Trust Professional Development Offer Teachers and Leaders 2023- 2024
'Life to the full in pursuit of what is good, right and true' 2 Company Tagline Here
Contents CEO Welcome Our Blueprint Trust Leaders- Investing in your development Our Partnerships Our Offer at a Glance Programmes overview Our Professional Learning Communities Trust CPD Events Our Digital Champions CPD Programmes Our Trust Journal, The Expertise Exchange 04 06 08 10 16 18 20 24 32 33-67 68 INCREASING OPPORTUNITIES, IMPROVING OUTCOMES 3
Welcome from our Chief Executive In our Trust we understand the importance of developing our own professional practice within the context of today's dynamic landscape. Our commitment to increasing opportunities and improving outcomes for students through a culture of excellence in all aspects of our work drives us to provide you with a comprehensive array of CPD opportunities. The sessions, programmes and courses outlined in this brochure are to resource you to deliver our common purpose while also providing a unique breadth of opportunities that are tailored to your personal career development. As your trust, your employer of choice, we are committed to demonstrating the leadership and commitment to development that underpins our Trust Blueprint for Leadership and Culture that together, leaders from across our trust and schools co-authored in readiness for this year. The CPD programmes outlined in this brochure have been expertly curated to address the evolving needs and aspirations of our teachers and leaders throughout our diverse family of schools. Working in a profession (including education) requires each of us to demonstrate our commitment to CPD and learning – and in our Trust we believe strongly that there is often a reciprocal nature to the development of professional practice. For this reason leaders throughout our trust and schools are modelling their ‘investment’ into the development of others while also gaining a ‘dividend’ from being part of our Trust-wide offer. I am delighted with the breadth and quality of our offer to you this year and I look forward to hearing about the impact this CPD has on your professional practice and in turn the opportunities and outcomes for our students. Dan Parkes Chief Executive Officer, The Mercian Trust
'All staff have a career-long entitlement to the highest quality professional development so that they can provide the best possible educational experiences for young people in the communities we serve.' 5
Our Blueprint As part of our five-year strategic plan, we aim to become an employer of choice and therefore one of the three ‘Big Moves’ within our Trust for the next two years focuses on our Staff. The Big Move focuses on our strategy to develop our people, our leaders and our culture to ensure that we are best placed to deliver our Trust’s purpose: increasing opportunities and improving outcomes. Working with our Leaders’ forum, we have developed our Trust Blueprint for Leadership and Culture which codifies the Values, Principles and Professional Behaviours which underpin our work as a Trust. The three parts of the Blueprint codify different aspects of our Trust culture. These principles are the pillars of our work as a Trust. • Social Mobility and Social Justice • Belonging and Inclusion • Innovation and Improvement • Safeguarding and Wellbeing These values articulate ‘who we are’ as people within our Trust. • We care • We are courageous • We are candid • We are accountable. These behaviours are ‘how’ we work together as a Trust to achieve our common purpose. Our Principles Our Values Our Professional Behaviours Amy Whittall Executive Director of Trust Development
[V2] We are Courageous OURTRUSTBLUEPRINT FORLEADERSHIPANDCULTURE OUR PURPOSE OUR MANTRA OUR PRINCIPLES [P1] Social Mobility and Social Justice [P2] Belonging and Inclusion [P3] Innovation and Improvement [P4] Safeguarding and Wellbeing OUR VALUES (WHO WE ARE) [V1] We Care We are: Kind Compassionate We are uncompromising in our pursuit of: Excellence Rigour [V3] We are Candid [V4] We are Accountable We are: Ambitious for all our students and staff We are: Agile, flexible and bold in our decision-making (including taking the ‘difficult decisions’) We are people of: Honesty Sincerity We welcome: Clarity Feedback Critique We model: Leadership Integrity We demonstrate: Objectivity Openness OUR PROFESSIONAL BEHAVIOURS In our work: In our relationships: In our development: In our approach: We work with accuracy and precision; we are inquisitive and professional We demonstrate positivity, resilience and determination. We uphold and embrace fairness, equitability and teamwork. We collaborate respectfully, and demonstrate commitment to each other. We engage with quality educational research. We develop ourselves and others through tailored professional learning. We are outward looking with a pioneering spirit. We navigate change with a commitment to serve our local communities. Increasing opportunities, improving outcomes. Life to the full in pursuit of what is good right and true 7
Trust Leaders Investing in your development Amy Whittall Executive Director of Trust Development Executive Director of Education Lois Kelly Director of Teacher Development Director of Behaviour and Wellbeing Director of SEND Tracy Goodyear Mark Goodwin Conrad Bourne David Wright Director of Digital Development Mark Harris Director of Teacher Development Seona Baker Director of Safeguarding
Annabel Stoddart Executive Headteacher Nicola Walters Executive Headteacher Keziah Featherstone Executive Headteacher Name Contact Amy Whittall [email protected] Lois Kelly [email protected] Tracy Goodyear [email protected] Mark Goodwin [email protected] Conrad Bourne [email protected] David Wright [email protected] Mark Harris [email protected] Seona Baker [email protected] Annabel Stoddart [email protected] Nicola Walters [email protected] Keziah Featherstone [email protected] 9
Our Partnerships In our Trust, we believe strongly that there is often a reciprocal nature to the development of professional practice. Our partnerships are key to ensuring success Dan Parkes Chief Executive Officer, The Mercian Trust
Our Partnerships Early Career Framework, 2019 “The Early Career Framework (ECF) underpins an entitlement to a fully-funded, two-year package of structured training and support for early career teachers linked to the best available research evidence. ” Best Practice Network Best Practice Network is one of the UK’s leading providers of training, development and support for education professionals. Best Practice Network, home of Outstanding Leaders Partnership, has trained over 24,000 school leaders since 2017 and together with Best Practice Network is the leading training provider to education professionals in England. They share the desire of every practitioner that every child, regardless of their background, should benefit from an excellent education. Best Practice Network work in close partnership with practising education professionals to develop and deliver highquality CPD and qualifications that help school leaders, teachers, early years practitioners, business managers, support staff and SENCOs be the best they can be and transform the lives of children and young people. Best Practice Network offer a comprehensive range of qualifications for practitioners at all stages of their career and continue to grow their provision. The Mercian Trust are a delivery partner of Best Practice Network, leading and facilitating the delivery of both the Early Career Framework and the Early Career Mentor Programmes to colleagues in Sandwell and Walsall. OFSTED recently rated the Early Career Framework provision from Best Practice Network as 'Outstanding', stating that ' At Best Practice Network, leaders' values to 'strive for excellence' and 'inspire learning' are fully realised'. Flexibly delivered with the time constraints of an Early Career Teacher in mind, the programme comprehensively delivers all the content of the Early Career Framework and slots neatly into the schedule of an early career teacher. • Face-to-face and online webinars with leading experts • Regular meetings with an in-school mentor • Self-study featuring rich multimedia content including videos, practical tasks and discussion activities. About Best Practice Network Our Partnership 11
