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Distinctively Me - Leadership Development Program Final (003)

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'Strategies for whole school improvement using baseline assessment'.

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Copy of Copy of MagicSchool Image Generator Certificate (MAKE A COPY)

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Copy of Copy of MagicSchool Level 3 Certificate (MAKE A COPY)

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Copy of Copy of MagicSchool Level 2 Certificate (MAKE A COPY)

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Copy of Copy of MagicSchool Level 1 Certificate (MAKE A COPY)

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Participate in Educational Communities and Forums

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Participate in Educational Communities and Forums

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Description: Actively participate in online forums, social media groups, and other platforms where educators exchange ideas and experiences.

Outcome: Expand professional networks and gain different insights and perspectives from a wider educational community.

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 Engage in Peer Observations and Collaborations

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 Engage in Peer Observations and Collaborations

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Description: Regularly observe other ELL teachers or subject matter experts to glean insights and best practices.

Outcome: Gain different perspectives, strategies, and foster a collaborative teaching community.

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A GPS for learning: using formative assessment to track progress.

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A GPS for learning: using formative assessment to track progress.

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In the week after the webinar, we will provide you with a certificate and webinar recording.

What is this webinar about?

Are you looking for an effective way to track and monitor progress during the school year? In this webinar, you will learn about formative assessment and how to use it as a powerful tool in the classroom. It will help you transform every learning interaction into an opportunity for rich feedback and self-directed insights. Formative assessment will path the way to reaching your learning aims, will make learning visible and will empower your learners to become autonomous and confident about their achievements.

Presenter

Pablo Toledo & Alberto Costa

Support queries

For any further questions please email us: webinars@cambridgeenglish.org

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A GPS for learning: using formative assessment to track progress

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In the week after the webinar, we will provide you with a certificate and webinar recording. Are you looking for an effective way to track and monitor progress during the school year? In this webinar, you will learn about formative assessment and how to use it as a powerful tool in the classroom.

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Active Participation in Professional Groups

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Active Participation in Professional Groups

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Strategy: Engage actively in ELL or TESOL communities, both online and offline.

Example: Attend annual TESOL conferences or participate in online forums to discuss strategies, lesson ideas, and challenges with international peers.

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Active Participation in Professional Groups

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Active Participation in Professional Groups

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Active Participation in Professional Groups

Strategy: Engage actively in ELL or GEMS communities, both online and offline.

Example: Attend annual TESOL/GEMS conferences or participate in online forums to discuss strategies, lesson ideas, and challenges with international peers.

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Description: Explore and integrate new educational technologies that can aid in the teaching and learning process of ELL students.

Outcome: Stay current with technology trends and enhance the learning experience for student

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Description: Regularly set aside time to reflect on teaching practices, student progress, and personal professional growth.

Outcome: Improve teaching practices through self-awareness and identification of areas for improvement and innovation.

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Description: Engage in leadership training programs or read leadership literature to develop management and leadership competencies.

Outcome: Improve in areas such as decision-making, communication, and team leadership, essential for a Middle Leader position.

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 Professional Development Courses and Workshops

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 Professional Development Courses and Workshops

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Description: Attend professional development courses, webinars, or workshops that focus on the latest ELL strategies, technology tools, and curriculum development.

Outcome: Improve teaching strategies and stay updated on the latest trends and best practices in ELL education.

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A GPS for learning:Using formative assessment to track progress.  Cambridge Exams

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A GPS for learning:Using formative assessment to track progress.  Cambridge Exams

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CHANGE IN LANDSCAPE - EAL/ELL Drop-in Surgery at WIS

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CHANGE IN LANDSCAPE - EAL/ELL Drop-in Surgery at WIS

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Nuco Mental Health Instructor Certifcates

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Nuco Mental Health Instructor Certifcates

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100% of all our ELL parents feel their child is supported at school.

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100% of all our ELL parents feel their child is supported at school.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Embedding the Assessment framework for EAL Learners in Primary and Secondary

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Embedding the Assessment framework for EAL Learners in Primary and Secondary

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Blog: EAL Children and the Early Years Sector - The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.

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The Bell Foundation - Changing lives and overcoming exclusion through language education

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The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.

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To begin with, I recognize that leadership is an ongoing journey of personal growth and development. I understand that it requires a commitment to self-reflection, continual learning, and an unwavering focus on improving oneself. As such, I have made it a priority to engage in regular self-reflection to assess my strengths, areas of improvement, and potential barriers to my progress. This has helped me to identify my core values, personal leadership style, and areas of passion, which will serve as the foundation for my leadership journey.

I also recognize the importance of building and nurturing relationships, both within and outside of my organization. Developing a robust network of supportive colleagues and mentors is critical to achieving success as a senior leader. I have sought out opportunities to collaborate and network with leaders across various sectors, which has allowed me to gain valuable insights and perspectives on leadership and management.

