This 29 slide presentation introduces staff to restorative practice and highlights the impact it can have on behaviour and culture. The presentations takes core themes from ‘When Adults Change Everything Changes’ by Paul Dix and ‘Getting the Buggers to Behave’ by Sue Cowley. The focus of the presentation is to ensure staff understand how restorative practice can improve relationships and empower them to deal with behaviour more effectively. The 29 slide presentation discusses the following: Empower Staff Consistency ‘Picking up your own tab’ Challenging students Restorative meetings (why have one, what to ask, how and when to have one, etc.) Involving parents Summary Please also visit my TES Assembly Store where over 100 assemblies are available on a huge range of topics. LIMITED TIME OFFER If you purchase this resource and leave a 5-star review, you receive any £3 assembly from my store FREE!! Leave a review and email Lee_Sullivan@hotmail.co.uk with your review confirmation and choice of assembly.

Looking for an in-tray task to support the recruitment process for an assistant or deputy headteacher? This task requires the candidate to order and prioritise a set of communication tasks and provide a suggested response with any further actions needed. They would need to demonstrate their ability to delegate, manage time, work under pressure and meet deadlines. This fully editable resource is useful for those recruiting for an assistant headteacher or deputy headteacher position, as well as those applying as a candidate for the role to help prepare for the interview. Included are 6 different tasks, with template information including space for candidates to add their response to each piece of communication and their intended next steps. You may also find this task useful to support coaching and mentoring conversations with staff members who need support in prioritisation. Looking for more interview tasks, take a look at our other options or interview task bundle. Visit our website to find more Honeyguide SLS. Disclaimer: This resource is intended solely for informational purposes and should not be interpreted as professional advice. The information provided herein is not tailored to your specific circumstances therefore we can not guarantee the completeness, accuracy or appropriateness of the information presented. Any reliance you place on the information provided is strictly at your own risk.

A PowerPoint complete with interactive tasks and activities to guide teachers to reflect on their use of questioning in the classroom. The CPD session can also be used for practitioners carry out independent CPD. The PowerPoint draws upon the latest academic research and educational thought to inspire teachers to become more effective in their questioning so that id rives the progress of children. A series of interactive activities are used throughout to enable staff to consider, discuss, and debate how to design and use questions. Educators learn about the difference between closed and open questioning and why effective questioning is needed in the classroom. The session also includes true/false statements about what makes good questioning, as well as how to sequence, scaffold, and plan for questions. The session includes an opportunity to rethink and challenge what they know about questioning, with the opportunity to review an open question of their choice when creating a plan that challenges them to consider the many factors and prerequisites of knowledge and skill needed before posing questions. Such as: -Where does this question fit in the curriculum and specification? -What key knowledge is linked to this question? -What prior learning needs to be recalled to be able to answer this question? -What abstract concepts students need to understand -What skills are needed to answer this question? -What subject specific vocabulary & keywords do pupils need to know and would I expect in answer to this question? -What possible misconceptions pupils could give to my question? -What would a top and bottom level answer to my question look like? Packed with useful and practical tips that will empower and up-skill educators to pose and ask questions in their classroom that drive progress. Suitable for all teachers, and perfect for ECT’s. All resources included using Word document Guidance notes for the facilitator included in the PowerPoint. Further reading and links on final slide included Resources in this download include: -Question cards -True/False Statements for card sort -Pose and Plan Pyramids -Question Planning Sheet PPT and resources must not be redistributed or sold Can be shared with staff within your school and setting Not for resale Check terms and conditions of Tes.co.uk including Copyright laws.