Our Partnerships Dame Alison Peacock Chief Executive of the Chartered College of Teaching “Teachers and schools are at the heart of what we do. We want to support the teaching profession to thrive in an optimal, research-informed way, providing the best possible education for children and young people.” The Chartered College of Teaching The Chartered College of Teaching is the professional body for teachers. The College is working to empower a knowledgeable and respected teaching profession through membership and accreditation. They are dedicated to bridging the gap between practice and research and equipping teachers with the knowledge and confidence to make the best decisions for their pupils. Through Chartered College of Teaching membership, teachers have access to a wealth of research, resources and insight to enable excellent teaching. This includes termly issues of the award-winning journal, Impact, online access to over 1,000 journal articles from previous issues, accreditation of Chartered Status, access to our Early Career Hub and MyCollege, exclusive events connecting teachers to collaborate and share practice, access to one of the world’s largest databases of education research journals and research digests, guides and reviews giving you summaries of the latest research to develop your practice with the latest evidence. The Chartered College supports the profession to shape the future of teaching. In these challenging times, it is more important than ever that teachers are celebrated for their expertise and professionalism and that teachers have the opportunity to have their voice heard through consultations, surveys and roundtables. The Chartered College of Teaching is an unequivocally positive voice for teaching, raising the status of the profession to benefit teachers, their students and the whole of society. In April 2023, The Mercian Trust were successful in their application to become a Chartered Status CPD Partner, for our highquality and evidence-informed CPD provision, making our Trust one of a growing number of organisations supporting practising teachers towards Chartered Teacher Status. The Trust currently offers taught programmes for The Certificate in Evidence-Informed Practice and The Development of Teaching Practice Award and will continue to grow this offer over the course of the next 5 years.
Undertaking the assessment units will help you to: • deepen and demonstrate your knowledge and understanding of evidence-informed policy and practice, assessment, curriculum and pedagogy • develop and apply your understanding of how to engage critically with educational research • understand how teachers develop their practice and what effective professional learning looks like • undertake an inquiry project in an area of your choice, to gain deeper insights into your teaching or leadership practices, with the ultimate aim to improve outcomes for the pupils you work with • evaluate the impact of your practice and reflect on your professional learning at key points. In becoming Chartered, you will be recognised for evidence-informed, high-quality teaching and leadership practice, benefiting your school and the children and young people you work with. You can work towards Chartered Status at a pace that best suits you; our self-paced pathway is designed to ensure you have autonomy over your own professional learning and career progression. The Mercian Trust's fully-funded programmes complement this self-study. Each Chartered Teacher assessment unit has been purposefully developed to enable you to showcase our expertise in a meaningful way, aligned with your own needs, role, career stage and school context. Upon completion of all assessment units and following successful application, you will be conferred with Chartered Teacher Status or Chartered Teacher (Leadership) Status, depending on your role and which specific assessments you have completed. As one of our celebrated Chartered Teachers, will be entitled to use the postnominals ‘CTeach’ or ‘CTeach (Leadership)’. There is also an opportunity to get formal recognition through this route if you have had extensive experience in mentoring other colleagues. 13
Our Partnerships LLSE Leadership Learning Securing Excellence LLSE is a not-for-profit organisation committed to working in partnership with schools and colleges to secure excellence in teaching and leadership. LLSE are highly collaborative and committed to creating a culture of continuous improvement to ensure the highest quality of professional development. LLSE has been funded and approved by the Department for Education as a provider of NPQs since 2011 and The Mercian Trust have been working in partnership, delivering NPQs since 2020. Working initially from their base in the South East, we now provide NPQs across England and internationally in partnership with a diverse and expert network of delivery partners. All LLSE programmes are designed with and facilitated by experienced leaders, whose expertise ensures that the learning is relevant, up-to-date and contextualised to the needs of teachers and leaders in a range of specific localities, organisations, types of schools, phases and roles. What are the National Professional Qualifications? About LLSE The National Professional Qualifications (NPQs) provide high quality training and professional development for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice, such as behaviour management, to those leading multiple schools across trusts. The four Specialist NPQs (Leading Teaching, Leading Teacher Development, Leading Behaviour and culture and Leading Literacy) are suitable for teachers and leaders with team, departmental or whole school responsibility for the specialist area. The specialist NPQs are relevant for those currently in or aspiring to hold both middle and senior leadership positions. The four Leadership NPQs (Senior Leadership, Headship, Executive Leadership, Early Years Leadership) develop those who are, or aspire to whole school leadership roles. From Autumn 2024, a new NPQ for SEND is being introduced and will be a mandatory qualification for any SENDCos who do not hold a current NASENCo qualification. After years of trying to find the time to engage in educational research, this course has so far allowed me to do just this. The learning and facilitation has greatly supported me in doing this and has really guided me in improving my practice.
