Education

Overview

Accredited CPD

Non-Accredited CPD

SKE

NQT/RQT

The Faculty of Education offers an extensive range of high quality Continuing Professional Development (CPD) opportunities for individuals and organisations working within the Education sector. All of our programmes are practice-based and impact driven in order to support high quality teaching and learning and school improvement priorities.

Our CPD portfolio is continually updated to respond quickly to national and local initiatives and has been designed to be delivered in a flexible way. We offer a range of delivery patterns to suit school preferences including:

Conference days, twilights and weekend sessions delivered at our Hope Park Campus
Bespoke programmes/consultancy delivered at Hope Park Campus or onsite training at your school
Fully accredited CPD modules and programmes of study at Masters level.

All CPD courses offered by Liverpool Hope are based on inquiry and research into your practice and are designed to affect a real and lasting practical impact on the teaching and learning in your school and on school improvement.

We are happy to make a visit and discuss your requirements with you at your school.

Liverpool Hope University offers 30 credit Masters level CPD modules, designed specifically for graduates of our own and other ITT programmes, as well as opportunities for more experienced practitioners to specialise in particular areas of interest - such as SEN or Leadership & Management. The modules can be taken as stand-alone CPD or can be used to build towards a full Masters award.

Course	Masters Credit	Overview	Suitable for
Developing Practice for Early Career Practitioners	30 credits	This course supports the development of professional practice for those teachers in the early stages of their careers. It is intended to help participants to acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners.	Newly Qualified Teachers (NQTs) Recently Qualified Teachers (RQTs)
Advanced Pedagogy	30 credits	Aimed primarily at experienced practitioners, this module in Advanced Pedagogy offers students the opportunity to engage in an in-depth consideration of the latest theory and research surrounding the core components of effective pedagogy. Students’ exploration of this evidence base will be informed by a critical consideration of the role of values in shaping their own views about the most desirable aims of education and the professional experiences that inform their ways of teaching.	Experienced teachers and professionals working within an educational setting
Researching Practice	30 credits	This course provides an opportunity to undertake a professional development project within a school or other setting. It is intended to support practising professionals in understanding the impact of research on practice, including how theory relates to practice, designing effective projects and evaluating impact.	Teachers and professionals working within an educational setting
Aspiring Subject Leaders	30 credits	This module will enable aspiring and new subject leaders to acquire the skills, knowledge and capabilities needed to lead sustainable improvement, whilst also giving participants the opportunity to critically analyse the challenges facing the subject area.	Aspiring and new subject leaders
Coaching, Mentoring & Training in Education	30 credits	This course focuses on contemporary issues, debates and developing practice in the field of mentoring and coaching relevant to an educational setting. This course will provide support in the study of the theory and practice of mentoring and coaching and/or training. Participants will develop practical skills in the mentoring and coaching process by a critical exploration of a variety of coaching models with reference to relevant literature and theory. Participants will use a range of relevant theoretical perspectives to develop their skills in critical analysis and reflection on their practice as a mentor, coach and/or trainer.	Professionals in a coaching, mentoring and/or training role within an educational setting
Education Leadership & Management I: Perspectives on Leadership	30 credits	This module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role leaders play within improvement and change programmes.	Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context
Education Leadership & Management II: Working Effectively with Others	30 credits	This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. It is designed not only to encourage the development of solutions to specific leadership and management problems, but also to provide participants with insights into the complex nature of organisations and of organisational life.	Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context
Professional Qualification for Aspiring School Leaders	30 credits	The course will begin to consider relevant educational leadership and management theories and research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices. The primary aim will be to deliver accredited training that integrates school based Continuing Professional Development (CPD) and the principles and practice of school leadership, underpinned by research informed practice.	Aspiring, and newly appointed, middle or senior leaders within an educational context
Professional Qualification for Middle Leaders in Church Schools	30 credits	The Professional Qualification for Middle Leaders in Church Schools is a 5-day programme that has been specifically designed in collaboration with the five North West Dioceses and Liverpool Hope University to support aspiring, and newly appointed, middle leaders working within a Christian school context. The programme will enable participants to explore and articulate their personal values and mission, have a better understanding of the distinctive mission and vision of Church of England schools and the role of middle leaders in these settings. It will provide participants with the opportunity to critically engage with leadership and management theories/research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices.	Middle leaders working in primary schools, within a Christian context, and for those aspiring to/or recently appointed to Assistant or Deputy Headship
Professional Knowledge and Understanding of the SENCo Role	30 credits	This module has been specifically designed to support current, newly appointed and aspiring Special Educational Needs (SEN) Co-ordinators (SENCos) to explore and fulfil the leadership role set out in the Code of Practice. This module will begin to explore the professional knowledge and understanding that SENCOs need of the legislative context for SEN and theoretical concepts that underpin effective leadership and practice. This module provides participants with an understanding of, and an engagement with, the complexity of current policy, legal and professional contexts. It provides participants with the professional capacity to identify, assess and provide for children with special educational needs within their setting.	Aspiring SENCos and SENCos in post
National Award for Special Educational Needs Coordination - Liverpool Dates National Award for Special Educational Needs Coordination - Blackburn	60 credits	This course consists of two modules; module 1 - Professional Knowledge and Understanding of the SENCo role (detailed above) and module 2 - Leading and Coordinating SEND Provision. Module 2 focuses on the development of effective partnerships to meet the needs of children and their families. The module will help you to identify and use knowledge, skills and values required to communicate effectively with a range of stakeholders. The module will consider the use of data, systems and external sources of support and their impact on professional practice. The module will encompass learning from both module 1 and module 2 of the national award to explore and develop the personal and professional qualities that SENCos need to make a positive impact on the ethos and culture in schools and other settings.	SENCos in post only
Social and Emotional Leadership	30 credits	This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.	Teachers, Teaching Assistants and Learning Mentors working in socially challenging school contexts.

