CPD in school

How best to deal with tackling a theft and who to punish

A CPD video showing a dramatic reconstruction of a Year 5 teacher's reaction when one of her pupils reports a theft. The video is designed to prompt debate amongst staff on how this issue should best be dealt with. Based on true events, the drama shows how the teacher suspects a girl of the chocolate bar theft, after she has found her behaving suspiciously in the cloakroom during break time. However, without proof, how should she approach the situation? Should she accuse the pupil she suspects? Is she right to punish the entire class until the guilty party admits to the theft?

Behaviour Breakdown - Punishing the Whole Class

A look at the relationship between a teacher and a TA

What should teachers and TAs do if their working relationship breaks down over the management of classroom behaviour? Use this CPD video to discuss what each should do, in this dramatisation of a real life situation. The dramatisation tells the real story of how a TA is verbally abused by a Year 6 pupil after challenging his disruptive behaviour. The class teacher refuses to accept the TA's account of the event and prevents her reporting the incident. Should the teacher be more supportive of his TA? Should the TA take up the matter with the head of year? Is it the teacher's role, not the TA's, to enforce good behaviour in the classroom? The video is designed to be used as a springboard for discussion between staff on how this issue should best be dealt with.

Behaviour Breakdown - Teachers Versus TA

Looking at the inclusive issues surrounding a nativity play

Based on a real account, this CPD video presents the dilemma of whether a primary school should put on a secular pantomime instead of a traditional nativity play, to promote inclusion. This drama recreates a heated argument between primary teachers discussing the annual Christmas nativity play. A classic school quandary designed for you to use to set up discussions with colleagues on what to do when professionals disagree. The headteacher encounters unexpected opposition to the proposal from some staff members and an argument ensues between Christian and atheist teachers. One member of staff storms out of the meeting room. How should the argument have been resolved? The protagonists involved question their behaviour and ask the viewer if and how they could have reacted more positively.

Can Christmas be Inclusive?

CPD trainer firmly believes coaching can deliver dramatic results

Coaching in Schools Expert, Annie Boate, explains to secondary teachers how coaching can deliver dramatic results for students. Annie firmly believes that coaching can be an effective way to improve focus, achievement and confidence for secondary students and beyond. She reveals to an audience of secondary teachers, middle management staff and other educational professionals, why the technique can be so successful. Annie explains some of the secrets behind her effective coaching and why it has worked for her.

Coaching - Introducing Annie Boate

Splitting up big goals into more manageable mini goals

Annie Boate, Coaching in Schools Expert, explains to secondary staff how splitting a main goal into mini-goals can produce surprising results. An insight into how a professional or personal goal can be made more attainable by following simple coaching techniques. Annie explains her technique to delegates in a CPD session designed to produce effective coaches for secondary schools and beyond. She gives the example of her own goal to run a marathon but starts with an initial mini-goal of buying suitable trainers.

Coaching - Mini Goals

Using open questions as a technique for effective coaching

Coaching in Schools expert, Annie Boate, explains to secondary teachers the importance of asking the right questions in successful coaching. Former teacher and CPD trainer, Annie Boate, shares her techniques for effective coaching, which she claims can inspire Key Stage 3 and 4 students as well as colleagues. She says that asking the right questions is key to successful coaching and introduces the dangers of the closed question. Annie claims that by focusing on the problem, coaches can unwittingly prevent the person they are coaching from seeing the way forward.

Coaching - Open Questions

Putting new-found coaching skills into practice

Annie Boate, Coaching in Schools expert, monitors a group of secondary teachers as they coach each other, putting their new skills into practice. After a day's course in effective coaching, a group of secondary teachers and educational professionals get the opportunity to test our their new-found techniques. This provides an insight into how quickly the rules of coaching can be learnt after just one day spent studying the rules. Annie is on hand to remind anyone not following her techniques of the correct approach, which she claims can work for anyone from Key Stage 3 and 4 students through to friends and colleagues.

Coaching - Practical Exercise

Three coaching examples in action, with the benefits outlined

See different coaching situations in action, with this whole-school, CPD-in-school video for primary and secondary teaching staff. The video begins on day one of a three-day training session, with trainer Mike Hughes introducing the principles of coaching. Mike demonstrates one of the most commonly used methodologies in coaching and mentoring - the GROW model. This focuses on goal setting, helping to identify issues, where the teacher would like to be and how they are going to get there. Mike makes it clear that one of the great strengths of a coaching relationship is that it enables the teacher to take control of their own development and to be in charge of identifying the issues they want to explore. The video also eavesdrops on a real coaching session at Wymondham School, Suffolk, which has introduced coaching as a whole-school approach. Also see a reconstructed case study about how a new headteacher used one-to-one coaching with experienced coach Graham Powell to change the dynamics of her senior management team and improve her personal wellbeing.

Coaching in Schools

A secondary history AST demonstrates his lesson planning

An AST demonstrates the process behind planning and delivering a post GCSE history lesson on Britain's relations with her colonies, and gives advice on planning lessons. AST Dr Robin Whitburn discusses the importance of identifying a key question in a lesson. For this lesson, Robin reveals that the key question is about British and African expectations of each other, and how were they expressed in illustrations. Robin's lesson starts with a lively opener, asking which African World Cup teams are former colonies of which European power. He allows for differentiation with standard, super and super upgrade categories of complexity. He then moves on to looking at historical illustrations and ask his students to decode the relationship portrayed within them. He completes his plan with a plenary on the expectations the Africans had about themselves. Sara Bubb, senior lecturer at the Institute of Education, also offers her advice on lesson planning.

Colonial History

Strategies one school uses to deliver CPD to its staff

Millais School for Girls in Horsham, West Sussex, delivers Continuous Professional Development (CPD) across the school by sharing and enhancing the skills of all its staff. This programme looks in more detail at the role of their CPD Coordinator and how CPD is individually tailored to the needs of all staff. This is done in several ways: <ul> <li> Through classroom observation </li> <li> By developing skills to meet individual targets </li> <li> By encouraging individual action planning </li> <li> By reviewing recently promoted posts </li> <li> By listening to student feedback about the success of lessons and performance of teachers </li> </ul>

Professional Development for Quality Teaching

Whole school

> Secondary CPD in school