Support for
Primary and Early
Years School
Improvement
Support for
Primary and Early
Years School
WELCOME
Tel: 01695 657 207
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Email: [email protected]
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WELCOME
Our Our extensive experience of partnership working with primary schools and settings over a great number of years has enabled us to put together this new and exclusive offer of primary school improvement activities. This offer is informed by:
• Our comprehensive experience of partnership working with primary schools • Our experience of being awarded 33 grade 1s (out of a possible 33) at our most recent Ofsted Inspection • Continuing feedback from primary school colleagues on our activity • The Importance of Teaching :The Schools White Paper (DfE, 2010) • The new Ofsted Framework for School Inspection (Ofsted, 2011) • The new Teachers’ Standards (DfE, 2011) • Training our next generation of outstanding teachers (DfE, 2011) Whilst this brochure illustrates what we have done in partnership with primary schools, it is not an exhaustive offer. Our experience and portfolio continues to develop on a weekly basis through our work on ‘bespoke’ programmes of development for excellence. If you have a specific need for development please email [email protected] or telephone 01695 657207.
Key considerations
In this edition
Schools at the heart of positive working partnerships for impact and improvementSchool Improvement
Themes for 2012
Developing Partnership,
Developing Practice
Working Partnership 4-5 Securing School Improvement 6-7 Leadership Development 8-11 Inclusion, Special Education 12-15 Needs and Dyslexia Developing Subject Knowledge 16-17 and Pedagogy Practitioner Research 18-19 Turning your improvement activity 20-21 into academic credit Bite-sized Learning 22 Practitioner research Do you have a passion for research? Do you wish you had more time to spend on a project that would directly benefit your school or setting? Then why not apply to join the Teacher Research Associate Programme based in the Faculty of Education at Edge Hill University?Developing Subject Knowledge and Pedagogy There are times when schools need support with a particular subject area. Perhaps results are not as good as you would expect them to be, perhaps there are external influences on the curriculum, perhaps you would just like to offer colleagues the opportunity to update their subject knowledge and, or, reignite their passion for their subject they had when they were new to teaching. Whatever the subject need, Edge Hill’s team of experts can help, either by coaching, by establishing networks of excellence, organising a whole school “subject” days or even hosting a conference.
Securing School Improvement
Move from good to outstanding. Prepare for inspection through our development activities that focus on Ofsted’s four key judgement areas: • Achievement • The quality of teaching • Behaviour and safety • Leadership and Management
Turning your improvement activity into academic credit Teachers are dealing with complex tasks every day in school. Engaging with these development opportunities result in Impact on practice. We believe that both of these things should result in academic credit for those who want it. We have designed a rigorous, innovative and very practicable framework through which we can accredit your everyday practice. Our assessment activities are designed to integrate readily into everyday practice with an emphasis placed on the assessment of evidence that is naturally occurring in practice. Leadership development Excellent leaders move schools from good to outstanding. What is the leadership capacity in your school? Investing in school leaders can pay dividends for a school. Preparing middle leaders for senior responsibilities identify and nurture new talent in your school for impact and improvement. Bite-sized learning Bite-sized chunks of learning for professionals like you who are too busy to put extended time into formal ‘taught input’. These sessions last for an hour and offer you information on specific issues and/or practical strategies to deal with everyday challenges.
Inclusion, Special Educational Needs and Dyslexia We have a wide range of development opportunities related to Special Educational Needs, Dyslexia and Inclusion. We deliver major TDA contracts in these areas and we have an outstanding reputation for cutting edge thinking with clear links from development to impact on teachers’ practice, skills and knowledge and, importantly, the learning experience for children. Outstanding teachers make for outstanding schools – and outstanding training underpins them both. It is a theme that crops up again and again here at the Faculty of Education, but working with us here at Edge Hill University is not just about improving you as an individual; it is about school wide improvement for lasting change and impact. We see partnership working as being at the very heart of this. The pursuit of outstanding practice that is characterised by high standards and is wholly committed to supporting the education of pupils is a priority shared by us all, but the harsh reality is that external support for strategic improvement planning and its implementation has become increasingly rare. In a direct response to that, and driven by the need to raise standards and improve the education of all pupils with greater efficiency and cost-effectiveness, we have developed a range of high quality professional opportunities and school improvement services. We have built up some innovative partnerships in recent years. We work with the most experienced educational consultants and well respected leaders in education, which means we have the strength and depth to support schools and teachers with a range of improvement options. There are many ways in which we can work together. Read on, and see what we can offer you and your school. Together we can bring about the sustainable improvement that leads to outstanding performance. Robert Smedley Dean of Faculty of Education
Looking for outstanding training?
