Imagine: being paid to teach and learn. I think we all can, because we all are, eventually.

 

The nurturing of inquisitive minds and genuine life-long learners, beyond necessary and vitally important examinations, is a cornerstone of any true educational establishment. We expect our students to learn and to reflect on their learning. We expect our students to be willing to take educational risks: trying a more challenging task for example, not leaving revision to the last moment!

 

It follows then, that as teachers we are, and must be, learners too. As learners, we must reflect on our own practice, to ensure that we fulfil the changing needs of our charges, as well as to promote positive role-models of educational risk-taking and innovation. We must be open to new ideas and new approaches. Like any good learner, however, we must also be critical; we must ask for evidence of the value of new initiatives or new educational theories, and our students should never be guinea pigs for new fads. Fear not however; your daughters are in safe hands and there is plenty of healthy scepticism surrounding any swift panacea for all of education’s challenges.

 

Continuous professional development will be familiar to parents from all walks of life and it is perhaps reassuring to know that this is no less the case for staff at Northampton High School. This academic year saw the introduction of a new CPD (Continuous Professional Development) Hub, the purpose of which was to promote structured discussion, collaboration and debate within its staff, across Junior and Senior School teaching staff as well as support staff.

 

The first September INSET day included a carousel of workshops led by staff, for staff:

  • The Emotional Barometer; a way to understand and manage feelings positively
  • OneDrive; a practical guide to storing and sharing electronic resources easily, including integrating them into Firefly.
  • Philosophy for Children; using enquiry based learning.
  • Starters and Plenaries; a showcase of practical suggestions from different curriculum areas.
  • VESPA; the A Level mindset programme, useful when coaching A Level classes or tutees.

 

The new REC period has also opened up more opportunities for staff to meet. Training and collaboration has got underway in a number of areas, such as Action Research, Lesson Study, GCSE Pod and Firefly, among others.

 

A regular Staff room Challenge has also been a feature of break-times, with educational articles circulated and commented on over tea and coffee, as well as via Firefly; there have not been too many sparks flying! Passion is great though. Why not read one of the articles, about expectations?
A twilight training session in late November showcased a fascinating workshop on Cognitive Behaviour Therapy, led by the new School Counsellor, Sarah Hanlon. There was also a workshop on Growth Mindsets, which explored practical applications for this increasingly popular and well-researched educational theory, which essentially holds the premise that intelligence is not fixed and that praise should be offered for effort rather than outcome.

 

These are just a few of the adventures which have been taking place aboard the NHS ship, which proudly hoists its Green Flag and sails with great confidence into the future, serving its girls and celebrating their success and endeavour.

 

Jonathan Williams

CPD Hub Coordinator