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This course explores in more detail how individual governors and governing boards can effectively carry out their core function of holding the headteacher to account for the educational performance of the school/academy.
Governors will learn:
• how this role fits within other governor roles
• how to be challenging yet supportive
• how to find out sources of information and what governors need to know
• monitoring and evaluation: asking questions and making judgements to support the school's self-evaluation Tutor School Governance
The Herts for Learning executive headteacher training programme will enable experienced headteachers to develop the skills and confidence to become executive headteachers in the future.
The training programme will be based around a range of activities that will include face-to-face sessions, self-learning and research and collaborative working.
Aspects covered will include topics such as understanding and establishing structures, leading change management, creating a collaborative vision, developing support networks and suchlike.
At the end of the course, the delegates will receive a certificate of completion from Herts for Learning and will have gained 30 credits towards a masters degree through the University of Hertfordshire.
This one-day CPD event will offer an overview of strategies used in the Herts for Learning SOS Spelling KS2 Project used to improve pupils’ spelling achievement over an 8-week period.
The project draws on the following strategies to improve pupils’ achievement in spelling: tracking back to review prior learning and make connections, prioritising key learning and addressing specific gaps through miscue analysis, simplifying and repeating core activities to aid with cognitive load, equipping children with the language of spelling, modelling the use of metacognition when spelling and providing opportunities for pupils to articulate their thinking.
Headline Project data is showing that pupils from participating schools made on average 13 months of progress in spelling age during the 8-week project period. 91% of all participating pupils made four or more months of progress in spelling age gains. 75% of all pupils made six months progress or more in spelling age.
Furthermore, following the 8-week project period, pupils typically demonstrated the following improvements in spelling: deeper enjoyment and engagement, increased self-monitoring and self-correct, improved recall of spelling conventions taught increased confidence and willingness to have a go at more adventurous vocabulary in independent writing, more transference of skills across contexts and greater ability to articulate knowledge including specific spelling terminology.
This programme, run by the HfL SEND advisers, consists of three sessions over the academic year.
Day one - a taught day in the autumn term with the opportunity to focus on broad special school issues including exploring technology to use with children with complex special educational needs.
The following two half days will be tailored to the needs of the group and will draw upon experienced practitioners from special schools.
This unique, subject-level programme for secondary English NQTs and trainees offers intensive and specialist English training and development from recognised experts in their subject.
It will develop subject expertise and practice in the classroom.
NQTs will be provided with a range of resources and strategies to try out at school as well as having the opportunity to network and share strategies with other NQTs and trainees teaching English.
This course will explore the grammar element of the Years 3 and 4 programme of study from the national curriculum.
Clear and concise definitions and explanations will be a core part of the day, ensuring clarity when teaching. A range of pedagogic approaches will be exemplified, to support delegates to plan engaging lessons that build pupils' understanding and interest.
Using text-based activities, delegates will explore the grammar element of the programme of study, alongside the composition element, to understand how grammar creates and changes meaning. During the session, delegates will have engaged in a range of approaches that they will be able to embed in their future planning.