Need expert advice on classroom improvement?
You’ll find it here… and more…
W
ORKING P
AR
TNERSHIP
Tel: 01695 657 207
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W
ORKING P
AR
TNERSHIP
Email: [email protected]
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At Edge Hill we recognise that good professional development is school-led, sustainable and ongoing. St Matthews CE (Aided) Primary School and Nursery Centre, intent on improvement, has developed with the University a robust school improvement package.St Matthews CE (Aided) Primary School and
Nursery Centre, Telford
Headteacher Glen Calcutt explains “We were already considered to be an
outstanding school by Ofsted but Edge Hill University was approached
for a consultation to join the school for a day with a view to making
observations throughout Early Years Foundation Stage and Key Stage One
and then discuss proposed anticipated developments for the forthcoming
tranche of development planning.
“The consultant proved to be very perceptive and certainly very
knowledgeable around Early Years and a pupil’s journey through Key
Stage One.
“She gave insightful and developmental feedback to class teachers,
subject leaders and designated managers. Her feedback at the time, and
subsequent written report, proved to be an invaluable aid to direct and
sharpen our proposed future developments.
Glen Calcutt, Headteacher
A Working Partnership...
to enhance education and support
school improvement
Our track record for quality provision, grade 1 in all areas of provision in our
most recent Ofsted inspection and our long and successful experience of
working with schools to support learners and raise standards, offers you a firm
foundation on which you can work with us to improve the learners’ experience
in your setting.
We are working with our partners at both strategic
and operational levels to provide bespoke school
improvement initiatives.
The school at the heart of it
Our improvement activities are all designed to ensure the school is at the centre of its own development. Needs analysis We underpin all our school improvement activities with ongoing professional dialogue – where good practice is shared and the consultancy and training fits seamlessly with the immediate needs of the school.
Building capacity for school improvement
Our PD team provide the support to move the pedagogy into practice. We also facilitate school-to-school improvement, develop professional learning communities and share good practice across our partner schools and settings.
Your school, your needs
Our bespoke packages are driven by a needs analysis, school improvement priorities, and the vision of the school/setting.
Choosing the Professional Development that’s right for your school...
In this brochure you will see the range of opportunities working in partnership with Edge Hill University can bring. We work hard to ensure we are impact focussed, responsive to your needs and in the current economic climate, cost effective. Many schools and their pupils are now benefitting from the impact of our professional development work on their school improvement. St Matthews CE (Aided) Primary School and Nursery Centre in Telford is one example of just such a school partnership.
SECURING SCHOOL IMPR
O
VEMENT
Tel: 01695 657 207
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SECURING SCHOOL IMPR
O
VEMENT
Email: [email protected]
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Headteacher Harry Kennedy
developed a Parent Council
to improve communication
with parents.
“…my MA studies have been
of real value to the school
and to parents. I think the
Parent Council is sustainable
in the long term and will have
lasting impact.
“(Ofsted inspectors) were
very impressed and our
home-school links were
rated as ‘outstanding’.
Harry Kennedy, Black Horse Hill Primary School, Wirral
Developing Whole School Communications Training
“I have definitely become a more
reflective teacher, looking at how
things went and how they could
have been better. Coming through
the PGCE route I was already
familiar with reflection, but the
Masters is encouraging me to do it
even more, and that in turn impacts
on my practice.
“What has amazed me is just how
much evidence I have (towards
my Masters) simply from day to
day work.
“I know there are no guarantees
when it comes to progression,
but I think the Masters qualification
can only be of benefit to me as
a teacher.