NPQ INTENDED PARTICIPANTS FACILITATED BY NPQ for Leading Teaching This course is designed for teachers who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase. The Mercian Trust October 2023 NPQ for Leading Teacher Development For teachers who have, or are aspiring to have, responsibilities for leading the development of other teachers in their school. They may have responsibilities for the development of all teachers across a school or specifically trainees or teachers who are early in their career. The Mercian Trust February 2024 NPQ for Leading Behaviour and Culture For teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school or college. The Mercian Trust February 2024 NPQ for Leading Literacy For teachers who have, or are aspiring to have, responsibilities for leading literacy across a school or college, year group, key stage or phase. NPQLL participants develop the knowledge, skills and expertise to lead effective approaches to developing literacy and supporting children’s and young people’s reading and writing at all stages. The Mercian Trust February 2024 NPQ for Senior Leadership For school or college leaders who are, or are aspiring to be, a senior leader with cross-school / college responsibilities. The Mercian Trust October 2023 NPQ for Headship (including #WomenEd cohort) For school or college leaders who are, or are aspiring to be, a headteacher, principal or head of school / college with responsibility for leading a school or college. LLSE/ University of Wolverhampton NPQ for Executive Leadership For school leaders who are, or are aspiring to be, an executive headteacher or have a school trust CEO role with responsibility for leading several schools. LLSE/ University of Wolverhampton NPQ for SEND A new leadership level qualification, primarily for SENCOs, school leaders or aspiring SENCos (available from Autumn 2024). This will replace the NASENCo qualification and it will be mandatory for SENDCos. The Mercian Trust intends to deliver this qualification The Mercian Trust is proud to offer expert facilitation and support for participants undertaking NPQs. Full details and information on how to apply is included in this brochure. All NPQ coaches undertake a coaching programme to support participants to contextualise their learning both for their schools and for the Trust. For more details on the coaching programme, contact Tracy Goodyear or Mark Harris. An overview of National Professional Qualifications 15
THE ANNUAL TRUSTWIDE CONFERENCE FRIDAY 19TH APRIL 2024 ACCESS TO PERSONALISED CAREER ADVICE 10+ PROFESSIONAL LEARNING COMMUNITIES THE TRUST-WIDE EDUCATIONAL JOURNAL, 'THE EXPERTISE A TRUST-WIDE SERIES OF PROFESSIONAL LEARNING PATHWAYS ACCESS TO 10+ TRUST STRATEGIC NETWORKS 6 TRUST-WIDE CPD EVENTS, ONE PER HALF TERM (150+ EVENTS PER YEAR) OPPORTUNITIES FOR CERTIFICATION/ ACCREDITATION BESPOKE LEADERSHIP DEVELOPMENT PROGRAMMES Our Professional Learning Offer At a Glance Working in partnership with leaders in our family of schools, we work to ensure that our professional development offer isrelevant, rigorous and meets the needs of our diverse staff body. Alongside the offer present in individual schools, we also offer:
" Teachers who are constantly learning and growing are the ones who have the biggest impact on their students." — Dylan Wiliam, 'What Works in Assessment?' 2011 HAS A FOCUS ON IMPROVING AND EVALUATING PUPIL OUTCOMES CREATES AND SUSTAINS OPPORTUNITIES FOR COLLABORATION AND EXPERT CHALLENGE The design of high-quality professional development is as complex a discipline as the design of high-quality teaching. It requires the planning of programmes of connected activities with clarity about intended outcomes, and evaluation. We work closely with schools on their wider strategic priorities to ensure that any professional development on offer is focussed on improving and evaluating outcomes. Our partnerships with key organisations including The Chartered College of Teaching, Leading Learning Securing Excellence and Best Practice Network ensure that we are wellconnected with the latest in educational research and expertise. All of our programmes are quality assured to ensure that they meet the highest possible standards of professional development and are underpinned by robust evidence and expertise. We believe that our communities of practice provide the best possible opportunities for collaboration and expert challenge. We work hard to ensure that any collaborative opportunities are worthwhile and develop a culture of thinking. Our Professional Learning Communities, Strategic Groups and course cohorts give colleagues the best opportunities to capitalise on their collective expertise. Providing an effective education requires considerable knowledge and skill, which should be developed as staff careers progress. High-quality professional development requires workplaces to be steeped in rigorous scholarship, with professionals continually developing and supporting each other so that pupils benefit from the best possible education. In order to achieve that, we ensure that the professional development on offer: IS UNDERPINNED BY ROBUST EVIDENCE AND EXPERTISE 17
Our Programmes Programmes/ Trust CPD Opportunities All staff Aspiring Teachers/ ITTs Early Career Teachers Expertise Exchange Page 68 Page 68 Page 68 Half-termly Trust-Wide CPD Page 24 Page 24 Page 24 Mercian Trust Conference Page 16 Page 16 Page 16Professional Learning CommunitiesStrategic Network GroupsEarly Career Teacher Programme Page 40 Early Career Mentor ProgrammeChartered Teacher Status- Mentor (The Chartered College of Teaching)Certificate in Evidence Informed Practice (The Chartered College of Teaching)Professional Knowledge Award (The Chartered College of Teaching)Chartered Status (The Chartered College of Teaching)Aspiring to Designated Safeguarding Lead/ Deputy DSLMental Health First Aid QualificationSenior Mental Health Lead TrainingMicrosoft Office Specialist Page 34 Page 34 Page 34 Microsoft Certified Educator Page 36 Microsoft Innovative Educator Expert (MIEE) National Professional Qualification in Leading Literacy National Professional Qualification in Leading TeachingNational Professional Qualification in Leading Behaviour and CultureChartered Teacher Status- Leadership (The Chartered College of Teaching) NPQ CoachingNational Professional Qualification in Leading Teacher DevelopmentNational Professional Qualification in Senior LeadershipAspiring to Deputy HeadshipNew to Deputy Headship- Mercian Trust Development ProgrammeNational Professional Qualification for HeadteachersNational Professional Qualification for Headteachers #WomenEd Cohort National Professional Qualification for Executive Leadership
Nonstudent facing Associate Staff Studentfacing Associate Staff Teachers Middle Leadership Senior Leaders New to Deputy Headship Aspiring Headteachers Experienced in Headship Page 68 Page 68 Page 68 Page 68 Page 68 Page 68 Page 68 Page 68 Page 24 Page 24 Page 24 Page 24 Page 24 Page 24 Page 24 Page 24 Page 16 Page 16 Page16 Page 16 Page 16 Page 16 Page 16 Page 16 Page 20 Page 20 Page 16 Page 16 Page16 Page 16 Page16 Page 42 Page 42 Page 42 Page 12 Page 12 Page 12 Page 44 Page 44 Page 44 Page 44 Page 44 Page 46 Page 46 Page 46 Page 46 Page 46 Page 12 Page 12 Page 12 Page 12 Page 12 Page 12 Page 48 Page 48 Page 48 Page 48 Page 51 Page 51 Page 51 Page 51 Page 50 Page 50 Page 50 Page 50 Page 34 Page 34 Page 34 Page 34 Page 34 Page 34 Page 34 Page 34 Page 36 Page 36 Page 36 Page 36 Page 36 Page 36 Page 38 Page 38 Page 38 Page 58 Page 58 Page 58 Page 58 Page 52 Page 52 Page 52 Page 56 Page 56 Page 56 Page 56 Page12 Page 12 Page 12 Page 12 Page 15 Page 15 Page 15 Page 15 Page 15 Page 54 Page 54 Page 54 Page 60 Page 60 Page 62 Page 63 Page 63 Page 63 Page 63 Page 64 Page 66 Please speak to Lois Kelly/ Amy Whittall 19
Our Professional Learning Communities Why do we have PLCs? There is extensive research that suggests that effective subject-specific communities of practice can enhance teacher practice and student learning. Professional learning communities can help to create and organisation-wide culture of continuous improvements that benefits all learners. "PLCs are not just about teachers talking to each other. They are about teachers working together to improve student learning. They are about creating a culture of collaboration and inquiry where teachers feel safe to take risks and share their ideas."- Professor Geoff Southworth, OBE We have a team of ten Trust Lead Professionals, who meet with colleagues regularly to engage in research, undertake collaborative projects, support subject leaders in keeping abreast of developments within their subject and to support with departmental areas for development. What do Trust Lead Professionals do? • Create effective and inclusive professional learning environments to enhance teacher practice in particular subject areas • Contribute to the Trust-wide CPD programme, ensuring that there are subjectspecific sessions to support ongoing subjectspecific development • Disseminate research and information to support subject leaders in being wellinformed of changes to the teaching of their subjects • Contribute to the Trust’s educational journal, The Expertise Exchange. Heads of subject are expected to attend Professional Learning Community meetings, which take place half-termly. If subject leaders are unable to attend, they should send another representative from their department to meetings. Any other interested colleagues are welcome to attend these sessions and some sessions will be opened to a wider audience, where appropriate.
