CONTINUOUS PROFESSIONAL DEVELOPMENT
In September 2014 we started a new project based in Delhi at the invitation of the Delhi Sikh Gudwara Management Committee (DSGMC), to help with some systematic school-based professional development, as this was something they were unfamiliar with. DSMGC manages some 33 education institutions, has 900 teachers and over 50,000 students. They selected a group of twelve schools to trial our first programme, which has now provided in-service training for practising teachers.
WHY US?
DSMGC approached us. They had heard about our interactive approach and the successful Helga Todd (HTTEF) teacher training programmes in Chandigarh and Dehra Dun. In addition, they hoped that the contact with native speakers would help their teachers develop greater confidence and competence in spoken English.
THE PROGRAMME
To start the programme, we devised a 5-day course on ‘teaching and learning’. Teachers attended a day’s training once a week where they accessed ideas and activities to take back to (and trial in) their classrooms. Our trainers visited participants in their classrooms and working together, the teachers participated in feedback and discussion in subsequent sessions.
The initial run through of the course extended to 5 different groups (Monday – Friday), around 100 participants, enabling both organisations to evaluate early on in the project and to identify specific training needs for the future. Subsequently, the course was taken by the remaining teachers and educators so that by the end of 2017, all 900 teachers in the federation of schools had experienced the programme.
MENTOR DEVELOPMENT PROGRAMME
We also want any teaching and learning programme to form part of school development and to contribute to sustainable development and change. Our CPD1 programme was accompanied by an initiative to ‘grow’ a group of mentors in each host school, who we hope will be able to make a significant contribution in their own school.
A main aim of the HTTEF teaching and learning programme is for participating teachers to practise what they learn and we think it is vital that both CPD leaders and mentors model the pedagogies that they promote.
From the outset, mentors were identified within each CPD1 course group and a mentoring support programme of workshops was devised for:
• participating teachers to practise what they have learned with the support of their school, using mentoring as the vehicle.
• identified mentors to receive support in developing their skills and role.
• each school management to develop a systematic approach to (the ab
In September 2014 we started a new project based in Delhi at the invitation of the Delhi Sikh Gudwara Management Committee (DSGMC), to help with some systematic school-based professional development, as this was something they were unfamiliar with. DSMGC manages some 33 education institutions, has 900 teachers and over 50,000 students. They selected a group of twelve schools to trial our first programme, which has now provided in-service training for practising teachers.
WHY US?
DSMGC approached us. They had heard about our interactive approach and the successful Helga Todd (HTTEF) teacher training programmes in Chandigarh and Dehra Dun. Link to OUR ACTIVITIES (past) In addition, they hoped that the contact with native speakers would help their teachers develop greater confidence and competence in spoken English.
THE PROGRAMME
To start the programme, we devised a 5-day course on ‘teaching and learning’. Teachers attended a day’s training once a week where they accessed ideas and activities to take back to (and trial in) their classrooms. Our trainers visited participants in their classrooms and working together, the teachers participated in feedback and discussion in subsequent sessions.
The initial run through of the course extended to 5 different groups (Monday – Friday), around 100 participants, enabling both organisations to evaluate early on in the project and to identify specific training needs for the future. Subsequently, the course was taken by the remaining teachers and educators so that by the end of 2017, all 900 teachers in the federation of schools had experienced the programme. Link to course detail (CPD1) in LIBRARY (public)
MENTOR DEVELOPMENT PROGRAMME
We also want any teaching and learning programme to form part of school development and to contribute to sustainable development and change. Our CPD1 programme was accompanied by an initiative to ‘grow’ a group of mentors in each host school, who we hope will be able to make a significant contribution in their own school.
A main aim of the HTTEF teaching and learning programme is for participating teachers to practise what they learn and we think it is vital that both CPD leaders and mentors model the pedagogies that they promote.
From the outset, mentors were identified within each CPD1 course group and a mentoring support programme of workshops was devised for:
• participating teachers to practise what they have learned with the support of their school, using mentoring as the vehicle.
• identified mentors to receive support in developing their skills and role.
• each school management to develop a systematic approach to (the above as a means to) school improvement
Completion of the CPD programme has led, through a needs identification and evaluation process, to a second phase of professional development. CPD2 aims to develop a collaborative and sustainable way of working with schools to encourage a greater sense of ownership of development work with staff by ensuring:
• Key themes from CPD1 (lesson planning, Assessment for Learning, relevant educational theory about active learning, differentiation) are built on and embedded further in each school
• The areas identified by each GHPS school in their needs analysis are addressed
• School leaders will be able to take on more responsibility for their own staff’s professional development
• A model of collaborative working is developed which schools can continue to use to sustain the continued professional development of their staff when the formal CPD2 programme is complete
• Individual teachers are helped to develop their own skills of self-evaluation and reflection in their own classrooms which continues after the formal CPD2 programme
• CPD2 takes account of the request from colleagues to work in separate primary and secondary groups and is school based
We have devised three strands of development through which to take this programme forward and to build on CPD 1:
• general school improvement;
• Early Years;
• subject-specific focus.
If you’d like to express an interest in volunteering for any of these strands, please contact ————-