Learn more about fees (including bursaries) which may be available to you in our guide to Professional Masters and CPD Fees.

Progression Opportunities

Please also see our postgraduate pages to view further information about our Masters in Professional Practice (MA/MEd) by clicking on the relevant 'tab'.

At Liverpool Hope University, we believe that professional development is crucial at every stage of a teacher’s career. Showing a commitment to CPD not only helps to enhance career progression prospects, but is also key to giving teachers confidence that they are performing to the best of their ability.

Our dedicated Hope Schools Advisory Service (Hope SAS) has been developed to offer, and deliver, a range of non-accredited CPD routes to directly support teachers and support staff in meeting individual and school priorities. This includes:

Bespoke CPD training/consultancy can be developed to meet your own school improvement priorities or organisational needs. These tailored sessions can be delivered flexibly on INSET days, twilights or over full/half day sessions at your school or at our Hope Park Campus.
Professional Hope: A variety of non-accredited CPD sessions and/or courses are delivered at our Hope Park campus throughout the academic year for both primary and secondary schools.

Continuing Professional Development (CPD) Calendar of Support 2018/9

1. CPD Courses for Primary Schools ONLY

SUBJECT: ENGLISH
Course	Course Outline	Date and Time	Audience	Delivered by
English Subject Leaders (3 Sessions)	These termly half day sessions will provide English subject leaders with the up-to-date information required to effectively lead their subject in school. Sessions can be booked on a one-off basis or at a discounted rate for all three.	Wednesday 21st November 2018, Thursday 10th January & Wednesday 13th March 2019 9am - 12pm	English Subject Leaders	The Literacy Company
Mastering the Curriculum & Planning Greater Depth Writing Opportunities in KS1	How to master key skills and English subject knowledge at KS1 will be explored through a range of reading and writing opportunities. Planning through an engaging text will be looked at over a series of literacy lessons and how to plan writing for greater depth pupils will be explored. Please note this course is a repeat from last year.	Thursday 29th November 2018, 9am - 12pm	Key stage 1 teachers, English subject leaders, phase leaders	The Literacy Company
Mastering the Curriculum & Planning Greater Depth Writing Opportunities in KS2	How to master key skills and English subject knowledge at KS2 will be explored through a range of reading and writing opportunities. Planning through an engaging text will be looked at over a series of literacy lessons and how to plan writing for greater depth pupils will be explored. Please note this course is a repeat from last year.	Thursday 6th December 2018, 9am - 12pm	Key stage 2 teachers, English subject leaders, phase leaders	The Literacy Company
Supporting Higher Order Reading Skills Linked to the KS2 Reading SATs	This course will address the higher expectations for reading in the Year 6 reading test. Teachers will be provided with an in-depth understanding of how to plan, teach and assess all aspects of reading to ensure pupils are ready for 2019. Practical strategies to impact on the teaching and learning of reading in upper key stage 2 will be shared: understanding vocabulary in context, summarising, explaining and justifying inferences, predicting using literal and inferential detail, making comparisons across texts, and asking and answering questions. An exciting text will be used to support the teaching of reading skills.	Monday 28th January 2019, 9am - 12pm	Year 5, 6 and English subject leaders	The Literacy Company

