Gillian is particularly experienced in the delivery of effective training sessions for both managers and teachers within the FE sector to ensure educational effectiveness and the delivery of high-quality education. Gillian seeks to ensure training sessions generate real discussion and debate, and give practitioners an opportunity to take valuable time out to think and reflect on their current practice, and discuss the real issues which they find problematic at times within their working lives. Talking and sharing ideas supports practitioners to identify their own solutions with actions they genuinely want to take forward to ensure improvements in their practice.
With a background in the delivery of teacher training programmes and workforce development, she is recognised as an expert in the field of teacher development and improvement.
Workshop sessions can be facilitated in all areas of effective classroom practice, curriculum design and implementation, and the tracking of learner progress over time to ensure positive outcomes for all learners.
Getting Ready for the new Education Inspection Framework (2019) – it is important that we are all ready for the introduction of the new framework which has a very different focus and approach to that which we have been familiar. Practitioners will need to hone their knowledge and skills around effective curriculum design (intent) and delivery (implementation). The new framework has been underpinned by research underlying the key judgement areas in the EIF. This includes a review of international educational effectiveness, curriculum, teacher well-being and managing challenging behaviour and effective teaching. So what is the research telling us about effective delivery of quality education? Is it time to review your pedagogical knowledge to ensure the delivery of high quality learning experiences and to deliver a content rich curriculum?
Undertaking effective and productive lesson visits – The focus and nature of lesson visits is changing. What is the purpose of your internal observation procedures? What is it that you want to achieve from them? Do they have the desired impact? How do we maximise these opportunities to improve classroom practice and the impact on learning and leaner progress?
Ofsted inspection readiness. What are the truths and myths about inspection? How do we break down the jargon of inspection to know what is expected of us? How can we prepare staff to do well, and to keep their cool at inspection and do their organisation justice? Teachers particularly can get very stressed by the pressure of observations during inspection, how can we help teachers to remain calm, do what they do best and perform well at inspection?
Mentoring and Coaching training, including coaching to support the improvement and development of teacher practice in the classroom. Coaching in the classroom to improve teacher practice is a proven methodology for success. Teachers value the input of their peers (the coach) and the reflection on video evidence which can be used to see their lesson from the eyes of their students. This is very powerful and can help teachers to identify changes which can improve the impact they have on their learners and learning. Teachers find this approach very refreshing and uplifting. it is also non-threatening.
Apprenticeship delivery support – Training for the effective delivery of high quality Apprenticeship provision. Whether you are a new or existing apprenticeship provider it is worth taking stock of the quality of your current practice and ensuring that these match the requirements of high quality provision. The bar has been raised substantially over recent years. We have seen the introduction of the new apprenticeship standards and Ofsted are keen to ensure that all apprenticeship provision provides high quality training which develops substantial new knowledge, skills and behaviours. It is now essential that providers work in synergy with employers to ensure a bespoke and valuable training experience for all new apprentices. Does your provision measure up? Is your provision good enough to meet all the new stringent demands of high quality apprenticeship provision?
Adult and Community Learning – Recording Learner Progress over time – with a focus on learner progress over time, how do we effectively record learner progress and evidence the development of new knowledge, skills and behaviours over time. How do we ensure that this process is valuable to our learners and helps to motivate them in their learning, rather than become a laborious administrative task with little meaning to our learners? Whether it be RARPA or Individual Learning Plans or apprenticeship learner reviews, some simple principles apply in ensuring that this practice is useful and has impact on the quality of the learners journey. It is good to these questions and also explore how assessment for learning practices when used well, can greatly enhance the process.
Safeguarding and PREVENT Training. Making this simple and achievable. How do we get learners to engage with these subjects to ensure that they are able to keep safe and feel safe. What does effective safeguarding look like? Feel like? How doe we ensure that all learners are knowledgeable about the risks in modern day Britain and keep themselves safe at all times. What are the numerous risks that our young people face in modern Britain today? How do organisations not only promote equality and diversity but also provide a truly inclusive environment for learning where learners feel safe and secure and thus thrive in their learning?