An Overview of the Network’s Activity

Venue Overview of activity
Tuesday 6th November 2018 (9.30-3pm) Gearies Primary Session 1: “The End in mind” Effective pedagogies and professional development involve clear thinking about longer term learning outcomes as well as short-term goals. (Husbands, C and Pearce, J. 2012)

To make an effective difference, this professional development must start by analysing pupil’s needs and analysing the effectiveness of our current practice in meeting these needs. From this point we can begin developing an understanding of how this analysis will/should directly influence what we need to learn over the programme.

Tuesday 27th November 2018 (9.30-3pm) Redbridge Primary Session 2:  “Something different” Effective pedagogies and effective professional learning depend on behaviour (what teachers do), knowledge and understanding (what teachers know) and beliefs (why teachers act as they do). (Handsome, G; Harris, A; Husbands, C; Pearce, J and Stoll, L, 2012)

In the morning: We will engage in a learning walk around the host schools early years provision.

In the afternoon:  In this session participants will review literature on the most effective early years pedagogies and research review of practice which relates to meeting the needs of children with Special Educational Needs. We will compare them to our current practices, critique how such pedagogical and practical approaches may support the needs identified in session one. Finally, each participant will create a, “New theory of practice” for their own setting.

Tuesday 15th January 2019(9.30-3pm) Highlands Primary Session 3: Why Action research?

In the morning: We will engage in a learning walk around the host schools early years provision.

In the afternoon: In this session participants will be supported in understanding the methodology and methods connected to developing an effective action research project. These small scale projects will provide the supportive conditions for participants to develop classroom professional learning which may solve a teaching or learning based problem which is affecting children’s progress.

Tuesday 5th February 2019 (9.30-3pm) A centre of excellence

The Woodbine Centre

Session 4: Here we will be visiting a centre of excellence to observe best practice.

The most effective professional learning comes from linking external expertise to work based learning in the classroom. (Handsome, G; Harris, A; Husbands, C; Pearce, J and Stoll, L, 2012)

A team from The Woodbine Centre will share their expertise in relation to:

Person-centred planning (PCP)

PCP is a set of approaches designed to assist an individual to plan their life and supports. It is most often used for life planning with people with learning and developmental disabilities, though recently it has been advocated as a method of planning personalised support with many other sections of society who find themselves dis-empowered by traditional methods of service delivery, including children, people with physical disabilities, people with mental health issues and older people. PCP is accepted as evidence based practice in many countries throughout the world.

“Multi ME”

The “Multi Me” toolkit provides a range of accessible and multimedia based social applications designed to support people with learning disabilities with their self-advocacy, self-determination and independence.

After extensive research since 2008 involving The Rix Centre  (University of East London) in helping to develop an early software prototype, Multi-Me Ltd. was formed in 2010 by Charlie Levinson. “multi me” the product is a concept originating from best-practice examples of Person Centred Planning (PCP), Circles of Support models and Multimedia Profiling (MMP) approaches with people with learning difficulties. It brings together the latest technology and social media approaches to create a unique and powerful solution to person centred working for use in education, health, social care and home based settings.

 

Tuesday 5th March 2019(9.30-3pm) Clore Tikva Primary Session 5: So what did our projects tell us? Effective pedagogies and professional learning focuses on developing higher order thinking and meta-cognition, and makes good use of dialogue and questioning in order to do so. (Handsome, G; Harris, A; Husbands, C; Pearce, J and Stoll, L, 2012)

In the morning: We will engage in a learning walk around the host schools early years provision.

In the afternoon: In this session participants will share their learning developed during their action research projects. As part of a collaborative learning community, they will identify successes, discuss challenges and question why one strategy may be more effective than another. Alongside colleagues, each participant will begin to “co-construct” deeper understandings around ways of developing their own practices, promoting a sense of empowerment, control and ownership. Following this session participants will conduct a second small scale action research project designed to meet the needs of their children by exploring a new pedagogical technique or approach which they believe, as an outcome of this session’s analysis, will better meet the needs of the children in their setting.

Tuesday 14th May 2019 (9.30-3pm) Glade Primary Session 6: Leading on change. Effective professional development requires effective leadership to create the necessary conditions. (Handsome, G; Harris, A; Husbands, C; Pearce, J and Stoll, L, 2012)

 In the morning: We will engage in a learning walk around the host schools early years provision.

 In the afternoon: This session will focus on how as early year’s teachers we uniquely find ourselves constantly performing as a large scale team leader. What are the implications of this? And how can we develop the dispositions and attributes best suited to ensure we can deliver the changes we plan?

This session also provides an opportunity for participants to share the progress of their action research, identify issues, share challenges.

Tuesday 21st May 2019 (9.30-3pm) Gearies Primary Session 7: A return to the concept of: “The end in mind”

 In this session participants will share their professional learning from the large scale action research project, identifying the improved pupil learning, achievement and well-being.

 In this session the group will collaborative write up the programmes impacts and outcomes as a piece of educational literature (Journal, master module style piece)

We will also agree how we celebrate the programmes impacts and a share its professional learning with colleagues from all participating schools. (and beyond)