SUBJECT: SCIENCE
Science Subject Leaders Course	This Science subject leader course will provide you with the opportunity to: • Keep up to date with new initiatives inscience education, • Share ideas and good practice with other science subject leaders, • Reflect on what is already going on in your school and find ways of moving your schoo forward. Half-day sessions will take place once every term at dates convenient to you. Drawing upon feedback from recent course participants, and in response to National priorities, the course has been designed to address a number of themes. Such themes will include; • Developing scientific subject knowledge in tricky areas of the curriculum, e.g. Forces and simple machines, Evolution and inheritance • Developing your expertise in such science pedagogical themes as; assessing children’s learning in science, a social constructivist view of learning, differentiation and progression, moderation and standardisation of children’s work in science. • Developing your science subject leadership skills and knowledge, and with a particular focus upon themes such as preparing for school inspections, effective use outdoor learning opportunities, preparing for PSQM. • Practical activities for developing working scientifically. Future content will be discussed in order to tailor the programme to the needs of the course participants.	Bespoke Delivery at your school	Primary Science Teachers	Tim Griffiths, Liverpool Hope University Senior Professional Tutor, Primary Science Curriculum Coordinator and Education Faculty STEM Lead, PSQM Hub Leader, Fellow of the Higher Education Academy

SUBJECT: SCIENCE

Course

Course Outline

Date and Time

Audience

Delivered by

Science Subject Leaders Course

This Science subject leader course will provide you with the opportunity to:
• Keep up to date with new initiatives inscience education,
• Share ideas and good practice with other science subject leaders,
• Reflect on what is already going on in your school and find ways of moving your schoo forward.

Half-day sessions will take place once every term at dates convenient to you. Drawing upon feedback from recent course participants, and in response to National priorities, the course has been designed to address a number of themes. Such themes will include;
• Developing scientific subject knowledge in tricky areas of the curriculum, e.g. Forces and simple machines, Evolution and inheritance
• Developing your expertise in such science pedagogical themes as; assessing children’s learning in science, a social constructivist view of learning, differentiation and progression, moderation and standardisation of children’s work in science.
• Developing your science subject leadership skills and knowledge, and with a particular focus upon themes such as preparing for school inspections, effective use outdoor learning opportunities, preparing for PSQM.
• Practical activities for developing working scientifically.

Future content will be discussed in order to tailor the programme to the needs of the course participants.

Bespoke Delivery at your school

Primary Science Teachers

Tim Griffiths, Liverpool Hope
University Senior Professional Tutor,

Primary Science Curriculum Coordinator

and Education Faculty STEM Lead, PSQM Hub Leader, Fellow of the Higher Education Academy

SUBJECT: ART
Developing Art Skills in Primary Education Includes ‘Working in my Sketchbook’	This is a half day course developed for Teachers, NQT’s and Teaching Assistants offering a CPD opportunity to support the Art & Design National Curriculum relevant to both KS1 and KS2. The half day is ‘hands on’ throughout so techniques can be tried and examples made to take away. During the course delegates will also have the opportunity to create a ‘handmade’ sketchbook. The learning outcomes for attendees are: • The course includes building skills in drawing using a variety of drawing media. • How to use sketchbook activities to develop Art Skills from initial starting point finished work • Printing and wax resist painting techniques • Using Artists work as a starting point for collaborative work • Create a handmade sketchbook	Thursday 10th January 2019, 1pm-4pm	Primary Teachers, NQTs and Teaching Assistants	Gill Taylor, Art Specialist;Hope University Artist in Residence

SUBJECT: ART

Course

Course Outline

Date and Time

Audience

Delivered by

Developing Art Skills in Primary Education Includes ‘Working in my Sketchbook’

This is a half day course developed for Teachers, NQT’s and Teaching Assistants offering a CPD opportunity to support the Art & Design National Curriculum relevant to both KS1 and KS2. The half day is ‘hands on’ throughout so techniques can be tried and examples made to take away. During the course delegates will also have the opportunity to create a ‘handmade’ sketchbook.