Ben Adams Adam Walsh Naomi Beer Trust Lead Professional for Mathematics Teaching at Queen Mary's High School Trust Lead Professional for Computing Teaching at Aldridge School Trust Lead Professional for Modern Foreign Languages Teaching at Queen Mary's High School Our Trust Lead Professionals 2023-2024 Kam Basra Gaige Pearson Sheena Butt Trust Lead Professional for Science Teaching at Walsall Studio School Trust Lead Professional for Social Sciences Teaching at Shire Oak Academy Trust Lead Professional for Vocational Subjects Teaching at Queen Mary's Grammar School 21
Rian Holloway Sophie McPhee Heather Hughes Trust Lead Professional for Performing Arts Teaching at Walsall Studio School Trust Lead Professional for PSHE and SMSC Teaching at Queen Mary's Grammar School Trust Lead Professional for Humanities Teaching at Aldridge School Our Trust Lead Professionals 2023-2024 Michelle Jeanneret Tracy Goodyear Trust Lead Professional for Art and Design Teaching at Q3 Academy Great Barr VACANCY for Trust Lead Professional for English Currently being undertaken by Director of Teacher Development
"The PLC sessions have been informative and thoughtprovoking" "The PLC meetings have given me the confidence to share what I've been working on with other departments and it's been so well-received. " "I have learnt so much from our PLC- I look forward to each meeting, knowing that I can open discussions and seek advice without fear of judgment" 23
Finalised programmes are sent to schools ahead of each event. Sign up for your chosen sessions using the MS Forms provided. *Please note, it is a requirement that teaching and leadership staff attend a minimum of two Trust CPD sessions over the course of the academic year.* AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 Wednesday 20th September Wednesday 22nd November Wednesday 24th January Wednesday 6th March Wednesday 24th April Wednesday 19th June In 2022-23, we were pleased to be able to offer a comprehensive range of learning experiences for our teachers, support staff and leaders through halftermly Trust CPD sessions. There are 6 Trust CPD sessions over the course of an academic year and each session includes more than 25 opportunities to engage with internal and external expertise, to gain certification for professional learning and to access and learn from the expertise we have across the Trust. Trust CPD runs from 4pm-5pm on the third Wednesday of each half term; there are a series of on-demand sessions for colleagues to access at their convenience, too. During the academic year 2022-2023, we had over 1000 engagements across the 6 half-termly sessions, offering more than 150 opportunities for colleagues to develop their expertise and to explore new areas of educational thinking. Trust CPD Sessions Dates for Trust CPD 2023-2024 1000+ ENGAGEMENTS WITH TRUST CPD PROGRAMME IN 2023-2024 150+ INDIVIDUAL CPD SESSIONS OFFERED DURING 2023- 2024
"The amount of training available and sessions to choose from means there is plenty to choose and is tailored to almost every teacher. Teachers of all subjects and settings have something that they want to work on and the training available meets this"- Classroom teacher, Q3 Academy Langley "There has been such a vast array of sessions offered has allowed a wealth of learning opportunities and on topics which have never previously been covered" Leadership team, Q3 Academy, Tipton "It has been a wide and diverse selection of CPD sessions which have had relevance to all members of staff which also took into account where staff were in terms of their careers" Classroom Teacher, Queen Mary's High School 25
Any staff with an interest in communication, psychology and in developing greater selfawareness. This will be particularly useful for staff who lead/ line manage other staff in their organisations. Audience An Overview of Transactional Analysis Theory Cost £0 Location/ mode of delivery Online, live Course Description £ Duration 6 part-series, one per half term (during Trust CPD) Relationships are key when working in education and this course, facilitated by Sophie McPhee (Trust Lead Professional for PSHE from Queen Mary’s Grammar School) provides participants with an understanding of the Transactional Analysis model of the human psyche. Transactional Analysis is an exceptionally useful tool for helping colleagues to understand their interaction with students, as it explains clearly why some negative transactions which we all have from time to time result in negative responses. However, it also helps us to develop strategies which we can practice and mature, which will help with longer term relationships with students, bring more positive relationships to all concerned, and help in developing (as opposed to managing) behavior. This course will equip staff to become more flexible in adapting the way they communicate in order to secure the best possible relationships with adults and pupils alike. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm • Wednesday 6th March 4-5pm • Wednesday 24th April 4-5pm • Wednesday 19th June 4-5pm Attendance at all sessions is required to complete the programme. How do I sign up? This course will be advertised as part of the half-termly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES
Cost £0 Location/ mode of delivery Online, live £ Duration 6 part-series, one per half term (during Trust CPD) The SEND Series: Exploring key issues within SEND Course Description In this six-part course, Director of SEND Conrad Bourne supports participants in gaining a greater understanding of SEND. The course outline is as follows: Session 1: An Introduction to the SEND series Session 2: Every teacher is a teacher of SEND; every leader is a leader of SENDwhat does this mean in practice? Session 3: Is it SEND or is it something else? Session 4: Identifying primary need, reasonable adjustments and the ‘additional to and different from’ for SEND learners provision. Session 5: What are successful outcomes for SEND learners from the perspective of the SEND AP Improvement Plan (2023) Session 6: Creating a learning environment that is ambitious and accessible for SEND learners. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm • Wednesday 6th March 4-5pm • Wednesday 24th April 4-5pm • Wednesday 19th June 4-5pm Attendance at all sessions is required to complete the programme. Audience This course is aimed for those new to the SENDCO role, aspiring SENDCOs, Teaching Assistants and teaching staff who wish to gain a greater understanding of SEND. How do I sign up? This course is advertised as part of the halftermly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES 27
This course is suitable for teachers, leaders and student-facing support staff who are keen to learn more strategies to support behaviour management. Audience Behaviour Series: Practical Strategies to Improve Behaviour Cost £0 Location/ mode of delivery Online, On Demand Course Description £ Duration 5 part-series, one per half term (during Trust CPD) In this 5-part course, Director of Behaviour and Wellbeing, Mark Goodwin shares a series of practical strategies to support behaviour management. This is a repeat of the first behaviour series, which was delivered through Trust CPD sessions last academic year. The course will include sessions on: • Knowing your children for better behaviour • Strategies to motivate and engage for better behaviour • Teaching good behaviour for learning • Pre-escalation strategies to ensure a settled classroom • Building authority within and beyond the classroom. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm • Wednesday 6th March 4-5pm • Wednesday 24th April 4-5pm How do I sign up? This course will be advertised as part of the half-termly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES
