Workforce Development

Gillian is particularly experienced in the delivery of effective training sessions for both managers and teachers within the FE sector, ensuring educational effectiveness and the delivery of high-quality education

Gillian seeks to ensure training sessions generate real discussion and debate, and give practitioners an opportunity to take valuable time out to think and reflect on their current practice, and discuss the real issues which they find problematic at times within their working lives. Talking and sharing ideas supports practitioners to identify their own solutions with actions they genuinely want to take forward to ensure improvements in their practice.

 

What previous participants have said…..       

I feel more informed about the Inspection process under the EIF.  Gillian was very knowledgeable about inspection process, a good presenter and approachable.  Very good management of learning to create discussion and debate that is contextualised and supported by a knowledgeable presenter  (participant – Northern School of Art, Middlesbrough)

Gillian was an inspiring and engaging trainer.  I feel that I learnt a lot, consolidating both existing knowledge and new learning (participant – Northern School of Art, Middlesbrough)

With a background in the delivery of teacher training programmes and workforce development, she is recognised as an expert in the field of teacher development and improvement.

 

Workshop sessions can be facilitated in all areas of effective classroom practice, curriculum design and implementation.  Workshop sessions are lively and designed to generate debate and discussion allowing practitioners to explore new ideas and evidence based research around best practice in facilitating deep learning which ensures learners learn more and remember more.

Understanding the new Education Inspection Framework (EIF – 2019)

It is important that we are all ready for the introduction of the new framework which has a very different focus and approach to that which we have been familiar.  Practitioners will need to hone their knowledge and skills around effective curriculum design (intent) and delivery (implementation). The new framework has been underpinned by research underlying the key judgement areas in the EIF. This includes a review of international educational effectiveness, curriculum, teacher well-being and managing challenging behaviour and effective teaching.

So what is the research telling us about effective delivery of quality education? Is it time to review your pedagogical knowledge to ensure the delivery of high quality learning experiences and to deliver a content rich curriculum?

Undertaking Effective and Productive Lesson Visits

The focus and nature of lesson visits is changing. What is the purpose of your internal observation procedures? What is it that you want to achieve from them? Do they have the desired impact? How do we maximise these opportunities to improve classroom practice and the impact on learning and leaner progress?

Ofsted Inspection Readiness

What are the truths and myths about inspection? How do we break down the jargon of inspection to know what is expected of us? How can we prepare staff to do well, and to keep their cool at inspection and do their organisation justice? Teachers particularly can get very stressed by the pressure of observations during inspection, how can we help teachers to remain calm, do what they do best and perform well at inspection?

Mentoring and Coaching Training

 Gillian is an experienced coach, and has been using a coaching model (developed by Newcastle University) to support the improvement and development of teacher practice in the classroom for many years.  Coaching in the classroom to improve teacher practice is a proven methodology for success. Teachers value the input of their peers (the coach) and the reflection on video evidence which can be used to see their lesson from the eyes of their students. This is very powerful and can help teachers to identify changes which can improve the impact they have on their learners and learning. Teachers find this approach very refreshing and uplifting. it is also non-threatening and provides a basis for professional discussion around pedagogy to begin.

Apprenticeship Delivery Support

Training for the effective delivery of high quality Apprenticeship provision. Whether you are a new or existing apprenticeship provider it is worth taking stock of the quality of your current practice and ensuring that these match the requirements of high quality provision. The bar has been raised substantially over recent years. We have seen the introduction of the new apprenticeship standards and Ofsted are keen to ensure that all apprenticeship provision provides high quality training which develops substantial new knowledge, skills and behaviours. It is now essential that providers work in synergy with employers to ensure a bespoke and valuable training experience for all new apprentices. Does your provision measure up? Is your provision good enough to meet all the new stringent demands of high quality apprenticeship provision?

Adult and Community Learning 

Gillian is an experienced inspector of adult education and has worked within adult community education previously in her early career.  She therefore understands the nature of this curriculum and its importance in supporting adult confidence building and the impact on well-being.  She has worked extensively with Newcastle City Learning to support them on a journey to improvement.  She understands the nature of adult community education and how to support those working within it.

Often in adult community learning, we are asked to deliver unaccredited learning and the focus of our role is wider than the delivery of a qualification.  How do we effectively record learner progress and evidence the development of new knowledge, skills?  But how do we also identify and evidence the development of softer skills such as confidence building, development of strong social skills which we know have such a positive impact on the lives of our learners?  Whether it be RARPA or Learner Journey Journals, some simple principles apply in ensuring that this is useful and has impact on the quality of the learners’ journey, rather than it remaining a laborious administrative task.  

Safeguarding and PREVENT Training

Making this simple and achievable. How do we get learners to engage with these subjects to ensure that they are able to keep safe and feel safe. What does effective safeguarding look like? Feel like? How doe we ensure that all learners are knowledgeable about the risks in modern day Britain and keep themselves safe at all times. What are the numerous risks that our young people face in modern Britain today? How do organisations not only promote equality and diversity but also provide a truly inclusive environment for learning where learners feel safe and secure and thus thrive in their learning?

Get In Touch To Discuss Your Needs Today!

If you would like to find out more about how we can work together, please fill out my contact form below or call me for a no obligation chat on +44 7795 569444. I look forward to hearing from you.!

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