The learning outcomes for
attendees are:
• The course includes building skills in drawing using a variety of drawing media.
• How to use sketchbook activities to develop Art Skills from initial starting point finished work
• Printing and wax resist painting techniques
• Using Artists work as a starting point for collaborative work
• Create a handmade sketchbook

Thursday 10th January 2019, 1pm-4pm

Primary Teachers, NQTs and Teaching Assistants

Gill Taylor, Art Specialist;Hope University Artist in Residence

SUBJECT: WELLBEING
Course	Course Outline	Date and Time	Audience	Delivered by
HEARTSMART - Teacher Wellbeing	This is a highly interactive session which will inspire and equip teachers to lead themselves well through the daily pressures of life and the classroom. It will be a journey through 5 memorable principles that equip children and adults to make powerful decisions. It is rooted in the belief that love and self compassion build pathways in the brain that lead to true long lasting resilience, an essential requirement for any teaching staff. It will also be fun!	TBC	Primary Teachers and Teaching Assistants	HEARTSMART
Mindfulness in the Classroom	‘Little Sunshine Mindfulness and Yoga aim to provide lifelong skills that transform the mind to a calmer state, working together to make a positive change.’ With 1/10 children diagnosed with a mental health issue we believe it’s essential that teaching staff and students are provided with the techniques to support children’s mental health in the school environment. We believe that all teaching staff should be taught these skills to support children’s emotional development in the classroom. Mindfulness is when we focus on the present moment using our senses. Often our mind is on autopilot over thinking and worrying about the past or future however when we are consciously aware of our senses our monkey mind is distracted allowing our mind to become calmer. We provide fun and engaging mindful techniques using breathing strategies, meditation, massage, listening games, self-esteem activities and much more. The benefits of this include improved concentration, resilience, focus, self-esteem, determination, cognitive development and reduced stress and anxiety developing a more positive mind set. We also include mindfulness for adults to support staff well-being in the workplace developing a whole school mindfulness approach.	Tuesday 26th February 2019, 9am-12pm	Primary Teachers and Teaching Assistants	Katie Bigelow Qualified Primary School Teacher, Yoga and Mindfulness Teacher, Creator of 'Little Sunshine Mindfulness and Yoga'

2. CPD Courses for Primary and Secondary Schools

AREA: Newly Qualified Teachers (NQTs)
Developing the Role of the Induction Tutor for Newly Qualified Teachers	Induction tutors have a key role and significant responsibilities in the statutory arrangements for ensuring NQTs satisfactorily complete an induction period. The role of the induction tutor in the induction process is a crucial one which, if done effectively, provides the foundations of a successful and rewarding career in teaching for NQTs. It is also explicit within the School Inspection Handbook (Ofsted Jan 2015) that: • Inspectors should meet with as many newly qualified teachers (NQTs) as possible. • Inspectors must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour. • This must include the quality of mentoring, and what the school has done to support the development in areas for improvement identified by initial teacher training providers. Content: • This training event will help you to ensure that the statutory requirements for newly qualified teacher (NQT) induction are met and that you can support your NQTs in making an effective transition into the teaching profession and onwards into performance management. Specifically this will cover: • Meeting statutory requirements: Expectations of an NQT Induction Tutor and the Induction Process • How to meet Ofsted requirements for the support and professional development of NQTs • Roles and responsibilities: Support, Monitoring, Assessments, Working with NQTs experiencing difficulties and training • Personalising the induction programme: Planning, executing and evaluating a well-planned induction programme • Reviews and formal assessment: Using trainee data and developing tracking systems to support NQT completion	Will run again Oct/Nov 2019	NQT Induction Tutors	Sue Cronin, Head of Teacher Education and Veronica Poulter, NQT Programme leader

AREA: Newly Qualified Teachers (NQTs)

Course

Course Outline

Date and Time

Audience

Delivered by

Developing the Role of the Induction Tutor for Newly Qualified Teachers

Induction tutors have a key role and significant responsibilities in the statutory arrangements for ensuring NQTs satisfactorily complete an induction period. The role of the induction tutor in the induction process is a crucial one which, if done effectively, provides the foundations of a successful and rewarding career in teaching for NQTs.
It is also explicit within the School Inspection Handbook (Ofsted Jan 2015) that:
• Inspectors should meet with as many newly qualified teachers (NQTs) as possible.
• Inspectors must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour.
• This must include the quality of mentoring, and what the school has done to support the development in areas for improvement identified by initial teacher training providers.