Cost £0 Location/ mode of delivery Online, live £ Duration 3 part-series, one per half term (during Trust CPD) Developing Oracy Course Description Developing classroom talk has been proven to have a wide range of benefits on outcomes. Recent research by the Education Endowment Foundation indiciates that raising the quality and rigour of classroom talk has a wide range of positive academic, personal and social outcomes, particularly for disadvantaged young people. This course will provide participants with a greater understanding of the research regarding why oracy matters and will give participants a range of helpful strategies to promote high quality talk in the classroom. As part of the course, you will investigate how to assess oracy correctly, and how it can link to other key components of literacy to improve outcomes. This course is facilitated by Mark Harris, Deputy Headteacher at Queen Mary’s High School, Director of Teacher Development and Evidence Lead in Education. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm Audience Any classroom teachers who wish to gain a greater knowledge and understanding of the importance of oracy and wish to gain a series of practical strategies to integrate oracy successfully in their teaching. How do I sign up? This course is advertised as part of the halftermly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES 29
Open to any teacher, leader or support member of staff keen to develop pupils’ political awareness. Particularly relevant for form tutors, teachers of PSHE or any staff supporting student leadership/ school council. Audience An Introduction to Parliamentary Education Encouraging Active Citizenship and Political Awareness Cost £0 Costs covered for assessment Location/ mode of delivery Online, live Course Description £ Duration 2 part-series In order to enable social mobility, it’s key that our pupils grow to become active citizens with a heightened political awareness. This two part course, facilitated by UK Parliament Teacher Ambassador and teacher of PSHE at Queen Mary’s Grammar School, Kate Morgan will provide colleagues with a crash course in the structure of UK parliament and will share practical strategies on how to develop students’ political awareness. Session 1: An overview of the work of the UK Parliament Education team and ways this work can be accessed by teachers, including how to facilitate visits to Westminster. This session will also give practical ideas on how to celebrate UK Parliament Week (6th-12th November) Session 2: This session will support participants in finding opportunities for pupils to exercise more active citizenship, including guidance on how to contribute to Select Committees, contacting local MPs and running mock parliamentary debates. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm How do I sign up? This course will be advertised as part of the half-termly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES
Cost Fully funded, £2000 paid to the school on completion to cover costs Location/ mode of delivery Face-to-face/ some sessions available On Demand £ Duration 6 part-series, one per half term (during Trust CPD) Developing Maths Mastery Course Description Mastering maths means pupils of all ages acquiring a deep, long-term, secure and adaptable understanding of the subject. The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material. In this course, Ben Adams (Secondary Mastery Specialist and Trust Lead Professional for Mathematics, Queen Mary’s High School) guides colleagues through the mastery approach and work towards achieving the ‘Developing Mastery’ status for individual schools. Please note, two colleagues from a department should undertake this course. Session dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm • Wednesday 6th March 4-5pm • Wednesday 24th April 4-5pm • Wednesday 19th June 4-5pm Audience Two colleagues from the same Maths department who are considering developing a mastery approach. How do I sign up? This course is advertised as part of the halftermly Trust CPD programme. EXTENDED TRUST CPD PROGRAMMES 31
Our Digital Champions The Mercian Trust is committed to a digital transformation that supports all schools in a new infrastructure to support cloud services and the use of Microsoft 365 to reduce staff workload and discover new efficiencies through collaboration, automation, innovation, and influence beyond school. With 2 years remaining of the Trust Strategic Plan, we aim to develop the understanding and skills to increase digital literacy throughout our teaching and administrative teams which will increase the effectiveness of digital teaching, learning, leading, and operating, promoting best practice through collaboration and professional learning communities. The team of ‘Digital Champions’ that exist in each school and across the trust will be given a platform to drive digital innovation within their own setting and share their experiences and impact with colleagues. Digital Champions are working in three domains to impact on our digital transformation: David Wright Director of Digital Development TRUST-WIDE FOCUS Transforming the way we teach, learn, lead and operate INDIVIDUAL SCHOOL FOCUS PERSONAL AND PROFESSIONAL DEVELOPMENT FOCUS DOMAIN DOMAIN DOMAIN 1 2 3
NAME SCHOOL ROLE Ahmed Hassan Q3 Academy Langley Leader of Learning for Computing Robert Magee Queen Mary's Grammar Teacher of Biology and HOY 7 Adam Richards Walsall Studio School Teacher of Mathematics William Lee Queen Mary's High School Teacher of Chemistry/Physics Bethany Weston Queen Mary's High School Teacher of Maths Abbie Lamond Shire Oak Academy Teaching and Learning Lead Rob Burlace Q3 Academy Great Barr Teacher of Science Martyn Curzey Aldridge School Teacher of Science Karnpreet Johal Q3 Academy Tipton Teacher of Science Katrina Creaser Trust Central Trust Finance Manager Nazia Brady Q3 Academy Langley PA to the SLT Team/Office Manager Angela Johnson Queen Mary's Grammar Data and Administration Manager Adam Virgo The Ladder School Learning Coach Luca New The Ladder School Learning Coach Elliott Lilley Queen Mary's High School Lab Technician Abbie Dukes Shire Oak Academy DDSL Nina Williams Q3 Academy Tipton Librarian Rachel Knight Aldridge School PA to the Headteacher 33
Facilitated by the Trust’s Director of Digital Development, David Wright, the MOS course provides colleagues with an opportunity to earn a Microsoft Office Specialist certification. Being certified as a Microsoft Office Specialist demonstrates you have the skills needed to get the most out of Microsoft Office. Earning MOS certification can help staff in an organisation increase their productivity and value by having better knowledge of today’s essential tools within Microsoft Office. MOS training and certification is recognised by industry and demanded by employers worldwide. After gaining MOS certification, learners get immediate access to a Digital Certificate and Transcript, as well as the MOS logo to add to their CVs. Likewise, staff will gain digital badges for their achievements. MOS certification will be achieved through an introductory session followed by independent learning and self-assessment which will lead into an agreed assessment date. You may Course Description Microsoft Office Specialist Certification (MOS) choose one or all of the options below: Autumn Term: PowerPoint Introduction Session: Thursday 28th September 4pm on Teams Independent Study: Friday 29th September – Wednesday 8th November Assessment Preparation: Thursday 9th November 4pm on Teams Independent Assessment Preparation: Friday 10th November – Sunday 3rd December Assessment: W/B Monday 4th December Sprint Term: Word Introduction Session: Thursday 11th January 4pm on Teams Independent study: Friday 12th January – Wednesday 21st February Assessment Preparation: Thursday 22nd February 4pm on Teams DIGITAL DEVELOPMENT PROGRAMMES