Ben Wilkinson, Parkgate Primary School, Coventry Individual Support
Securing School Improvement
– moving to the next level
From Diagnostic to Development – Bespoke consultancy support for school Leaders individuals moving to the next level. Senior leaders in outstanding schools make sure the professional development of all staff is relevant, continuous, high quality and has practical impact. They also ensure most of the development activities take place where they are to have impact – in school. We offer consultancy work, one-to-one coaching and mentoring that focuses on the school’s or the individual’s developmental needs to secure improvement. Whole school • Improving the quality of teaching and learning • Ensuring an evidence based approach • Developing the school as a professional learning community Individual • Raising attainment through effective behaviour management • Making good lessons outstanding • Practical steps to engaging boys in learning • Differentiation to maximise engagement
Example of current school activities
Collaborative Learning, Raising achievement
through AFL, Effective questioning, Higher order
thinking skills, Learning to Learn, New Technologies
LEADERSHIP
Email: [email protected]
Tel: 01695 657 207
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LEADERSHIP
Email: [email protected]
Tel: 01695 657 207
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Leadership at all levels
Developing capacity and consistency in leadership
Investing in School Leaders
School improvement strategies and raising achievement: • Generic leadership training across groups of schools • Whole school leadership training • Senior and aspiring leader development
Our holistic approach to school
improvement means our training
and consultancy work encompasses
the effective development of
Leaders at all levels.
Leading a
Department
Leading Teaching
and Learning
Whole school
In response to feedback from our
partners our current development
programmes include:
1. School improvement and Intervention
strategies
2. Self analysis/leadership traits and
styles
3. Securing vision and values
4. Strategic leadership
5. Monitoring and evaluating the quality of
teaching and learning
6. Leading learning/cooperative learning
strategies/BfL
7. Assessment for Learning
8. Change management
9. Effective communication and
developing staff
10.Leading and managing team
performance
Golborne High School, Wigan
Whilst Ofsted have attributed success at the school to a “very able and committed team of senior leaders who work together effectively” – the school approached Edge Hill University this year recognising the need to empower their leaders at all levels in a bespoke development programme tailored to their needs. Investing in staff The Leaders’ residential training weekend at Wrightington Country Club and Hotel proved the importance the Head, David Lythgoe, places on investing in his leaders who ultimately are key to progress in the school. The weekend ensured focused professional development where staff felt valued – whilst avoiding the cost of supply cover and taking teachers away from teaching. The programme supports middle leaders in becoming highly effective in raising standards by developing their knowledge of: • Leadership of teaching and learning • Leadership skills needed to close achievement gaps • Working collaboratively across a cluster of schools • Understanding the national context of current educational issues
“Fantastic delivery and very pacey. Resources
gave me the chance to reflect and set
measurable targets. Through input and
direction from Cavelle I now have a plan to
move forward as a leader with a clear focus.
The training exceeded my expectations, the
best CPD I’ve taken part in.”
Keith Falconer, Pastoral Leader
“The middle leader training is an outstanding opportunity to meet other
middle leaders and share good practice. The course leader is inspirational
and always there ready to listen. The training is relevant, focussed
and engaging – and added to this we get individual guidance on our
school improvement leadership project which will be accredited to my
Masters degree.”
Jenny Harding, Developing Middle Leaders Training, Cheshire East
Developing Middle Leaders’ Cluster Training
Driving whole school improvement
LEADERSHIP
LEADERSHIP
Email: [email protected]
Tel: 01695 657 207
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Teachers are at the heart of school improvement. ‘The Importance of Teaching’
Are you ready for Ofsted 2012?
The judgement on the quality of teaching takes account of evidence of what impact teaching has had on learning over time and the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning. Outcomes: • To grasp the importance of monitoring and evaluating teaching and learning • To know what effective learning looks like • To understand the purpose and process of lesson observation • To know how to motivate all learners, manage teamwork and to use interactive assessment techniques
What are your professional development needs?
How can our experienced educational consultants and well respected leaders in education support your school and teachers with a range of improvement options?
“In strategically supporting schools our aim
is to establish the shift from individual
to whole school development. Whilst
maintaining a strong school perspective
we ensure our leadership training
drives professional learning to achieve
outstanding practice and outcomes.”
Cavelle Priestley-Bird, Strategic Lead for School Improvement, Edge Hill University
These are just a few of the Leadership training
packages we have developed in response to individual
schools’ needs analysis.
