CPD and Leadership

CPD and Leadership

Our Approach

“Specialist Practitioners in Behaviour Management and Special Educational Needs”

The Aspire Learning Alliance will focus on supporting schools with behaviour management and Special Educational Needs and, as such, our Alliance will provide specialist and bespoke support that will also complement the school improvement activity provided by the other Teaching Schools. The values and principles of Aspire, and our partners, will influence the way in which we will work with schools on school improvement.

Relationships are at the heart of our practice and our focus is on finding ways to motivate and engage, how to work flexibly and creatively; our ethos is one of life long learning. We will use these values when working with schools on how to change behaviour and attitudes and our starting point will be to develop and co-create packages of support in consultation with the referring school.
 

NQTs

We contribute to the Induction Programmes run by the other Teaching Schools and by the Astra Learning Alliance and Cygnus teaching School Alliance SCITTs; as such, we offer two-day ‘taster’ observation visits to Aspire Alternative Provision.

In addition, we run twilight training programmes for NQTs and ITTs on behaviour management and SEND.
 

Behaviour Management

Our aims for the NQT Behaviour management training are:

  • To provide an introduction to behaviour management for all new trainee teachers
  • To provide an opportunity to work with practitioners, with an emphasis on practising behaviour management strategies (through discussion, role play and media clip
  • To provide an opportunity for reflection, with a ‘safe’ place to explore alternative strategies and interventions which could have been used with specific incidents or in specific circumstances
  • Access to continuous email support and follow-up
  • Training is combined with visits to specialist settings and observation of expert practitioners
  • To create sustainability and a network of support within the school system.

 

Additional Offer

Teacher trainees will be offered an opportunity to visit Aspire and to observe and reflect on behaviour management strategies deployed by subject and support staff.
 

SEND

Our aims for the NQT SEND training are:

  • To provide an introduction to SEND for all new trainee teachers
  • To provide an opportunity to work with practitioners, with an emphasis on teaching and learning strategies for students with SEND
  • To provide an opportunity for reflection, with a ‘safe’ place to explore alternative strategies and interventions which could have been used in specific circumstances
  • Access to continuous email support and follow-up
  • Training is combined with visits to specialist settings and observation of expert practitioners
  • To create sustainability and a network of support within the school system.

Additional Offer

Teacher trainees will be offered an opportunity to visit special school settings and to observe and reflect on SEND strategies deployed by subject and support staff.

 

Middle/Senior Management Training

As with all CPD, Aspire Learning Alliance recognises that any training must be tailored to the needs and context of the school. For this reason, any behaviour management training will be co-designed with the school or with a group of schools.
 

Packages

The Behaviour for Learning Programme

Suitable for Pastoral Staff

Cost £40 per delegate per session 

 

Week The Behaviour for Learning Programme Covers the Following: 
1 The legislative and local context
2 Behaviour for learning
3 Dealing with difficult people and situations
4 Conflict resolution
5 Restorative Justice (a taster)
Colleagues will be asked to keep an ongoing record of challenging incidents regarding behaviour management and there will be guided discussion and reflection on lessons leant, additional or alternative approaches or intervention.

 

Restorative Practice in Schools

Suitable for all staff

Cost £1,500 for 6 - 10 delegates for all 7 sessions

 

Week An Overview
1 Introduction to RJ philosophy, skills and principles
2 Restorative enquiry
3 Dealing with challenging situations 1:1
4 Mediating others' conflicts
5 Facilitating a restorative conference
6 Skills practice
7 Implementing a restorative approach in your school

 

In addition, Aspire Learning Alliance runs Train the Trainer Programmes for behaviour leads and SENCOs.

 

Behaviour Leads – Middle or Senior Leaders - Train the Trainer Programme

Our aims for the Behaviour Train the Trainer programme are:

  • To provide training for pastoral leads in the leadership of behaviour management.
  • To apply the training to a review of own school’s behaviour management systems, policies and processes, incorporating action research into this focused work.
  • To use the training and experience as an opportunity to apply to become an Specialist Leader in Education and SEN.
  • To create capacity within the school system
  • To create sustainability within school system.
  • A behaviour audit is part of this programme

 

SENCOs

Train the Trainer Programme - SEND

Our aims for the SEN Train the Trainer programme are:

  • To provide training in inclusive SEND practices for SENCOs in the leadership of SEND. (Special School SLEs will be used to deliver training on Teaching and Learning and Interventions)
  • To apply the training to a review of own school’s SEND systems, policies and processes, incorporating action research into this focused work.
  • To use the training and experience as an opportunity to apply to become an SLE in SEND.
  • To create capacity within the school system.
  • To create sustainability and inclusion within school system.
  • An SEN audit is part of this programme

 

Senior Leadership Support

As with all CPD, Aspire Learning Alliance recognises that any training must be tailored to the needs and context of the school. For this reason, any leadership support will be co-designed with the school.  Leadership training delivered by Aspire Learning Alliance focuses on the psychological and neurological factors underpinning behaviour, and works from the premise that understanding our own motivations and ‘triggers’ is as important as understanding the motivation and ‘triggers’ for staff and students.  
 

Contact

For further details, contact Julia Tompkins at jtompkins4@bucksgfl.org.uk