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CPD programme Autumn 2020

We are currently booking for the following programmes. Please click on the links for more details and go to our booking page here:

Leading Remotely and Flexibly

New to the EYFS 

Supporting Adverse Childhood Experiences and Attachment Difficulties in School with a Trauma-Informed Approach

Outstanding Early Years Teaching

 

Our National Professional Qualifications clusters, working in partnership with the world-renowned UCL Institute of Education, are also now open for applications. Please click on the links for details and apply through the Leadership Colab link on the flyers.

National Professional Qualification in Middle Leadership (cohort 8)

National Professional Qualification in Senior Leadership (cohort 8)

 

We are delighted to bring you our autumn term 2020 CPD Programme. View our CPD Booklet here or by clicking on the image below.

NB Navigate back to this page by using the back button.

 

As we work  to meet your needs in the constantly developing context, we see three key questions as our core pillars of delivery which will set our themes:

  1. How do we continue to be the best leaders we can be?

  2. How do we support and develop everyone’s well being and safety?

  3. How do we support children’s learning?

In response, we propose a blended learning approach to CPD, which will focus on the key three pillars outlined above and incorporate online sessions until face to face sessions can also be added in the blended learning mix.

The Teaching School will host The Thinking Room, a virtual space for discussion, reflection and learning, and will work with our extensive network to bring together leaders, staff, coaches and mentors for discussion, learning and reflection.

We have developed this offer by continuing to invite partners from our extensive network to host sessions and continue to give people the opportunity to learn from each other even when their normal practices have been disrupted. We are therefor delighted to be able to offer the following sessions and programmes:

1. How do we continue to be the best leaders we can be? NB Navigate back to this page by using the back button.

  • Nursery and Primary Senior Leadership Network meetings
  • Leading Remotely and Flexibly (All phases)
  • Good to Great (Early Years leads)
  • National Professional Qualification of Middle Leadership (cohort 8 Accelerated Programme)
  • National Professional Qualification of Senior Leadership (cohort 8 Accelerated Programme)

2. How do we support and develop everyone’s well being and safety? NB Navigate back to this page by using the back button.

  • Supporting Adverse Childhood Experiences and Attachment Difficulties In School with a Trauma-Informed Approach
  • Mental Health and Wellbeing
  • Managing Safeguarding Allegations

3. How do we support children’s learning? NB Navigate back to this page by using the back button.

  • Outstanding Early Years Teaching Programme
  • New to EYFS
  • Responsive sessions on pertinent themes, including Early Years leadership and pedagogy , Phonics and Early Reading, Blended learning: pedagogies  for  a new approach and Promoting a love of reading.
  • Considering and exploring the newly released Development Matters and accompanying curriculum guidance

    EITHER: Book online: Click here to access our online booking form

    OR: Book via email: download a booking form below and return to eastlondonpartnership@gmail.com

Pedagogical innovation and leadership in the early years

This report presents the findings of an independent evaluation study by the UCL Institute of Education of our “Outstanding Early Years Teaching” programme, and the participants’ experience of professional learning.

The researchers found that “Significantly, the findings showed evidence of participants’ applying their learning to changing and informing their settings’ practices, and for some, how this has resulted in initiating and leading change in key aspects of practice. Five key themes emerged: pedagogical tools to promote and extend children’s learning, shared and purposeful learning, reflective practice, twitter and virtual learning as an enabler and inhibitor, and perceived impact on practice and leadership. The findings highlighted the agency that was exercised by several practitioners in their development of pedagogical strategies to improve their practice and interactions with the children. Overall, participants were positive about the learning they had gained from being on the programme and appeared to benefit from the impact it had on their practice. The study provided strong evidence for sustaining and potentially scaling up of the early years teaching programme as a model of professional development and learning for nursery and preschool practitioners.” Read on [PDF]

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