The Developing Teacher Programme (DTP)

DTP Triangle (2)Vision

  • To give teachers the techniques, tools and strategies, challenge and inspiration to engage in significant and rapid improvement.
  • To raise the quality of teaching and learning to ensure every student benefits from quality teaching and learning experiences and outcomes.

The DTP has been designed and is led by Peter Blenkinsop, the ex-headteacher of an outstanding school. The programme gives teachers a set of high-level skills and strategies that enable them to become consistently and sustainably good and better. Teachers need to be given some time in school to support their development in addition to the time spent during the programme.

Objectives

To provide teachers with the ability to:

  • demonstrate an improved level understanding of teaching and improve learning for their pupils
  • plan learning, with a focus on pupil thinking
  • support a school culture where the improving the quality of teaching and learning is openly observed, discussed, challenged and enhanced

Teachers who have taken part will have increased professional satisfaction and will have opened up opportunities for further leadership and career progression.

Impact

Over 100 teachers from several schools, secondary, grammar, comprehensive, secondary modern, primary, special, PRUs, in the maintained and independent sectors, have taken part in the programme originally run in Bristol, covering the South West and South Wales. Responses have been almost exclusively excellent. Schools have reported very positively on the impact on the improvements in the quality of teaching and learning, the school culture where teachers are now actively discussing learning in an informed way.

Developing Teacher Programme (DTP)

Typical Content:

Understanding the qualities of a good teacher

Myths about learning

Variety and why we can’t know what learning will actually happen, and what we can do about that

A deeper understanding of ideas such as pace, challenge and engagement

Learning objectives, success criteria, WALT – Use of ‘so that…’ as a way of making learning objectives more powerful

Building a teaching and learning model for use in class

The features of good teaching and learning including challenge, engagement, and the structure of a lesson

Observing and lesson analysis for professional development. We have never graded lessons or teachers

How to engage effectively in feedback from colleagues to develop as a  teacher

Skills in reflecting on one’s own work

“Problem Solving, Team Building” and other problem-solving techniques

Using Twitter for professional discussion and development

Developing planning for learning which is more than identifying activities for a lesson

A drilling down into challenge, engagement, assessment, differentiation, plenaries, starters

Modelling good practice

Assessment and marking, which can reduce workload and increase effectiveness

Planning, delivering, observing and feedback practices by working in learning threes (triads)

Questioning, using Bloom’s Taxonomy. What works and what does not

SOLO taxonomy

Plus, Minus, Interesting

Issues around making instant decisions

The research of John Hattie and effect sizes

Action planning

Leading learning

Developmental homework after each session

And much, much more…

 

The style is very open and will engage with participants’ experiences and knowledge.

The Programme:

  • is facilitated over a half term. Consists of 3 full days or 1 full day and 4 half day sessions.
  • is open to teachers with the potential and capacity to deliver consistently good lessons, and who want to develop their teaching.

Which Teachers?

Teachers a desire to improve their own teaching and learning. Teachers who are mainstream classroom, SEND teachers, key stage leaders, year coordinators, heads of year, full or part-time.

The programme is most effective when schools are able to release three teachers who can be allowed to work together for the programme and have time together back at their home school. Activities take place in these learning triads; PRUs, primary and special schools may prefer to join with other nearby schools to form their own triad. Teachers from these schools should be geographically close enough for collaboration to occur.

Applicants need to demonstrate:

  • a strong commitment to improving Teaching and Learning
  • the ability to improve as teachers
  • they possess a commitment to professional development and the desire to reflect on their practice, including using student feedback to evaluate the impact of their teaching
  • that they come from a school that has senior leadership backing for such development

 

Cost is per participant plus VAT for the full programme including supporting materials.

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