to consider basic pedagogical approaches that influence learning and explores how different learners learn. Recent research has begun to highlight a range of classroom interventions that have the greatest effect size on pupil outcomes. Teachers and teaching assistants must look at how they are planning and delivering effective experiences that make the most of a clear set of pedagogical approaches for effective teaching. Not every pupil learners the same way and if a teacher is to close any gaps in attainment, it is essential that they understand how their pupils learn most effectively.

Module 4 – (Conference timings - 9.00 to 3.30) Key learning theme – Greater depth in every classroom K.L.Q. – What are the essential ingredients for deeper learning, in any classroom, and how can an NQT plan for this within different curriculum areas? Module Four explores the key differences between shallow and deep learning and how teachers can plan and offer greater depth learning experiences for all pupils. This Module will consider the key principles for deeper learning and will offer a range of tools and strategies for achieving greater depth in any classroom. An effective teacher is intentional in their intended outcomes and will plan accordingly. A shallow learning experience is never a ‘bad’ learning experience and every pupil must be offered shallow learning. However, they must also be offered deeper learning experiences but these do not happen in the same way.

Module 5 - (Conference timings - 9.00 to 3.30) Key learning theme – There is more learning in the question than the answer K.L.Q. – How can teachers promote and develop effective classroom interaction and dialogue that will support the improvement in standards? Module Five will consider the role of interaction and speaking and listening within effective learning experiences. This Module will explore essential features of highly effective interaction and will consider issues around professional questioning skills, levels of dialogue and how teachers and teaching assistants can use carefully planned interaction to effectively scaffold learning. Interaction is the basis for exceptional teaching and learning and any teacher should have the confidence and ability to be able to analyse their own interaction and make continual improvements.

Module 6 – (Conference timings - 9.00 to 3.30) Key learning theme – The confident learner K.L.Q. – In which ways can a teacher develop effective strategies for developing metacognition and essential learning behaviours in every child? Module Six considers the critical aspect of metacognition and how this can be developed within every classroom. Global research into impact of classroom interventions identified metacognition as one of the classroom approaches with the highest effect size. Metacognition is more than a few words on a classroom wall and requires a carefully selected toolkit of strategies and tools that support every pupil in developing the skills of being an effective learner…in any situation.

About the Programme Leader

Andy has over 30 years of experience, within education, including Headship, National College of Teaching and Leadership Consultancy and OFSTED. He is currently the Senior Consultant with Enhancing Learning Ltd and is supporting schools across the U.K., Europe and Asia with school improvement, leadership development ( Head Teachers, Senior Leaders and Middle Leaders), outstanding classroom practice, NQT professional development and Teaching Assistant development.

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