Evaluating and improving the quality
of Teaching and Learning
Outcomes: • To understand the importance of change • To appreciate the human reaction to change • To identify some barriers to change and to share some strategies to overcome them • To grasp the changes ahead of us in education • To understand and plan to use the skills required as an effective leader of change
Identify the qualities of an effective leader, understand the power of effective feedback, develop the school team. If the first truth about courageous conversations is that they are key to effective leadership for improvement, the second is that many leaders, if not most, find them difficult and uncomfortable. Outcomes: • To know how to establish clear expectations and secure accountability • To develop constructive working relationships and sustain motivation of colleagues • To manage professional development of staff
Leading Team Performance
Senior Leadership Training
Change Management
“The session was fast paced, thought
provoking and engaging. It enabled
me to gain insight into the theory of
change management – but in a practical
hands on way that I can use in school.”
Karen Fuller, Senior Leader
“ I don’t usually like doing role play, however, on this occasion I thought it
was a very valuable experience. Giving roles and contexts for courageous
conversations made it more focused and useful.”
SENCO
Tel: 01695 657 207
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SEN,
D
YSLEXIA TRAINING AND
INCLUSION
Email: [email protected]
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SEN, Dyslexia Training
and Inclusion
Newly appointed SENCos mandatory award – National Award for Special Educational Needs Coordination Specialist Dyslexia Training (to PG Cert and progression beyond) with Approved Teacher Status and Associate Membership of the British Dyslexia Association (AMBDA).Edge Hill University has an
extensive suite of provision in
the areas of Special Educational
Needs, Dyslexia and Inclusion. We
have an outstanding reputation for
quality training developed based on
‘current thinking’ with clear links
to impact on professional practice,
skills and knowledge enhancement.
The university is one
of largest providers of
TDA, SEN postgraduate
Professional Development
in the country, with a team
of highly dedicated and
experienced staff.
SEN
Inclusion
Dyslexia Training
This online programme has been designed to support the professional development of Special Educational Needs Coordinators (SENCos) in reaching the highest standard of professional development. During the 1-3 year programme you will enhance your knowledge and understanding of the range of specific issues related to Special Educational Needs and Inclusion. You will gain a broad conceptual base of current SENCo practice, consider the use of relevant research and its associated ethical issues and examine the nature and place of experiential learning in the role of the SENCo. As a serving SENCo, this National Award for Special Educational Needs Coordination has been developed to provide you with a rich, critical and broad-based understanding of the theories and concepts surrounding inter-professional working with children and young people experiencing barriers to learning. It will help you develop further as a committed, responsible and creative professional, capable of critical thinking and practical action.Newly appointed SENCos – Cost is fully funded subject to eligibility criteria Experienced SENCos – £2450 for 2011/12 entry This two term online course is based on developing educational provision in an inclusive context. It is aimed at improving the daily practice of teaching assistants and other staff who support children in mainstream and special schools and is designed to allow maximum flexibility in accessing the programme. The focus is on reflecting upon practice and analysing and critiquing school practices surrounding inclusion. The course is at Level 4 (Undergraduate) and is for specialist staff/teaching assistants/learning mentors currently working in mainstream and special schools, who wish to enhance their experience and knowledge of supporting students with special educational needs. The programme includes 60 Level 4 credits (Undergraduate). Cost: £730
National Award Special Educational Needs
Co-ordination
University Certificate in Supporting Practice in
Special Education and Additional Needs
“My confidence as a SENCo has really
improved and I feel I can make a better
impact on the enjoyment and learning for
my pupils with special educational needs.”
Primary School Teacher, May 2011
INCLUSION
Tel: 01695 657 207
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D
YSLEXIA
Email: [email protected]
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This part time Post Graduate Certificate (12-18 months) will enable you to develop the professional attributes, skills, knowledge and confidence to act as a specialist teacher for dyslexia. You will engage with an applied programme strongly rooted in effective practice which focuses on improving provision in your setting for learners with dyslexia. This programme is designed for teachers with Qualified Teacher Status (QTS) and Qualified Teacher Learning and Skills Status (QTLS), or equivalent. If you wish to increase the participation of all learners, including those with dyslexia, in your setting, whilst also raising achievement and improving wellbeing, then this is the programme for you. The programme is delivered as a combination of 14 face to face and supporting online sessions and is available at various delivery sites across England.Specialist Dyslexia Training
(with Approved Teacher Status (ATS) and Associate
Membership of the British Dyslexia Association
(AMBDA))
Postgraduate Certificate with AMBDA – £2,450 ATS (Module 1) – £1,450
“It is really interesting learning how to support dyslexia.”