Ideal for intensive, expert CPD sessions on literacy and oracy across the curriculum for trainees, ECTs, and experienced members of staff! What is literacy? What is oracy? Links to the teaching standards The importance of reading and literacy What does the research say? EEF findings Tiers 1-3 vocabulary and explicitly vocabulary teaching Modelling and scaffolding literacy (with examples) What does Alex Quigley say? The importance of oracy Using Talking Points and explicit oracy strategies Personal inquiry classroom intervention results and impact

Looking for an in-tray task to support the recruitment process for an assistant or deputy headteacher? This presentation task requires the candidate to deliver a short presentation to a small panel based on a pre-determined topic or theme. They would need to demonstrate their ability to communicate, present, answer questions and respond to challenge as well as share their views in a well-considered manner. Additionally, the candidate would be required to engage the audience and demonstrate how their views match the school’s vision. This fully editable resource is useful for those recruiting for an assistant headteacher or deputy headteacher position, as well as those applying as a candidate for the role to help prepare for the interview. Included in this resource is an evaluation sheet to be used by the panel to support panel discussions when appointing a candidate to the role. Looking for more interview tasks, take a look at our other options or interview task bundle. Visit our website to find more Honeyguide SLS. Disclaimer: This resource is intended solely for informational purposes and should not be interpreted as professional advice. The information provided herein is not tailored to your specific circumstances therefore we can not guarantee the completeness, accuracy or appropriateness of the information presented. Any reliance you place on the information provided is strictly at your own risk.

Cover letter and supporting statement example, taken from a successful application for the role of Special Educational Needs and Disabilities Coordinator (SENDCo / SENCo) including links to experience and expertise. Happy to help further :) Good luck!

Attached are two CPD sessions based around retrieval practice that I used to launch retrieval practice across our school. The first session discusses the theory of memory, based on the principles outlined in ‘Make Learning Stick’ and ‘Why dont students like school?’, including the forgetting curve, the difference between working memory/ long term memory and cognitive load theory. The second session discusses the main principles of retrieval practice based on Rosenshine and recent publications. The session also provides a range of examples of different retrieval activities. I have included the templates for these activities for you to share as well. Both sessions went down extremely well with staff, and helped develop retrieval practice on a whole school level. The resources could easily be adapted for a departmental level and also sharing with older students. Let me know if you have any questions. Thank you.

Rather than differentiation, many schools are thinking more in terms of scaffolding in the current climate. The attached documents include: a ppt used for CPD a guidance document containing a range of strategies that can be used to scaffold work for children.

An engaging and detailed staff CPD session on explicit vocabulary instruction - this lasts between one hour and 90 minutes depending on whether departments are given time at the end to consider their tier 2 and tier 3 vocabulary words. I delivered this in my role as Literacy Coordinator and was told by the headteacher that it was the best internal CPD that he had seen delivered. This session covers: Why you need a whole-school approach to vocabulary The Matthew Effect Tier 1, 2 and 3 words and what this means. Approaches to vocabulary instruction - morphology, etymology and the Frayer model. Modelled examples of how to teach new vocabulary. Advice for further reading. Please note that I have provided some suggestions in the notes section of the slides about how to guide discussion. Similar Resources * Staff CPD on Whole-School Reading Strategies * A bundle of whole-school literacy resources including this CPD, CPD on Reading Strategies and resources for implementing a Word Root of the Week in your school. Leave a review and choose any other resource of up to the same value for free from the LikeAnExpert shop.

Use this Teaching Assistant (TA) skills audit as part of your appraisal and performance management process, or to identify training needs. This is also helpful for TAs to use to identify progression and next steps. For more resources, visit out website Honeyguide SLS. Our Skills Audit Bundle includes this and audits for a variety of other roles. Available on our website Honeyguide-SLS.uk Disclaimer: This resource is intended solely for informational purposes and should not be interpreted as professional advice. The information provided herein is not tailored to your specific circumstances therefore we can not guarantee the completeness, accuracy or appropriateness of the information presented. Any reliance you place on the information provided is strictly at your own risk.

These comprehensive checklists have been created to aid school leaders when performing learning walks with a particular focus e.g. questioning, differentiation, etc. Clearly structured and organised, they present a central idea surrounded by a breakdown of a number of its key components. For the user, this layout provides a simple reference list of each of the desirable skills, categorised appropriately. The checklists also provide an alternative to regular feedback methods, which often focus too heavily on the standard or ‘judgement’, as opposed to being a developmental tool. Alternatively, these are really handy for teachers looking to develop their practice in the key teaching areas listed below. Included in the pack are checklists for: -Questioning -Differentiation -Utilising Resources (including support staff) -Engagement -Building Literacy Skills -Planning and Expectations -Building Learning Power -A blank template for you to design your own based upon your own focus Note: The checklists offer a range of desirable strategies that teachers should look to implement over time - it would be damaging to expect teachers to utilise each of these strategies in every lesson! Many Thanks