Content:
• This training event will help you to ensure that the statutory requirements for newly qualified teacher
(NQT) induction are met and that you can support your NQTs in making an effective transition into the
teaching profession and onwards into performance management. Specifically this will cover:
• Meeting statutory requirements: Expectations of an NQT Induction Tutor and the Induction Process
• How to meet Ofsted requirements for the support and professional development of NQTs
• Roles and responsibilities: Support, Monitoring, Assessments, Working with NQTs experiencing
difficulties and training
• Personalising the induction programme: Planning, executing and evaluating a well-planned induction
programme
• Reviews and formal assessment: Using trainee data and developing tracking systems to support NQT
completion

Will run again Oct/Nov 2019

NQT Induction Tutors

Sue Cronin, Head of Teacher Education and Veronica Poulter, NQT Programme leader

AREA: MENTAL HEALTH
Mental Health and Basic Awareness	This is a half day training session for Teaching Professionals which gives a basic awareness of Mental Health, various mental ill-health conditions, wellbeing and how to recognise risk factors and protective factors of Mental Health. Content: • The session is a mix of power point presentation, group activity work and video clips which give a “lived experience” of those who are diagnosed with ill health conditions. • A combination of what is mental health, how it affects us and those in our care, who is at risk of mental ill health and what we can do to protect ourselves and those in our care. • There is a constant thread throughout the session for the delegate to be aware of their own wellbeing and the role they have as a teacher to ensure safeguarding and relevant sign-posting for staff and their classroom cohort.	Monday 21st January 2019, 9am-12pm	Primary and Secondary Teachers, Teaching Assistants and other Educational Staff.	Ronan Miller a Psychotherapy Counsellor

AREA: MENTAL HEALTH

Course

Course Outline

Date and Time

Audience

Delivered by

Mental Health and Basic Awareness

This is a half day training session for Teaching Professionals which gives a basic awareness of Mental Health, various mental ill-health conditions, wellbeing and how to recognise risk factors and protective factors of Mental Health.

Content:
• The session is a mix of power point presentation, group activity work and video clips which give a “lived experience” of those who are diagnosed with ill health conditions.
• A combination of what is mental health, how it affects us and those in our care, who is at
risk of mental ill health and what we can do to protect ourselves and those in our care.
• There is a constant thread throughout the session for the delegate to be aware of their own wellbeing and the role they have as a teacher to ensure safeguarding and relevant
sign-posting for staff and their classroom cohort.

Monday 21st January 2019, 9am-12pm

Primary and Secondary Teachers, Teaching
Assistants and other Educational Staff.