This programme is fully funded by The Mercian Trust, who will also cover associated assessment costs £ Cost £ Fully Funded Location/ mode of delivery Duration and Dates Online and face-to-face at The Mercian Trust Starts: September 2023 Ends: June 2024 How will I be assessed? The assessment will take the form of an online assessment which will last up to 60 minutes. Candidates are notified immediately of their results and given feedback. Who is this course suitable for? Anybody in The Mercian Trust who is interested in increasing their productivity and value by having better knowledge of today’s essential tools within Microsoft Office. How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Then, either click here or scan the QR code below to apply. Independent Assessment Preparation: Friday 23rd February – Sunday 17th March Assessment: W/B 18th March Summer Term: Excel Introduction Session: Thursday 11th April 4pm on Teams Independent Study: Friday 12th April – Wednesday 12th June Assessment Preparation: Thursday 13th June 4pm on Teams Independent Assessment Preparation: Friday 14th June – Sunday 7th July Assessment: W/B Monday 8th July 35
The Microsoft Certified Educator (MCE) certification validates that educators have the global educator technology literacy competencies needed to provide a rich, custom learning experience for students. Through this programme, facilitated by Director of Digital Development David Wright, you will examine the 21st century skills learners need for life and work. We will also access the 21st CLD Pathway on Microsoft Learn to understand how this resource can support colleagues in their journey to accreditation of being a Microsoft Certified Educator. In order to be successful in gaining this certification, participants will be expected to demonstrate that they are able to use technology to: • Facilitate student collaboration • Facilitate skilled communication • Facilitate self-regulation • Facilitate real-world problem-solving and Course Description Microsoft Certified Educator (MCE) innovation • Facilitate student use of Information and Communication Tools (ICT) • Use ICT to be an effective educator DIGITAL DEVELOPMENT PROGRAMMES How will I be assessed? In order to gain the Microsoft Certified Educator qualification, candidates will sit an online examination The examination lasts for 60 minutes and will give candidates an opportunity to apply Course Dates • Wednesday 20th September 4-5pm • Wednesday 22nd November 4-5pm • Wednesday 24th January 4-5pm • Wednesday 6th March 4-5pm • Wednesday 24th April 4-5pm • Wednesday 19th June 4-5pm
This programme is fully funded by The Mercian Trust, who will also cover assessment costs £ Cost £87 Location/ mode of delivery Duration and Dates Online and face-to-face at The Mercian Trust during allocated Trust CPD time September 2023 to June 2024 Who is this course suitable for? Teachers of any subject who wish to improve their knowledge of planning meaningful learning opportunities for the 21st century and staff who wish to gain certification for their work in developing digital teaching. How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Then either scan the QR code below or click here to register your interest for this course: This is an opportunity to acknowledge the changing landscape of the digital age and aims to prepare students with skills for their education and employment beyond our schools. It brings a focus to higher order thinking, creativity, collaboration and the use of technology in the learning process the 21st Century Learning design themes to case studies. 37
Are you an educator striving to find new ways to engage your students? If you’d like to connect with a global, professional learning community of other educators just like yourself who are constantly pushing the boundaries of what a classroom looks and feels like, we would love to have you as a part of our Microsoft Innovative Expert community! Microsoft supports a thriving community of passionate educators who are constantly learning, growing, and working together to change students’ lives and build a better world. The Microsoft Innovative Educator Expert (MIEE) program is a premier program created to recognise global educator visionaries like you. The programme consists of three online learning paths: 'Microsoft Educator academy', 'Master Microsoft Teams for any Learning Environment' and '21st Century Learning Design'. Course Description Microsoft Innovative Educator Expert (MIEE) As part of this programme, we will develop a digital community across our trust, sharing examples of good practice in how we teach, lead, learn and operate. As a community we will prepare applications for submission to Microsoft in June 2024 for the award of MIEE. There will be 5 community sessions through the year which will run on Microsoft Teams from 4.00-5.00pm. Each session will consist of a professional development opportunity and a collaboration event where participants share their digital experiences. Session 1: Thursday 5th October 4-5pm Session 2: Thursday 16th November 4-5pm Session 3: Thursday 18th January 4-5pm Session 4: Thursday 25th April 4-5pm Session 5: Thursday 23rd May 4-5pm DIGITAL DEVELOPMENT PROGRAMMES
This programme is fully funded by The Mercian Trust £ Cost £0 Location/ mode of delivery Duration and Dates Online and face-to-face at The Mercian Trust September 2023- May 2024 How will I be assessed? Through the support of the 5 community sessions, you will be ready to put forward an application to Microsoft to become a Microsoft Innovative Educator Expert and will have worked towards meeting the following critiera: 1. MIEEs have adopted 21st century teaching and learning, take risks, and strive to improve their pedagogy to integrate technology tools that improve student outcomes. 2. They model that failure is an opportunity to reflect and learn as well as resiliency. 3. They're seen as a leader in their school and school system and provide coaching/ mentoring to other teachers and support their growth. 4. They partner with principals and school leaders in whole school/system transformation. 5. They're comfortable presenting in front of other educators/leaders and sharing their stories of growth and learning. They see the MIEE community as a valuable Who is this course suitable for? Any teachers considering becoming a part of the Microsoft Innovative Expert Community and working towards becoming a Microsoft Innovative Educator Expert (MIEE) How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Then, click here or scan the QR code below to apply. Professional Learning Community that helps them continue to improve their own practice and give back to the teaching profession (MIE Experts get back what they put into the program). 39
The Early Career Framework has been developed by experienced school leaders and academics to ensure a high quality, supportive induction. The creators of the programme have carefully considered the demands already placed on early career teachers and developed a programme that will not add to their workload. Early Career Teachers are entitled to a funded 10% time away from classroom in their first year and 5% time away from classroom in their second year – the Early Career Framework has been designed to be completed entirely within this time-off timetable. Course Description Early Career Teacher Programme In Partnership with Best Practice Network What Early Career Teachers learn EARLY CAREER TEACHERS All of the Learn thats and Learn hows align with content from the Early Career Framework with sections on: • behaviour management • pedagogy • curriculum • assessment • professional behaviours Early Career teachers will also learn: -Classroom strategies to support pupil learning and wellbeing -The reflective capacity to evaluate their teaching In Summer 2023, The Mercian Trust became a Delivery Partner for Best Practice Network to deliver the Early Career Framework programme from Autumn 2023. Amongst the range of benefits this partnership brings, this means that we are able to capitalise on local and Trust expertise to enhance participant experience of the programme.
