Course Outline
Every teacher has the potential to improve. So, just as we wish our students to be ongoing learners, we should expect the same from our teachers. Establishing a culture of truly great teaching in a school is key for any leader looking to nurture truly great teaching. But how can we ensure that our CPD provision benefits both us as teachers and the students we teach?
In this session, Costa will offer practical suggestions and ideas on how schools can introduce professional learning programmes to ensure their teachers, both novice and expert, can confidently explore and experiment with new teaching strategies and innovative pedagogies and that it makes a difference rather than engaging in CPD for the sake of it.
Drawing upon insights from his published paper, ‘When it comes to CPD, how can we ensure it makes a difference?’ and his latest book, ‘A School Leader’s Guide to Learning Professional Development,’ we will examine practical strategies for enhancing CPD practices within our schools that make a real difference.
Audience
- CPD Leaders
- Teaching and Learning Leads
- All Senior and Middle Leaders
Course Objectives
- Explore practical methods for implementing professional learning programmes that enable teachers to explore new teaching approaches and pedagogies confidently.
- Review some simple but effective strategies for evaluating the impact of CPD provision, ensuring it leads to meaningful improvements in teaching practice and student outcomes.
About Costa Constantinou:
Costa is Veema Education’s driving force and has many years of experience both within the classroom and at leadership level. He understands the needs and priorities of schools today. He has led national and international keynotes and workshops on improving teaching and learning, school leadership, and implementing and managing effective change.
Costa passionately advocates that professional development is a requisite tool for teachers to engage with pedagogy, offer collaborative working partnerships, and challenge and advance existing practice. Taken together, these sharpen our ability to focus on how we teach and how pupils learn — a reflective approach that, at its core, sees learning through the eyes of the learner. This can clearly sharpen our ability to focus on how we teach and how pupils learn — whereby the ”why” and the ‘What’ behind what might work is explored.