Ronan Miller a Psychotherapy Counsellor

Area: RESEARCH
Practitioner Action Research Programme for Teaching Assistants (3 Sessions)	This practical ‘hands-on’ programme has been designed specifically for Teaching Assistants who work in primary or secondary schools. It will be of interest to those who want to develop a toolkit of skills that will help enhance and improve their everyday practice. The programme will offer Teaching Assistants the opportunity to think about how to develop their practice in a supportive environment. It will include strategies for reflective practice, and an introduction to action research. Each Teaching Assistant will be supported to carry out a mini-project in their own school context culminating in an informal reporting back session where feedback will be given and action plans can be made. Detailed content will be circulated beforehand to enrolled participants but the outline below gives an indication of what each session entails. Session 1 - Becoming a Reflective Practitioner This will include thinking about what reflective practice is and why it is important. Practical methods will be offered to help Teaching Assistants develop their own reflective practice. Session 2 - Mini Action Research Project A brief introduction to action research will be given, including thinking through ‘researchable topics’ and how action research relates to reflective practice. Teaching Assistants will be asked to bring with them one or two issues from their current practice which will then be used to develop a possible mini-project. Issues to be considered will include ethics, methods and analysis. Session 3 - Reporting Back and Making Action Plans Teaching Assistants will be asked to share their experiences of their mini projects, together with any findings and reflections they have had. Everyone will be expected to offer comments and suggestions for how these projects may be developed. The session and programme will end with action plans for moving forward. Upon registration additional resources, learning materials, guidance documents and support will be made available throughout your time on the course. Successful completion of the course will award participants’ with a Certificate of Attendance.	Tuesday 22nd January 2019, Tuesday 5th February 2019 and Tuesday 26th February 2019 2019, 4pm - 7pm	Primary and Secondary Teaching Assistants	Professor Lin Norton, Emeritus Professor in Education
Practitioner Action Research for Teachers (3 sessions)	The practitioner action research programme has been designed to offer a suite of three interrelated workshops for teachers and other education professionals. The workshops are designed to be stimulating, enjoyable and highly practical introductions for teachers to design their own ‘publishable’ action research projects, develop their reflective practice and build a research culture in a school setting. There will be plenty of opportunity to share experiences and ideas in a supportive and inclusive environment. Session 1 - An introduction to action research This will include turning learning and teaching initiatives into publishable pedagogical research studies and showing how these can be systematically investigated, analysed and reported.These studies can serve multiple purposes including enhancing reflective practice, improving student learning, engaging with CPD and building a track record in pedagogical publications. In addition, avoiding potential pitfalls of doing this type of research will be explored. Teachers will be invited to bring some learning and teaching 'concerns’ with them to use as a starting point for designing their own pedagogical action research studies. Session 2 - Using action research to promote reflective practice. This workshop will begin by sharing teachers’ views and experiences of reflective practice and together we will consider its pros and cons. Using Donald Schön’s (1983) model from his book ‘The reflective practitioner' we will examine the differences between reflection in action and reflection on action. We will then move on to explore the potential of collaborative reflective practice and links between reflection and action research. The workshop will end with some interactive activities to try out different methods of reflective practice. Session 3 - Building a research culture through practitioner/action research In this final workshop, elements of the previous two will be revisited and consolidated as first steps to building a research culture. The facilitator will draw on her own experience of having established and run a pedagogical action research network in a university setting to suggest ways in which teachers can establish a research culture. Several strategies will be offered including communities of practice, action learning and research networks. During the course of the workshop, teachers will be enabled to draw up draft action plans to share and to receive feedback.	Tuesday 15th January 2019, Tuesday 29th January 2019 and Tuesday 12th February 2019, 4pm - 7pm	Primary and Secondary Teachers and other Educational Professionals	Professor Lin Norton, Emeritus Professor in Education

Area: RESEARCH

Course

Course Outline

Date and Time

Audience

Delivered by

Practitioner Action Research Programme for Teaching Assistants (3 Sessions)

This practical ‘hands-on’ programme has been designed specifically for Teaching Assistants who work in primary or secondary schools. It will be of interest to those who want to develop a toolkit of skills that will help enhance and improve their everyday practice. The programme will offer Teaching Assistants the opportunity to think about how to develop their practice in a supportive environment. It will include strategies for reflective practice, and an introduction to action research.
Each Teaching Assistant will be supported to carry out a mini-project in their own school context culminating in an informal reporting back session where feedback will be given and action plans can be made. Detailed content will be
circulated beforehand to enrolled participants but the outline below gives an indication of what each session entails.

Session 1 - Becoming a Reflective Practitioner
This will include thinking about what reflective practice is and why it is important. Practical methods will be offered to help Teaching Assistants develop their own reflective practice.
Session 2 - Mini Action Research Project
A brief introduction to action research will be given, including thinking through ‘researchable topics’ and how action research relates to reflective practice. Teaching Assistants will be asked to bring with them one or two issues from their current practice which will then be used to develop a possible mini-project. Issues to be considered will include ethics, methods and
analysis.
Session 3 - Reporting Back and Making
Action Plans Teaching Assistants will be asked to share their experiences of their mini projects, together with any findings and reflections they have had. Everyone will be expected to offer comments and suggestions for how these projects may be
developed. The session and programme will end with action plans for moving forward. Upon registration additional resources, learning materials, guidance documents and support will be made available throughout your time on the course.

Successful completion of the course will award participants’ with a Certificate of Attendance.

Tuesday 22nd January 2019, Tuesday 5th February 2019 and Tuesday 26th February 2019 2019, 4pm - 7pm

Primary and Secondary Teaching Assistants

Professor Lin Norton, Emeritus Professor in Education

Practitioner Action Research for Teachers (3 sessions)

The practitioner action research programme has been designed to offer a suite of three interrelated
workshops for teachers and other education professionals.
The workshops are designed to be stimulating, enjoyable and highly practical introductions for teachers to design their own ‘publishable’ action research projects, develop their reflective practice and build a research culture in a school setting. There will be plenty of opportunity to share experiences and ideas in a supportive and inclusive environment.