Primary TA May 2011
“I have completely reorganised my approach to teaching
phonics in order to make my provision for children with
dyslexia more multisensory.”
Primary Teacher, Nov 2011 This part time programme (up to 12 months) offers a unique and innovative development opportunity for Teaching Assistants, Higher Level Teaching Assistants and support staff to take part in specific dyslexia training and support and gain ‘Approved Practitioner Status’ at NQF level 4. The overriding aim of this programme is to increase the participation of pupils with dyslexia in their learning, to raise their achievement and to improve their well-being through your specialist support. If you want to, you can continue with your studies to gain a degree and be awarded ‘Approved Practitioner Status (APS)’. The programme is delivered as a combination of 6 face to face and supporting online sessions and is available at various delivery sites across England.
The programme is at Level 4 (Foundation Degree year 1) (30 Credits)
Cost: £365 This part time programme (up to 12 months) is designed to support professionals in schools holding a relevant degree or equivalent in identifying and supporting learners with dyslexia in the classroom. You will learn how to plan a structured, multi-sensory, personalised programme of study for individual learners, small group work and whole class teaching/support. This blended programme is delivered online with 8 face to face and supporting online sessions throughout the 12 months of study. If successful you will be awarded Approved Practitioner Status (accredited by the British Dyslexia Association).
The programme is at Level 6 (Undergraduate Degree year 1) (30 Credits)
Cost: £690
Preparation Skills for Approved Practitioner Status
Level 4
Approved Practitioner Programme (APS) Level 6
“ I have picked up some useful day-to-day tips
and my knowledge of working with pupils
with dyslexia has increased.”
DEVELOPING SUBJECT KNO
WLEDGE
AND PED
A
GOGY
Tel: 01695 657 207
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DEVELOPING SUBJECT KNO
WLEDGE
AND PED
A
GOGY
Email: [email protected]
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Key features Subject Specific Knowledge and Pedagogy Development Subject Specific Networks Professional ObservationPrimary school leaders are
increasingly enquiring about
development opportunities in
developing approaches to and
success in a particular subject area.
The primary and early years team
has worked closely with a wide
range of primary schools on projects
to address the development needs
of school. These carefully selected
projects have allowed bespoke
opportunities to be developed by
the school and university and have
been very positively evaluated by
schools and teachers.
Case Study – Dr Charles Rawding. Leader of the Geography Subject Network.
“The vast majority of subjects are
changing rapidly. Schools and
teachers have to move with the
times. Subject knowledge must
continually be developed and the
best way to do this is through
networks. Learning from each other
is fundamental... It is the people
at Edge Hill who have the time to
formulate ideas and new practices.”
Specialist Primary Mathematics Teacher
A recommendation from the Williams Review (2008) was that we should work towards every primary school having a specialist teacher of maths by 2018. Successful completion of this programme confers that status and the opportunity to be awarded 60 credits at Masters level and a Postgraduate Certificate in Specialist Primary Mathematics (with opportunities for progression to an MA\Education). This programme enables teachers to extend their knowledge, skills and understanding so that they can support others in strengthening their teaching and learning.
Cost: £690 per module (inc. assessment and accreditation at Masters level.)
Subject Networks ‘Subject Networks’ are established across each of the curriculum subject areas. These are an ideal opportunity for teachers to share good practice, discuss new ideas for delivering curriculum and of developing new thinking.
Developing Subject Knowledge
and Pedagogy
Professional observation
One Day Science Events
Early Mathematics Interventions
This is a suite of modules specifically designed to examine, apply and evaluate interventions designed to improve attainment for pupils who are slipping behind their predicted achievement targets for mathematics. If you decide to engage with both modules you can complete two practice-based portfolio assessments and be awarded a Postgraduate Certificate in Early Mathematics Intervention.
Cost: £690 per module (including assessment and accreditation at Masters level)
Exemplar lessons and
investigations
Opportunities are available for Science teachers to bring their students/pupils to utilise the facilities on campus as part of a taught session delivered by our science trainee teachers. A suite of taught sessions is available on all areas of the curriculum.Planetarium
Edge Hill is able to offer a full day or half day taught session utilising a portable planetarium. The sessions can be delivered at the school or at Edge Hill as part of a full science day. The taught sessions are supported by learning resources and materials. Schools are able to utilise the experience and expertise of Science colleagues at Edge Hill University along with up to date resources and equipment to offer bespoke Science days for schools. In addition they can also be provided at Schools. This is a one day, bespoke programme where you will be supported to undertake an observation in another school and engage in – a discussion with Senior Leaders, a meeting with key subject specialists, a consultation with a member of Senior Leadership Team looking at School Improvement through applied current thinking/research on your subject specialism and it’s teaching.RESEARCH
Tel: 01695 657 207
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RESEARCH
Email: [email protected]
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Research
What do Teacher Research Associates get?