This programme is fully funded. Schools receive funding to support ECTs £ Cost £0 Location/ mode of delivery Duration and Dates Online and face-to-face at The Mercian Trust Starts: September 2023 Ends: June 2025 Who is this course suitable for? Teachers who have gained Qualified Teacher Status and have completed their initial teacher training. How to apply How Early Career Teachers learn The Early Career Framework uses a blended delivery model that takes advantage of a range of channels to deliver learning including: • Induction events at the start of each year to engage with early career teachers, outline expectations and facilitate the development of peer networks. With keynotes and workshops from leading practitioners • Face-to-face training hosted by the Trust with local expert facilitators • School visits to be agreed with ECT and Mentor, both within and beyond the Trust • Self-directed study allows for candidates to delve into ECF content most relevant to themselves when convenient • Mentor sessions with structured content and a safe space to reflect on progress Early Career Teachers do not need to apply for this course directly, school Induction Tutors will register participants with Best Practice Network and with the selected Appropriate Body (SIPs/Haybridge). 41
Being a mentor to an Early Career Teacher is a rewarding and a useful opportunity to consolidate your expertise as a teacher and supports mentors to keep abreast of researchinformed developments in the profession. The mentor role is key to successful teacher induction and as such mentors will receive access to high quality support, training and ECF materials. Funding will be provided to cover time-off timetable for Mentors who are being trained. This will total 36 hours over two years (10% time-off timetable in year 1 and 5% time-off timetable in year 2). It is up to the school to appoint a suitable mentor who should have the necessary skills and experience to successfully induct the early career teacher Course Description The Mentor role The qualities of a strong mentor might include strong interpersonal skills, indepth subject knowledge and a broad understanding of pedagogy. Mentors will be expected to: • Attend weekly structured mentoring sessions with early career teachers • Support, develop and challenge early career teachers • Support the wellbeing of early career teachers and support a healthy work/life balance. In Summer 2023, The Mercian Trust became a Delivery Partner for Best Practice Network to deliver the Early Career Framework programme, commencing Autumn 2023. Amongst the range of benefits this partnership brings, this means that we are able to capitalise on local and Trust expertise to enhance participant experience of the programme. BUILDING EXPERTISE PROGRAMMES Early Career Mentor Programme In Partnership with Best Practice Network
This programme is fully funded. Schools receive funding to support ECTs £ Cost £0 Location/ mode of delivery Duration and Dates Online and face-to-face at The Mercian Trust Starts: September 2023 Ends: June 2025 Who is this course suitable for? Anybody in The Mercian Trust who is interested in increasing their productivity and value by having better knowledge of today’s essential tools within Microsoft Office. How to apply How Early Career Mentors will learn Mentor training will commence with induction and pre-deployment training. Mentors will complete a skills audit, identifying gaps in knowledge, allowing busy Mentors to focus on specific activities and reading in the online self-study pre-deployment pack that covers: • Essential Learn that’s for new Mentors • An exploration of the role of the Mentor • The Mentor standards, skills/behaviours • An introduction to the ONSIDE and CEDAR models of coaching and support • Mentoring models, illustrating their use and impact Please speak to the Assistant Headteacher responsible for Staff Development/ the Headteacher for further details. 43
The Mercian Trust is an accredited CPD Partner for the Chartered College of Teaching for this qualification. The Certificate in Evidence-Informed Practice will support you to explore the principles of becoming evidence-informed; where to find trustworthy research and how to navigate its use. You will be introduced to some of the key education research evidence including how pupils learn, curriculum, feedback and its implications for practice. You will also have the opportunity to engage in learning related to some key areas of educational debate before submitting an assessment response on a debate of your choice. The course aims to: • increase teachers’ understanding of how to engage critically with education research to inform their teaching • develop teachers’ knowledge of evidenceinformed pedagogical approaches in order to increase the effectiveness of their practice. Course Description Certificate in EvidenceInformed Practice Our unique Trust offer includes a faceto-face induction event, regular coaching sessions to support you in contextualising your learning and a peer review activity to support you as you plan towards your educational debate assessment. The course is split into 3 parts. 1) Becoming evidence informed; locating research evidence; assessing claims; overcoming research bias; implementing ideas from research; educational myths and misinterpretations 2) Exploring key areas of research; How pupils think and learn; remembering and forgetting; pupil motivation; feedback; curriculum; effective teaching; teacher expertise; teacher retention; teacher evaluation; mentoring early career teachers; debating education BUILDING EXPERTISE PROGRAMMES
This programme is funded by individual schools and the Trust. £ Cost £99 + Membership Costs to the CCT Location/ mode of delivery Duration and Dates Online, self-paced and online/ face-to-face coaching sessions at The Mercian Trust Starts November 2023, lasts for 6 months. How will I be assessed? 3) Exploring debates in education; cognitive science; collaborative learning; using technology; instructional coaching for teacher development. Who is this course suitable for? Teachers, school leaders and others supporting teaching and teacher development (including school-based mentors and teacher educators) who are interested in working towards Chartered Status or interested in gaining this standalone qualification in improving their education research literacy. All participants must hold current membership of the Chartered College of Teaching (£3.96 per month for full membership). How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Click here or scan the QR code below: The final submission will consist of: • a written response to the chosen debate question (1,150 - 1,350 words) • a written response to one follow-up question (150 - 300 words) In order to support you as you prepare for your assessment, the cohort will undertake a peer review exercise and additional coaching. Upon completion of the written education debate assessment, participants are awarded the Certificate in Evidence-Informed Practice and 10 credits towards Chrtered Teacher Status. 45
