The Excellent Teacher Programme (ETP)

DTP Triangle (3)Vision

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

The ETP has been designed and is led by Peter Blenkinsop, the ex-headteacher of an outstanding school. The programme gives good and outstanding teachers a set of high-level skills and strategies that enable them to become consistently and sustainably excellent. Teachers need to be given time in school to support their development in addition to the time spent during the programme. Typically half a day per week equivalent for the duration of the programme.

Objectives

To provide teachers with the ability to:

  • demonstrate a higher level of understanding of teaching and improve learning for their pupils
  • coach colleagues and pupils in their own school and perhaps in other schools to raise the quality of teaching and learning
  • create a dynamic school culture where 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 500 teachers from over 50 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 and many have reported Ofsted outcomes improved to Outstanding.

Excellent Teacher Programme (ETP)

Typical Content:

Understanding the qualities of an excellent 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 school

The features of excellent 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 in feedback to colleagues for effective teacher development

Skills in reflecting on one’s own work

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

Using Twitter for professional discussion and development

A drilling down into concepts such as challenge, engagement, assessment, differentiation, plenaries, starters

Modelling excellent practice

Assessment and marking, which can reduce workload and increase effectiveness

Working on planning, delivering, observing and feedback practices in learning threes (triads)

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

SOLO taxonomy

Coaching of staff for improvement – for which practice is essential and is a skill that you might want to utilise in your own school.

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 5 week period in a half term. Consists of 4 full days plus one a 1/2 day session. Other patterns of delivery are possible. 
  • is open to teachers with the potential and capacity to deliver consistently excellent lessons, and who want to develop a culture of excellence.

Which Teachers?

Teachers with any responsibility for quality teaching and learning. So, teachers who are mainstream classroom, special needs, key stage leaders, year coordinators, heads of year, curriculum coordinators, have a departmental or subject responsibility, faculty leaders, directors of learning, members of SLT, full or part-time.

For greatest long-term impact schools need to release three teachers who can be allowed to work together for the programme and in time back at their home school. Activities and some coaching take place in these learning triads; PRUs, primary and special schools 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 Teaching and Learning
  • that they are inspiring individuals with strong interpersonal skills and who are role models for students
  • that they have the ability to improve as teachers
  • they possess a commitment to professional development and the ability to truly reflect on their practice, including using student feedback to evaluate the impact of their teaching
  • a willingness to develop their ability to influence and empower peers to excel
  • that they come from a school that has senior leadership backing for such development

Cost is per participant plus VAT for the full 4.5 day programme including supporting materials.

(NOTE: There will when published be a series of books available which detail most of the ideas and techniques the programme explores. Expected in September 2018. These books will not replace the collaborative work of the ETP but will supplement.)

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