• Funding for up to 20 days remission from teaching and/or other elements of your role, over the course of a year, in order to conduct your research • The opportunity to co-author a paper with a university academic for publication in a professional or peer-reviewed journal • Opportunities to present your work at Edge Hill University research seminars and similar events • Support in preparing research for presentation at national and international conferences • Meetings with a designated co-authoring academic • Enhanced support in working towards academic qualifications including MA Education and PhD • Opportunities to report on the progress of your research and to receive guidance on how it might best evolve • Access to our Virtual Learning Environment with links to wide ranging materials • Flexibility – support can take many forms and be designed to fit in with busy professional lives
What are the benefits?
Those who become TRAs are supported to find the time and space to critique and improve their own practice through applied research. The programme will help you become a ‘creator of knowledge’ and gives you a stronger professional identity because your work directly contributes to your setting’s direction. Being part of TRAP is valuable professional development and has been proven to help individual career progression. A further benefit is that work undertaken as a Teacher Research Associate can be accredited towards other academic qualifications, such as our MA Education. The Faculty of Education’s ‘Vision for Research’ aspires ‘to ensure that the Faculty is recognised as being at the forefront of developments in school based research’. This means that we want to engage with schools to help their teachers apply research findings to their everyday practice and to help them undertake research into their own practice. We believe that every teacher and every school setting can benefit by engaging with practitioner research. At Edge Hill this opportunity for personal and professional development comes through engaging with Teacher Research Associate Programme (TRAP). There is no cost for this opportunity but engagement with it is by application only.
Sharing skills and experiences
Don’t just take our word for it
Teacher Research Associates become part of a vibrant group of like-minded professionals and engage with previous cohorts in order to share ideas, experiences, knowledge and skills. Clusters of schools and colleagues will work together on collaborative school-based research projects. Examples of the support offered by the university are: • Liaison with a lead teacher research on all aspects of the research project • Support in finding research literature about the research project • Support in data analysis and presentation This programme offers an opportunity for schools and settings to develop talent from within their workforce, and a way of nurturing a community of practitioners keen to enhance the learning experience of their students. Schools benefit directly from the research undertaken by their TRA and from its dissemination across the wider education community. Ideas are shared between participating schools, so by encouraging a member of staff to become a TRA a school immediately joins forces with a cluster of research-focused partners. Teachers like you who have joined the programme have been enthusiastic about its benefits, not just to them as individuals, but also to their schools. TRAP has been described as “looking at the ‘why’ of what we do”. Carole Arnold, Head Teacher, Evelyn County Primary School:
“For me there is the
excitement of planning and
carrying out research within
a framework of cooperation
and support from Edge Hill
and the opportunity to bring
in-depth evaluation to our
new arts curriculum.”
Tracey Busby, Ballakermeen High School, Isle of Man:
“I love it when I am explaining something to trainees and I
think ‘how did I know that?’ and realise it is what the research
process has revealed.”
Josette Arnold, Bowring Community Sports College, Huyton:
“The Teacher Research Associate
Programme has been marvellous in
that it has given me time to focus
on one particular topic. It is hard for
any teacher to undertake in-depth
research… I have had a lot of support
and believe that my findings will
influence the way we implement
project-based learning in school.”
A
C
ADEMIC CREDIT
Tel: 01695 657 207
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A
C
ADEMIC CREDIT
Email: [email protected]
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You can use your school improvement activities to work towards academic credit at either Foundation Degree level or MA level. To work towards credit all you would need to do is to apply the learning from your development activities to your work and evaluate that application for its impact on your professional practice and your learners.Accrediting your school
improvement activities
How will we support you?