Course Description Development of Teaching Practice Award BUILDING EXPERTISE PROGRAMMES In this course, you’ll explore the development of teacher expertise. You will identify a specific aspect of your teaching that you would like to develop, reflecting upon and evaluating your current practice before engaging in cycles of deliberate practice to refine your approaches and hone your expertise in your chosen area. At the end of the unit, you will reflect on your experience and share effective practice, submitting a Developing Teaching Portfolio for formal assessment. This course also includes free access to IRIS Connect software; a powerful professional development tool that enables you to record and reflect on your classroom practice. Over the course of the programme, you will: • Explore the evidence around the development of teacher expertise • Evaluate your teaching and choose a focus that is meaningful to you to refine or develop further • Demonstrate your expertise and share effective practice in the unit assessment • Focus on developing evidence-informed approaches that will make a difference to pupils within your context. Benefits to the course • Deepen your understanding of how you can use deliberate practice to refine and hone your expertise in an area of your choosing • Have greater autonomy over your professional learning and development as you implement and embed evidenceinformed pedagogical • approaches in your classroom • Free access to IRIS Connect software to record and reflect on your classroom practice • Be recognised for highly-effective evidence-informed teaching with a focus on ensuring the best possible outcomes for your pupilS
This programme is funded 50% by individual schools and 50% by the Trust. £ Cost £129 + Membership Costs to the CCT Location/ mode of delivery Duration and Dates Online, self-paced and online/ face-to-face coaching sessions at The Mercian Trust Starts December 2023 for 3-6 months. How will I be assessed? As part of this assessment, you will be required to engage with research and evidence around an area of classroom practice of your choosing, undertaking two cycles of deliberate practice in your classroom and seeking feedback from a colleague, coach or mentor in at least one of these deliberate practice cycles. Your submission will take the form of a Developing Teaching Portfolio, which must include: 1. A summary of key research, including rationale for deliberate practice (500 - 800 words) 2. An action plan for two cycles of deliberate practice (no word count) 3. Two deliberate practice reflections (500 - 800 words each) 4. A recorded video presentation (5-7 minutes in length) 5. Appendices (including evidence of feedback received). Who is this course suitable for? You must be a practising classroom teacher and member of the Chartered College of Teaching to undertake this assessment unit. This assessment unit is only available to individuals who are practising classroom teachers. Participants should complete the Certificate in Evidence-Informed Practice before undertaking this course. How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. You will need to nominate an in-school coach to support your in deliberate practice and the preparation of your Developing Teaching Portfolio. Then, click here to register your interest: 47
This course is designed to support staff to understand the role of the DSL/DDSL and equip you to apply to become part of our safeguarding teams within our Trust when they become available. The DSL is a role clearly prescribed by the DfE and helps schools safeguard our most vulnerable and at risk children. In order to gain the necessary understanding to eventually undertake a DSL course, this programme will support you in growing your understanding of the role of DSL and will help you to gain the knowledge necessary to consider this as a next step in your career. By the end of the course you will: • understand how national policy is reflected in safeguarding practice • gain an understanding of how to meet all of the requirements of the role and what further training will be beneficial to have a broad and balanced understanding of child protection and safeguarding. Course Description Aspiring to Designated Safeguarding Lead/ Deputy DSL This course includes free access to materials from Creative Education, Walsall and Sandwell Safeguarding Partnerships plus bespoke development sessions delivered by the Trust Director of Safeguarding, Seona Baker. Benefits to the course: This course is an introduction to the roles and responsibilities of a DSL/DDSL and what the requirements are in role and will support you in being well-prepared to express an interest in becoming a member of your school's safeguarding team. The course will help participants understand the links between key staff in school and how safeguarding plays a key role across all teams. Likewise, the course also demonstrates your interest in being recognised for supporting safeguarding as part of school improvement. BUILDING EXPERTISE PROGRAMMES
This programme is funded by individual schools and the Trust. £ Cost £0 Location/ mode of delivery Duration and Dates Online and face-to-face at Grace Payne Centre, Q3 Academy Great Barr One academic year, half termly meetings How will I be assessed? Who is this course suitable for? Any staff who are interested in gaining a greater understanding of the Designated Safeguarding Lead. This understanding would help colleagues to consider a future course as DSL/ DDSL. To become a Designated Safeguarding Lead you have to be on your schools Senior Leadership Team and have the authority to run safeguarding in school. Deputy Designated Safeguarding Leads can be from any staff group but the course must be agreed by your line manager and head teacher. How to apply To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Click here or scan the QR code below to apply. End of session training assessment for online modules, which certifies completion. Formative assessment planned throughout the course ( for example, using data, challenging safeguarding decisions by local partners, development tasks) 49
This course is suited to individuals who are looking to step into a school wellbeing/ mental health leadership role or individuals that hold that responsibility and wish to develop their expertise further. Audience Senior Mental Health Lead Training Cost £0 Fully-funded by Department for Education Location/ mode of delivery Online, live and ondemand Course Description £ Duration 8-20 hours Start date TBC You'll learn how to... · Lead mental health effectively across your setting · Create a culture that values mental health · Identify need and assess the impact of interventions · Provide targeted support and refer appropriately · Upskill staff and support their own mental wellbeing · Promote mental health throughout the curriculum · Enable student voice to have a strong impact on provision · Work closely with parents and carers The course includes self-directed learning from a vast library of resources as well as face to face or online group sessions with an expert wellbeing coach. You wll produce a school wellbeing audit; a school provision map and a project related to an aspect of wellbeing work in your How do I sign up? To apply for this course, you will need to seek approval from your Headteacher / Assistant Headteacher i/c staff development. We recommend that you discuss your suitability for this course with your line manager. Then scan the QR code below or click here to register your interest BUILDING EXPERTISE PROGRAMMES school – all beneficial to your personal leadership development and the better wellbeing provision in your setting.