The Development Strands are:
Identifying teacher’s strengths through the technology of video.
Teachers watch themselves teach so they can see the lesson through the eyes of the students. Identifying personal strengths and areas of development to improve their pedagogy.
Refreshing the fundamental features of good classroom practice.
Focusing on establishing routines inside and outside of the classroom that work for you and for students
Using student data to produce effective seating plans, using starters to set the tone for your lesson and effective use of whole-class assessment for learning to showcase progress.
Improving student engagement, developing a teacher’s toolbox.
Expanding the repertoire of practical teaching strategies to make lesson planning more fun for teachers and more engaging for students
A low planning, high impact approach to support quality-first teaching.
Extends thinking and learning for students.
Small changes to tasks – while often using the same materials – can transform the practice in your classroom to stretch and challenge the students on a regular basis.
Evaluating our own practice.
Becoming a coach within a support network. Teachers choose a personalised project to develop an area of their own teaching.
Teachers acquire new tangible ideas during each session that they trial in the classroom and then feedback to the group during the following meeting so that others can benefit from the collective evaluation process.