Another area of focus for me has been to cultivate a range of skills and competencies that are necessary for senior leadership. These include strategic planning, effective communication, financial management, human resources management, and change management, among others. I have been proactive in seeking out professional development opportunities, such as workshops, seminars, and coaching, to enhance these skills.

Finally, I recognize that there is no clear roadmap to becoming a senior leader, and that the path is often unique to each individual. As such, I am open to exploring new opportunities and taking calculated risks to propel my career forward. I am committed to staying focused on my long-term goals and making informed decisions that will bring me closer to my aspirations.

In conclusion, my journey to becoming a senior leader is ongoing, and requires a commitment to personal growth and development, building relationships, and cultivating essential skills and competencies. I am excited to continue on this path, and look forward to the opportunities that lie ahead.

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As I reflect on my goal of developing the awareness of ELL support at WIS by creating an inclusive EAL vision, I am reminded of the importance of collaboration, empathy, and creativity in achieving this goal.

To begin with, I have learned that effective collaboration is key to creating an inclusive EAL vision. I have made a concerted effort to engage with clusters from across the school community, including EAL teachers, classroom teachers, parents, and students. Through these conversations, I have gained a deeper understanding of the diverse needs of our ELL students, and have been able to identify areas where we can work together to create a more inclusive and supportive learning environment.

Empathy is another critical component of developing an inclusive EAL vision. It requires the ability to put oneself in the shoes of others and understand their perspectives and experiences. As an educator, I have strived to cultivate empathy by actively listening to the stories and experiences of ELL students and families, and by seeking to understand the cultural and linguistic barriers that they face. This has helped me to develop a more nuanced understanding of their needs and aspirations, and has informed my efforts to create an inclusive EAL vision that is grounded in empathy and understanding.

Finally, I have learned that creativity is essential in developing an inclusive EAL vision. In order to engage and support ELL students, we need to be willing to think outside the box and develop innovative approaches that are tailored to their unique needs and experiences. This may involve integrating technology, using visual aids, or incorporating hands-on activities that allow ELL students to participate and engage more fully in the learning process.

Overall, developing an inclusive EAL vision requires a commitment to collaboration, empathy, and creativity. As I continue on this journey, I am excited by the opportunities that lie ahead, and look forward to working with my colleagues and the wider school community to create a more inclusive and supportive learning environment for our ELL students.

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Introduce a EAL Drop in Surgery for all WIS staff.

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Introduce a EAL Drop in Surgery for all WIS staff.

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The  EAL Department will  work collaboratively with mainstream teachers through weekly ‘EAL Drop in Surgery for staff’. This will enable teachers to focus on target pupils as well as model appropriate inclusive teaching strategies to subject teachers via shared planning, material development and assessment.  In this way, the subject teacher is provided with ‘training’ to enable them to develop their own skills in meeting the needs of all EAL pupils. They also work with the subject teacher to agree suitable targets for the pupils and monitor progress in lessons.

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Microsoft Translator enables you to translate text and speech, have translated conversations, and even download AI-powered language packs to use offline.

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8 Billion ideas

Take Aways
- Small steps accumulate to big moves
- Prompt to think how we can adapt L and T to be more effective
- Future thinking, how is the learning benefitting the students?

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CAT4 and NGRT PD
Take Aways- Better understanding on how to read Cat4/NGRT data - Identifying potential ELL from data - Using data to inform intervention focus

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Share good practice with the SENCO Department and whole school CPD.

Create a dedicated EAL/ELL family support function at WIS.

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Department PD - Using the Band Tier System

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Department PD - Using the Band Tier System

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Teaching pathways: How to teach pronunciation

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Teaching pathways: How to teach pronunciation

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Online 4 week course with the British Council to support and develop skills to teach pronunciation effectively to our EAL/ELL (Chinese) students.

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LSA PD EAL Teaching and Learning Techniques - Vocabulary Instructions

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LSA PD EAL Teaching and Learning Techniques - Vocabulary Instructions

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PLANNING VOCABULARY INSTRUCTION - EAL Teaching and Learning (1)

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This will be available for EAL early stage pupils (A-C)). Pupils choose books from our own collection to read with their peers.  The member of staff delivering the session focuses on reading for meaning and will ask questions regarding content as well as focus on language as the pupil reads. All pupils maintain their own reading record in their ‘Reading Passport’.  Reading levels are tracked via English data.  The range of books is extensive, age appropriate and some are in dual languages.

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Bells Foundation Free Webinar - Community Languages can benefit Each Other.

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Bells Foundation Free Webinar - Community Languages can benefit Each Other.

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Implementing the benefits of multilinguals and to provide guidance on how to support multilinguals in the classroom.