Session 1 - An introduction to action research
This will include turning learning and teaching initiatives into publishable pedagogical research studies and showing how these can be systematically investigated, analysed and reported.These studies can serve multiple purposes including enhancing reflective practice, improving student learning, engaging with CPD and building a track record in pedagogical publications. In addition, avoiding potential pitfalls of
doing this type of research will be explored. Teachers will be invited to bring some learning and teaching 'concerns’ with them to use as a starting point for designing their own pedagogical action research studies.
Session 2 - Using action research to promote reflective practice.
This workshop will begin by sharing teachers’ views and experiences of reflective practice and together we will consider its pros and cons. Using Donald Schön’s (1983) model from his book ‘The reflective practitioner' we will examine the differences between reflection in action and reflection on action. We will then move on to explore the potential of collaborative reflective practice and links between reflection and action research. The workshop will end with some interactive activities to try out different methods of reflective practice.
Session 3 - Building a research culture through practitioner/action research
In this final workshop, elements of the previous two will be revisited and consolidated as first steps to building a research culture. The facilitator will draw on her own experience of having established and run a pedagogical action research network in a university setting to suggest ways in which teachers can establish a research culture. Several strategies will be offered including communities of practice, action learning and research networks. During the course of the workshop, teachers will be enabled to draw up draft action plans to share and to receive feedback.

Tuesday 15th January 2019, Tuesday 29th January 2019 and Tuesday 12th February 2019, 4pm - 7pm

Primary and Secondary Teachers and other Educational Professionals

Professor Lin Norton, Emeritus Professor in Education

Area: GOVERNANCE
Church School Governance Online Training Programme	Aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos to provide support for Governors and Trustees (Directors) committed to working on school improvement. Specifically designed to raise awareness of the changing expectations of Governing Boards and meeting today’s challenges in the education sector, whilst still holding on to the mission and vision of a church school. Developed by experts and professionals with a background in church school leadership, governance and inspection. Collaborative online programme with interactive discussions between participants and tutors. Minimum expected engagement of 12 hours (1 hour per week). Key themes include the changing context, mission, vision and values, collaborative learning, decision-making and accountability.	January 2019 - April 2019	Governors and trustees (directors) working in church schools Governors working in other designated schools	Online

Area: GOVERNANCE

Course

Course Outline

Dates

Audience

Delivery

Church School Governance Online Training Programme

Aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos to provide support for Governors and Trustees (Directors) committed to working on school improvement.
Specifically designed to raise awareness of the changing expectations of Governing Boards and meeting today’s challenges in the education sector, whilst still holding on to the mission and vision of a church school.
Developed by experts and professionals with a background in church school leadership, governance and inspection.
Collaborative online programme with interactive discussions between participants and tutors. Minimum expected engagement of 12 hours (1 hour per week).
Key themes include the changing context, mission, vision and values, collaborative learning, decision-making and accountability.

January 2019 - April 2019

Governors and trustees (directors) working in church schools

Governors working in other designated schools

Online

To book onto any of the above courses, please email cpd@hope.ac.uk with your details and confirm that you accept our CPD Terms and Conditions.

We are in the process of arranging courses for Governors, SEN and Primary Maths. If you would like to to be contacted when these courses have been arranged, please email cpd@hope.ac.uk and we can contact you with further details.

Subject Knowledge Enhancement (SKE) courses are designed to help potential Initial Teacher Training (ITT) trainees gain the depth of knowledge needed to train to teach their chosen subject.

The SKE courses are designed for students due to embark on their Initial Teacher Training (ITT) who need to strengthen their existing subject knowledge. A certificate of completion is provided to forward to your training provider when you have finished the course.

If you have received your offer letter for an ITT course and you have to complete an SKE as a condition, please contact us at cpd@hope.ac.uk for further information and guidance.

