Achievement for All is pleased to offer support to all heads, deputies, principals, middle leaders and early years managers from schools, colleges, private training providers and early years settings nationally.
Sharing our expertise, our networks and education communities here and internationally to help at this extremely challenging time.
We plan to meet online every fortnight. There will be focus topics with some input, and time to discuss and share challenges and solutions. Discussions will be chaired by members of our senior leadership team, who have themselves, all been in senior roles within education.
Please book your place through the links below, a link to ‘Teams’ will be sent to your email nearer the time.
|Post 16 & Post 18||Tue Jan 26||16.30-17.15||https://www.eventbrite.co.uk/e/135858898623|
|Remote||Early Years||Tue Jan 26||16.30-17.15||https://www.eventbrite.co.uk/e/136263504811|
|Learning||Primary||Wed Jan 27||16.30-17.15||https://www.eventbrite.co.uk/e/136263063491|
|Secondary||Wed Jan 27||16.30-17.15||https://www.eventbrite.co.uk/e/136263330289|
|Deep||Early Years & Primary||Tue Feb 9||16.30-17.15||https://www.eventbrite.co.uk/e/136264786645|
|Leadership||Post 16 & Post 18 and Secondary||Wed Feb 10||16.30-17.15||https://www.eventbrite.co.uk/e/136263958167|
When you are forced into reactive leadership, the immediate need to find solutions to emerging problems (or address a dictat issued centrally) sometimes prevents you from exploring possibilities, thinking broadly and developing new approaches. This is completely understandable.
But maybe there is a different way forward.... that is easier to administer and manage... that has more impact....
- Gives leaders an opportunity to stop and reflect on their own wellbeing, and begin to reset and restore focus and energy for the recovery journey that will follow
- explores the social and emotional aspects of leadership in extreme circumstances
- supports the growth of individual leaders in terms of personal resilience and stress management
- helps leaders to put social and emotional wellbeing at the very heart of their teams, their organisations and their professional networks and communities.
We will also discuss emerging issues, and share creative effective solutions and ideas from an international community of practice from over a thousand active education settings
We will look at remote learning.
Few education settings have had the luxury of time to consider the most effective route forward in terms of managing large cohorts of learners accessing learning from home:
- Who is responsible for remote learning in your school? How are they supported?
- How are staff trained in the use of technology and the delivery of content? Who is responsible for the training of staff?
- How can you monitor and evaluate the impact of remote learning in a constructive and supportive way?
- How do you capture effective practice and develop skills where there are gaps?
- How do you identify digital leaders in your community, and harness their energy and skills to drive up standards?
- Does everyone understand the distinction between synchronous and asynchronous learning? Is this reflected in the differentiated support and challenge given to the brightest and most motivated and the hardest to reach?
- How have you considered curriculum load, prioritising learning content and outcomes?
- How is authentic learning articulated/visualised/managed/encouraged (learning based on concrete, everyday resources in the home and immediate locality)?
- How are available online offers (Oak Academy, BBC offer) blended into curricular expectations?
- How are staff deployed effectively?
- How are the weakest learners supported remotely?
- If every remote learning lesson is delivered to the rhythm of the school day, what is the impact on families with two or more children at the school, in terms of access to lessons/hardware/connectivity?
- How well does your school community articulate to parents and carers remote learning expectations, especially if there are connectivity and hardware issues?
- How can assistive technologies boost engagement with parents and learners with EAL (English as an Additional Language) challenges, including new migrant children and families
- What does remote learning support look like and how are learning assistants deployed to have the greatest impact on learning?