As part of our exciting new model of teacher professional development this academic year, all members of teaching staff work in a choice of one of five Learning Hubs. This invitation is open to all our non-teaching staff too, on an entirely voluntary basis.
All Learning Hubs will seek to use evidence from research and best practice to develop strategies that improve outcomes for our learning community (students, parents, staff and the wider community).
All Learning Hubs will support our wider aim to develop an Ethic of Excellence and Growth Mindset amongst our learning community.
Learning Hubs will meet for 2 hours once every Half Term. Each Learning Hub will comprise approximately 8-12 staff, and will operate along the lines of Dylan Wiliam’s “TLCs: Teacher Learning Communities” model.
The 5 Learning Hubs and intended outcomes are:
To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.
To ensure high levels of challenge for all students in every lesson, every day.
To use e-Learning to embed a culture of ‘growth mindset’ by empowering students, staff and parents to become engaged, confident, independent, resilient, information-literate users of e-Learning.
To develop personalised e-Learning resources for staff (teaching/pedagogy), students (learning) and parents (to support learning process as active participants).
To consider the nature, timing and engagement of our students with feedback and critique.
To develop feedback and critique systems that ensure increased clarity, effort and aspiration amongst our students, supporting a culture of ‘growth mindset’.
To consider how the language of subject specialisms can be explicitly taught by all teachers and supported by parents through a range of strategies.
To develop students’ chances of academic success by insisting that academic language is used in the classroom, and at home when talking to parents about school work.
To develop deep and probing questioning for teaching/memory that elicits students to think hard supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching, e.g. hinge questions etc.