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Key Reflections

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Retrieval and Recall strategies for ELL learners

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Retrieval and Recall strategies for ELL learners

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Maximise literacy growth for EFL students with personalised program

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Maximise literacy growth for EFL students with personalised program

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Providing practical approaches of using Assessments to identify varied ability of English proficiency amongst English language learners and creating  personalised reading program for our students in and out of the classroom.

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YIS - Young Interpreters Scheme - Training Day 

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YIS - Young Interpreters Scheme - Training Day 

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Community - Lead Whole School PD in Teaching Oracy Skills in the Classroom.  Skill Share opportunity.

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Community - Lead Whole School PD in Teaching Oracy Skills in the Classroom.  Skill Share opportunity.

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A whole-school approach to EAL programming and provision (1)

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Adopt a Pet Reading Intervention Year 1 - Year 4

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Adopt a Pet Reading Intervention Year 1 - Year 4

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MotherTongue Other Tongue Poem Competition

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MotherTongue Other Tongue Poem Competition

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Mother Tongue, Other Tongue Poem Competition (2)

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Whole School PD - Providing in-classroom support for EAL Pupils

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Whole School PD - Providing in-classroom support for EAL Pupils

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EAL for mainstream Teachers - wholeschool PD

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EAL for mainstream Teachers - wholeschool PD

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Lisa Wood - Certificate of Completion - Unit 1_ In-classroom support for EAL pupils

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Enrolled on a First Aid for Mental Health Instructor course.
The aim of the course is to raise the awareness of mental health within schools and the workplace.  This will enable me to conduct PD on mental health awareness and also be able to run and certificate the following courses on Mental Health:

FAA Level 1 Award in Awareness of First Aid for Mental Health

Award in Awareness of First Aid for Mental Health at SCQF Level 4

FAA Level 2 Award in First Aid for Youth Mental Health

Award in First Aid for Youth Mental Health at SCQF Level 5

FAA Level 2 Award in First Aid for Mental Health

Award in First Aid for Mental Health at SCQF Level 5

FAA Level 3 Award in Supervising First Aid for Mental Health

Award in Leading First Aid for Mental Health at SCQF Level 6

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Location

Online Course

Course Description

This 3-day course will enable you to teach the Ofqual and SQA regulated national qualifications in First Aid for Mental Health.

Also available as a Distance Learning Course.
Nuco Training have created a unique Instructor course to allow you to deliver the First Aid for Mental Health qualifications that have been developed by First Aid Awards (FAA). Our main aim is to raise the awareness of mental health within the British public and UK workplaces through national qualifications regulated by Ofqual which are listed on the Regulated Qualifications Framework (RQF) and The Scottish Qualifications Authority (SCQF).

Nuco's First Aid for Mental Health programme has been developed using the latest research and information from some of the world's largest medical institutions and we ensure all knowledge that is achieved through attendance is up to date. We provide learners with the appropriate tools and information to support a person with a suspected mental health condition.

This course has been developed within the United Kingdom and as such Nuco and FAA have taken the unique needs of the British public and UK workplaces into highest consideration during the development. We, therefore, do not require any third party licencing for our own product or required to make any payments overseas in respect of royalties. There is no restriction as to where you can run your courses due to licencing, in fact, Nuco instructors are running courses as far as mainland Europe and the UEA.

The First Aid for Mental Health Instructor course is suitable for anyone with an interest in delivering the new half-day level 1/4, 1-day level 2/5 and 2-day level 3/6 qualifications and who has an existing recognised teaching qualification.

Course Duration:

This is a 3-day course held at various venues throughout the UK. We can deliver an on-site course if you have a number of delegates wishing to undertake it. See syllabus for full course breakdown.

Micro-teaching s.....

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Website designed and developed by Zarr - http://www.zarr.com

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First Aid for Mental Health Instructor Training Course

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Online Course This 3-day course will enable you to teach the Ofqual and SQA regulated national qualifications in First Aid for Mental Health. Also available as a Distance Learning Course. Nuco Training have created a unique Instructor course to allow you to deliver the First Aid for Mental Health qualifications that have been developed by First Aid Awards (FAA).

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Gaining HPL Expert Teacher Status and incorporating strategies in to the curriculum.

Developing reading literacy across the English curriculum. Analyzing the data by groups and individuals to implement personalization.

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Currently undertaking a MED in International Education.  Graduating 2023

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Developing WIS approach to the education of EAL/ELL students.  Focusing on Language Development, Social integration and achievement.
* Monitoring of EAL/ELL student's progression so that all teachers at WIS are aware of the variations of EAL/ELL achievements in their subject/classes.
* Evaluate the range of pedagogic strategies that best support EAL/ELL students. Focusing on resources, task setting and support systems.

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English Language Support Programme for Maths

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English Language Support Programme for Maths

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Speech, Language and Communication Awareness Day

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Speech, Language and Communication Awareness Day