You will be supported in your development through guided reflection, discussion and self-evaluation. You will also have access to academic, professional and personal support and advice from the Faculty of Education which may include: • Module specific online resources • Writing frameworks • Annotated exemplars of assessment materials • Practical workshops, seminars and presentations • Access to the University’s Virtual Learning Environment (VLE)
Along with our school improvement activities, our
innovative programmes can:
• Improve the overall provision of outstanding educational practice, excellent teaching and learning and inspirational leadership • Provide you with high quality, flexible, accessible, portable and professionally relevant • learning experiences • Accredit your current practice where there is evidence of critical reflection, improvement and impact • Provide you with modes of learning that are relevant and responsive
“I liked the mix of supported modules
and online modules as they required
different learning approaches. I have
gained a certain independence and
confidence from this approach. I tried
to choose modules that supported
the school development plan and
priorities as I knew this would benefit
other teachers in school as well as
the pupils. I was keen to increase
my subject knowledge and teaching
skills in assessment for learning and
I gained expert knowledge from the
tutor support I received from Edge
Hill University and through access
to the library and learning services
online resources.”
Case Study: Cheryl Kearney, Primary School Teacher, Shropshire
“In addition to this project
having a great impact on
the children and my fellow
colleagues, it has had a great
impact on my own practice in
that it has given me a breadth
of new ideas and approaches
to try with my own class. I
discovered new activity ideas
that I had never heard of or
seen in use before. As a result,
I feel my own bank of ideas
has grown significantly and
that has allowed me to bring
about change in my own
classroom setting and across
the school.”
Case Study: Angela Beynon,Primary School Teacher, Coventry LA
Some examples of practice-based school improvement portfolios that have attracted academic credit at MA level are: • How has completing my NQT year/threshold application made me a better teacher? • What is the impact on pupil progress when I embed AfL more firmly in my planning and practice? • How does the use of ICT in learning increase levels of engagement? • How does awareness of SEAL change the nature of learning in my lessons? • Does providing Reception children with Year 1 experiences prepare them for the transition into Key Stage 1? • Does the development and implementation of a range of formative assessment strategies improve the learning and attainment of students on vocational courses? • How does communication affect the culture within a school? Assessment activity is designed to integrate readily into your everyday work with an emphasis placed on the assessment of evidence that is naturally occurring in your practice. Your portfolio will evidence how you deal with complex school improvement based issues through critical reflection and evaluation informed by current thinking. Working towards credit at Foundation Degree level is very similar to what is described above. People who have worked towards academic credit in this way have highlighted how it fits in with their very busy lifestyle. Here is what some of them have said:
If I choose to work towards credits how will I be
assessed?
Accreditation at Masters and Undergraduate
Degree levels
We offer innovative MA Education and Undergraduate Degree programmes that are impact-led, flexible and personalised to your individual professional needs. The programmes are fully focused on the impact of outstanding practice on the outcomes and achievements of learners. As such, your school improvement activities are an excellent foundation on which to base the early parts of your academic progress.The MA Education is aimed at teachers, lecturers and educational practitioners like you who lead and support learning in a wide variety of educational settings (such as early years, primary, secondary, post-compulsory or lifelong learning). The Undergraduate Degree programmes are aimed at those in settings who support learning.Tel: 01695 657 207
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BITE-SIZED LEARNING
Email: [email protected]
22
We are offering bite-sized chunks of learning for professionals like you who are too busy to put extended time into formal ‘taught input’. These are high impact, fast-learning sessions and last for a maximum of one hour. They focus on specific issues and/or practical strategies to deal with everyday challenges. We are developing these opportunities as we get more feedback from the learning professionals we work with. At present examples of these opportunities are: Training sessions available from Spring Term 2012, 5.00-6.00pm * Venue: Ormskirk Campus, Woodlands, Chorley, Bromborough, Wirral, Shrewsbury, Shropshire, Elm Bank, Coventry • Supporting gifted and talented learners in science • Teaching of systematic and synthetic phonics • PE in the primary curriculum • Early Years and outdoor learning • Behaviour for Learning • Assessment for Learning • Promethian Active Expression By engaging with this learning, applying it in your setting and evaluating the impact on learners you can gain academic credit. See pages 20 and 21 doe details.Cost: £25 per session
* Venue to be arranged subject to demand
Bite-sized development
opportunities
Working
Securin
g Sch
ool
Le
ad
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Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP www.edgehill.ac.ukContact:
Cavelle Priestley-BirdStrategic Lead for School Improvement
T: 01695 657207