Liverpool Hope University offer a number of SKEs as outlined below:

SKE Subject	Course Duration	Mode of Study	Entry Requirments	Intake Dates
English	8 Week ONLY	Blended learning: Online study coupled with a one week Summer School at Hope in July 2019 (optional)	Applicants starting an ITT course who has been set an 8 week English SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Geography	8 Week ONLY	Online only	Applicants starting an ITT course who has been set an 8 week Geography SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Computing	8 Week ONLY	Online only	Applicants starting an ITT course who has been set an 8 week Computing SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Biology	8 Week ONLY	Blended learning: Online study coupled with a one week Summer School at Hope in July 2019 (optional)	Applicants starting an ITT course who has been set an 8 week Biology SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Chemistry	8 Week ONLY	Blended learning: Online study coupled with a one week Summer School at Hope in July 2019 (optional)	Applicants starting an ITT course who has been set an 8 week Chemistry SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Physics	8 Week ONLY	Blended learning: Online study coupled with a one week Summer School at Hope in July 2019 (optional)	Applicants starting an ITT course who has been set an 8 week Physics SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
French	8 Week ONLY	Online only	Applicants starting an ITT course who has been set an 8 week French SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Spanish	8 Week ONLY	Online only	Applicants starting an ITT course who has been set an 8 week Spanish SKE as a condition of offer	21st January 2019 25th February 2019 18th March 2019 22nd April 2019 20th May 2019 24th June 2019
Mathematics	8 Weeks	Blended learning of attendance and online study	Applicants starting an ITT course who has been set an 8 week Mathematics SKE as a condition of offer	Dates TBC
Mathematics	28 Weeks	Blended learning of attendance and online study	Applicants starting an ITT course who has been set an 28 week Maths SKE as a condition of offer	21st January 2019
Religious Education	8 Weeks	Blended learning of attendance and online study	Applicants starting an ITT course who has been set an 8 week Religious Education SKE as a condition of offer	Dates TBC

Mathematics Teacher Subject Specialism Course 2018-19

Liverpool Hope is offering an NCTL-funded CPD programme for non-specialist teachers of mathematics in schools and colleges. There are no fees. The programme carries accreditation at Masters level as a Postgraduate Certificate, and supports St Helens Teaching School Alliance. ?

The course is for secondary teachers only. Applications are made directly to Liverpool Hope University. The programme is targeted at mathematics teachers who did not originally qualify in the subject, to strengthen their subject and pedagogical knowledge.

To be eligible to join the course, teachers must have QTS. Priority will be given to applicants who are teaching mathematics in schools.? Through attending this course, participants will encounter new ideas and interconnections in mathematics in a stimulating and supportive and collaborative environment, and will be supported in developing more effective approaches to teaching. This will enable them to teach mathematical concepts with real clarity and insight, to strengthen both their knowledge and confidence in the subject, leading to improved learning for their students.

Programme Structure

The programme takes place over three terms in 2018-19, starting in early October 2018 with a second intake in January 2019.

Taught sessions will take place each term on one Friday and three Saturdays, and regular weekday twilight sessions. Following induction and initial needs assessment, these sessions will provide a focus upon the key school curriculum areas of Algebra and Number, Geometry, Statistics and Data Handling. The course will also focus upon related research, theories of learning, and academic writing skills. We hope that this blend of practical mathematics subject and pedagogy input combined with a rigorous academic strand, will provide a powerful mix, enabling course participants to develop an active understanding of the relationship between theory and their own practice.

For more information about this programme please contact:

Catherine Greslow
Course Administrator

T: 0151 291 3093
E: cpd@hope.ac.uk

We realise that your first year as a teacher can be both exciting and daunting with many challenges ahead. This is why our commitment to you as a Liverpool Hope student does not stop once you have graduated. We feel it is crucial to continue to support and encourage you during your first year of teaching and beyond to ensure you have a strong foundation to become outstanding practitioners.

The Faculty of Education at Liverpool Hope University offers all NQTs and RQTs the opportunity to engage in a support programme that will help you to update your knowledge, skills and ability in key areas that are essential in becoming an effective and competent teaching practitioner. Even if you have not secured a teaching position as yet, you will have access to a range of conferences, twilight sessions, online resources and tutor support.

For more information please visit NQT/RQT Alumni.

Contact us

The NQT Team
Faculty of Education
Liverpool Hope University
Hope Park
Liverpool
L16 9JD

T: 0151 291 3406

E: nqt@hope.ac.uk

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Contact us

The CPD Team

T: 0151 291 3061/3834/3093

E: cpd@hope.ac.uk