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Teaching for Success
Phil Dexter, Teacher Development Adviser
Providing the expertise to transform
teaching and learning in education systems
Education systems
2
‘An education system is
only as good as its teachers’ McKinsey, 2007
https://mckinseyonsociety.com/how-the-worlds-best-performing-schools-come-out-on-top/
‘An education system is only
as good as its teaching’ Husbands, 2013
The professional development that makes the most
difference to teachers…The magnificent 7!
3
…is concrete
and classroom-
based
…is
supported
by effective
school
leadership
…brings in
expertise from
outside the
school
…involves teachers in the
choice of areas to develop
and activities to undertake
…enables
teachers to
work
collaboratively
with peers
…provides
opportunities for
mentoring and
coaching
…is
sustained
over time
Source: What professional development makes the most difference to teachers | Catherine Walter and Jessica Briggs | March 2012
Access and engagement
in learning Access is related to learners being able to freely attend education regardless of their age, gender, ethnicity, ability, living context or health needs. Access therefore focuses mainly on policies and structures that enable learning
Engagement is about ensuring that what they experience when they do access education is relevant, meaningful, empowering, and beneficial
Engagement is therefore
focused on what teachers do,
what learners experience and how
this links to progress and achievement
4
British Council CPD Framework
- 12 Professional practices
• Understanding learners
• Planning lessons and courses
• Managing the lesson
• Knowing the subject
• Managing resources
• Taking responsibility for your
professional development
• Assessing learning
• Using inclusive practices
• Integrating ICT
• Using multilingual approaches
• Promoting 21st century skills
• Understanding educational policies and
practices
5
Using inclusive practices and the sustainable
development goals
6
Recognising and valuing diversity among my learners in relation to
areas, which include:
• language background
• cognitive ability
• academic ability
• physical ability
• social background
• disability
• age
• behavioural differences
• gender
• race and ethnicity
• sexual orientation
• religion and belief
www.teachingenglish.org.uk 7
Special Educational Needs Access and Engagement =
effective learning
Speech & language
needs
Societal Factors:
family, trauma &
Displacement
Cognitive differences
Teaching for Success – teachers identifying their needs
- A focus on supporting teachers working in refugee
and displaced people contexts
8
CPD: 4) Trauma and impact on learning and 5) Teacher development
Ana
10
I started teaching 2 years ago and I feel that I’ve still got a lot to
learn. There are refugees in my school and I’d like to understand
their learning needs better. I want to do all I can to ensure
they can achieve at school and I would like to share what I learn
with my colleagues
Ahmed
11
The learners I work with have had little or no access to formal
school learning. Official currriculum and school plans
have little relevance for them. I need to learn how to support
them based on their actual needs – often coming from
traumatic experiences
Supporting learning needs – what teachers can
notice
12
Executive Functioning challenges
Expressive and receptive
language – text based approaches
Concentration/Focus
Social interaction needs
Organisation of work/tasking
Fast and slow thinking
Working memory
Sequencing
Impact of trauma on learning
Supporting the needs of learners in
displaced contexts
• Celebrate diversity and find similarities
• Building empathy
• Telling our story - hearing others
• Social skills development
• Learning to learn skills - listening
• Overcoming teacher stress and own trauma
• Working with parents, carers, communities
• Working with creative arts - fun and play
13
Resources www.teachingenglish.org.uk
14
Thank you!