Download our FREE smartphone app today!
Our Development Programmes - Staff
On this page you'll find an overview of the personal and professional development opportunities available to staff at Harris Academy Rainham.
If you have any questions please feel free to contact Gabriel Alamu email@example.com
The Harris Diploma in Teaching and Leadership
The Harris Diploma in Teaching and Leadership (HDTL) is an opportunity to bring high quality leadership development, training and resources to new and relatively new education leaders. It is for anyone with leadership responsibility who hasn’t previously undertaken formal leadership development.
HDTL is a 12-15 month Level 3 apprenticeship programme based on the Team Leader/Supervisor Standard ST0384. It is tailored to fit the needs of leadership within schools, delivered in partnership with The Opportunity Group.
Each subject leader develops their own staff within their department, following these guiding principles.
- Subject leaders are commissioned to lead and be responsible for the development of subject expertise of staff in their subject specialist areas.
- Teacher development must include expanding expertise in the subject and supporting effective pedagogy. Subject leaders are expected to grow this learning environment and hunger for development within their departments.
- Subject leaders must develop relationships with external expert organisations relevant to their field. This is crucial to ensuring the continuous development of teachers' expertise within the department.
- Subject leaders should ensure teacher practice is grounded in a cyclic performance of action, evaluation and reflection.
- Subject leaders should ensure the exposure to research-informed practice underpins pedagogical development in departments.
Teachers have their own guiding principles that govern their development.
- Domain-specific knowledge and expertise is the necessary foundation for teacher improvement.
- Teacher exposure and engagement with informed practice and pedagogy is key to developing experts.
- Teachers must understand the science of learning and the components that make up this body of pedagogical knowledge.
- Teachers should be familiar with researched-informed practice considering their use and appropriateness for their area of expertise.
- Teachers are expected to foster and provide a challenging atmosphere and environment for themselves and our students.
Theory Applied Practice (TAP) workshops
As teachers, we should be continually updating our knowledge to ensure our students acquire knowledge. We provide training focused on three domains:
- Cognitive knowledge
- Subject knowledge
- Pedagocial knowledge.
We provide training in the form of workshops, departmental discussions and reading and expect that all teachers have secure knowledge on the following evidence-based research practices within cognitive science:
- The science of learning
- The cognitive load theory
- Dual coding
- Practice: retrieval practice; spaced practice; interleaving; elaboration
Staff should also ensure their delivery of subject content is challenging and of high quality by having excellent knowledge of:
- The most important substantive and disciplinary knowledge in their domain
- The misconceptions that students may have and how to challenge them
- Good pedagogy and understanding of classroom delivery
- The differences in learning and the retention of knowledge between novices and experts
Our research-based workshops are linked to supportive texts and current literature. Click HERE to see an example of our workshops.
We also offer a reading pack which supports the development of our TAP workshops. We expect all teacher to actively engage with the literature and participate in departmental discussions about its implications for the classroom.
‘Teachers with greater content knowledge have higher levels of pedagogical content knowledge, which itself leads to great attention to cognitive activation in their teaching’. Baumert (2010)
The Good to Great Programme
This programme is intended for consistently good teachers who have the potential and capacity to develop into expert teachers and leaders beyond the classroom.
The programme will examine the latest evidence-based research about effective learning and how this can be used to inform classroom practice. Teachers on this programme will have the opportunity to engage with current literature, carry out a academy-focused project and deliver training. It will also look at how leaders in the classroom can influence the quality of teaching and learning across the academy by conducting learning walks, identifying areas of development and providing radically candid and constructive feedback to teachers at all levels.