This CPD session offers an engaging and original approach to introducing or revisiting effective questioning. Grounded in educational research, this CPD session is interactive, well-structured, and has been successfully tried and tested. The aim of the CPD session is to develop the knowledge, skills, and strategies needed in order to utilise questioning even more effectively in lessons, and it achieves this by embarking upon the following learning journey: 1. Fully understanding the various reasons for questioning; 2. Gaining familiarity with the different types of effective questions (linking to Bloom's and higher/lower cognitive questioning); 3. Gaining an awareness of the most appropriate questions for different situations, topics, and students; 4. Identifying the commonly agreed strategies in educational research for effective questioning; 5, Planning effective questioning into our own teaching. Included in this pack are: Full PowerPoint presentation, a video for analysis, resources for CPD activities, a Bloom's helpsheet, instructions and guidance for trainers/ presenters. All images and videos are licensed for commercial use, and are cited on the final slide.

An engaging and detailed staff CPD session on whole-school reading strategies that lasts one hour. This session covers: Why you need a whole-school approach to reading. The Matthew Effect Tier 1, 2 and 3 words and what this means. Orthography and background of English spelling Five strategies for struggling readers that can be used across subjects. Time for staff to consolidate their learning and discuss how they will apply what they have learned to their subject and upcoming units. Please note that I have provided some suggestions in the notes section of the slides about how to guide discussion as well as the answers to some questions. Similar Resources * A Whole-School Approach to Explicit Vocabulary Staff CPD * A bundle of whole-school literacy resources including this CPD, CPD on Reading Strategies and resources for implementing a Word Root of the Week in your school. Leave a review and choose any other resource of up to the same value for free from the LikeAnExpert shop.

A CPD presentation that introduces the strategies of: presenting new information in small steps modelling scaffolding This presentation is aimed at re-introducing teachers to these important elements of Rosenshine’s principles of instruction and includes some examples of how this may look in the classroom.

This 26 slide presentation challenges staff to reflect on their current and future practice with research driven training. The focus of the presentation is to ensure the Most able students make the desired progress. The presentation uses information, video and reflective and forward thinking tasks to embed key content. The 26 slide presentation discusses the following: Progress 8 - New measure Barriers to Learning The Pygmalion Effect Aim to the top and scaffold down Meta-cognition Classroom tips with examples What could you use in your lesson? discussion Summary Please also visit my TES Assembly Store where over 100 assemblies are available on a huge range of topics. LIMITED TIME OFFER If you purchase this resource and leave a 5-star review, you receive any £3 assembly from my store FREE!! Leave a review and email Lee_Sullivan@hotmail.co.uk with your review confirmation and choice of assembly.

EPQ / Extended Project whole course. 19 lessons to prepare students to conduct their Project Research including exemplars, concise guidance and activities. Year calendar for students and supervisors Handbooks for students Supervisor role Taster lesson and resources Summer preparation. Structure for EPQ projects. Originally created for the Edexcel specification but applicable to AQA.

This is a compiled list of websites and resources which are useful for reading to help improve student vocabulary and to ‘close the vocabulary gap’. These are not my websites - I have simply compiled a useful lists for professional developed purposes. Please check out my page: https://www.facebook.com/teachcoach/

A lesson I've delivered to a range of years that explains techniques and the science behind why we revise. Can be delivered as a standalone, or dipped in and out of at the end of lessons. There's some very interesting educational psychology theories touched on in this, I'd recommend looking into them for some CPD ideas Some sections have been pinched from a wonderful revision techniques handout you can find here https://www.tes.com/teaching-resource/revision-techniques-6334049

18 ideas for marking, feedback and DIRT #FeedbackNOTmarking Clearly presented and ready for a CPD session. Lots of ideas to improve feedback and reduce time spent marking.

A draft policy proposal document. School specific but enough ideas, guidance and resources to be used by most secondary schools.