Early Professional Development For Teachers

School- led teaching and learning CPD workshops specifically designed for teachers in the early stages of their teaching careers 

Early Professional Development Programme

The Early Career professional development programme has been designed to reflect the challenges teachers in the early stages of their careers face within the classroom. It has been organised into core themes, building on the content and approach of the ITT/NQT programme, to provide a progressive professional development pathway with practical support, strategies and ideas to ensure that colleagues ‘learn that’ from a variety of ‘learn how to’ elements of the Early Career Framework.

The programme has been designed to be aligned with the Early Career Framework which spans age phases. The programme will be delivered through a series of online and, when is safe to do so, face to face sessions designed by a range of Specialist Leaders of Education (SLE) and serving school leaders. The course has been designed for both PRIMARY and SECONDARY colleagues who should attend as many sessions as possible within the programme.

Session dates, times and booking details

EPD Programme 2020/21 – Secondary Schools

During the Autumn Term 2020, the programme is focused around Secondary NQT modules only, as a response to Covid-19.

Primary RQT and additional secondary NQT & RQT modules will commence in the Spring term and dates will be released early in the Autumn Term.

For details of the 2020/21 academic year EPD programme please download the schedule below.

To book a place, colleagues in secondary schools should complete the online form via the respective session links below. Please note that all Autumn Term sessions will be online via Zoom.

Instructional Leadership : Effective Support for Early Career Teachers

Creating a Positive Climate for Learning (15th or 19th October)

In line with the National Roll out of the statutory Early Career Framework (September 2021), Learners First have created a bespoke suite of instructional leadership sessions to complement the Early Professional development programmes, in order to enable mentors and induction tutors to effectively support their Early Career Teachers (NQTs & RQTs) in the vital first years of their professional career.

Mentors on this programme will be encouraged to use instructional coaching as a model for working with their Early Career Teachers (ECTs). The first of these sessions will consider the elements necessary to support your Early Career Teacher to develop their practice and understanding in ‘Creating a Positive Climate for Learning’.

To book a place, please complete an online registration form for your preferred date below. Please note that these sessions will be held online via Zoom.

2020/21 – Booking Details

Succeeding in Teaching in a Secondary Classroom

With a focus on the relationship between personal effectiveness and professional development (including the importance of their professional learning, well-being and resilience), NQTs will explore how to establish themselves as effective classroom teachers at the start their careers and as they progress in the teaching profession.

Through this module, NQTs will also consider different approaches and styles of teaching and understand more about their personal preferences. They will be supported to reflect upon their ITT experiences and their own practice to identify strengths and areas for development. The session will make reference to the new Ofsted framework and support them to consider appropriate strategies to enhance their effectiveness and contribution as classroom teachers.

Links to Early Career Framework:

High Expectations
Professional Behaviours

Creating a Positive Climate for Learning (focus on behaviour)

Through engagement with this module, NQTs will learn to create a positive and effective climate for learning and set high expectations which inspire, motivate and challenge pupils.

The module focusses on effective behaviour management to ensure a good, positive and safe learning environment is established and maintained for all learners. NQTs will consider issues relating to the management of pupils’ behaviour and how to promote good behaviour for learning within their own classroom.

Through active participation, facilitated discussion and references to current research, NQTs will consider different approaches to creating a positive climate for learning within the classroom. This will include references to their contribution to communicating the school’s vision and ethos; the curriculum; effective staff and pupil relationships; positive pupil engagement and behaviour; and the learning environment.

Links to Early Career Framework:

High Expectations

Understanding Learning and Progress (1)

This module will cover the foundations of how to plan and teach a well-structured lesson, making accurate and productive use of assessment. NQTs will consider good practice in relation to assessment for learning including the use of learning objectives and success criteria planning formative assessment tasks, modelling, explanations, breaking down tasks to build on independent learning and problem solving. NQTs should also understand how to use assessment to check for prior knowledge and for any pre-existing misconceptions.

NQTs will learn how to adapt their teaching to respond to the strengths and needs of all pupils, with particular reference to their current classes and school context.

Links to Early Career Framework:

Classroom Practice

Raising attainment for all groups of learners

This module will enable NQTs to improve their practice and raise expectations so that all pupils, particularly vulnerable groups including SEND, FSM, EAL pupils and different ability pupils, can reach their potential.

NQTs will learn how data and evidence can be used effectively to improve pupil performance and how to deploy a range of strategies for improving outcomes for all pupils and ensure there are no underperforming cohorts.

There will be a particular focus on ensuring the delivery of inclusive, quality first teaching. NQTs will also be supported to consider the effective use of tracking and intervention, differentiation, effective engagement with other specialist professionals (such as SENCOs and teaching assistants), and the effective use of pupil progress meetings to enhance and accelerate learning and progress.

Links to Early Career Framework:

Adaptive Teaching

Understanding Learning and Progress (2)

This module will cover the foundations of how to plan and teach a well-structured lesson, making accurate and productive use of assessment. NQTs will consider good practice in relation to starting point assessments for learning, building on prior knowledge, investigating the impact on overloading long term memory and the importance of retrieval practice. NQTs should also be encouraged to understand visual stimulus for key assessment objectives & specialist terms etc and consider the importance of chunking tasks and using learning maps.

Links to Early Career Framework:

How Pupils Learn
Classroom Practice
Subject and Curriculum


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