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CPD programme

Due to the coronavirus outbreak and our decision to allow schools to concentrate on their core functions, all ELEYSP professional development programmes will be postponed from March 16th 2020 until further notice.

We will be touch with participants about upcoming dates once we are able to reschedule.

Please contact eastlondonpartnership@gmail.com for further details.

 

Read through our CPD brochure here.  Printable copies are also available of our Early Years Programmes and Leadership Programmes

Book online: Click here to access our online booking form

Book via email: download a booking form here and return to eastlondonpartnership@gmail.com

 

DfE Equality and Diversity funded programme, Inspiring Women, in partnership with WomenEd, currently booking with limited places remaining!

There are 14 places for women with some leadership responsibility working in nursery, primary, secondary or special schools whcih will be allocated on a first come first served basis and provided the applicant has some leadership responsibility in their current role.

Click here for flyer and application form, to return to eastlondonpartnership@gmail.com by Friday 11th October 2019. Please contact Kate Fallan, kate.fallan@kaizen.newham.sch.uk if you have any further queries.

 

 

Pedagogical innovation and leadership in the early years

This report presents the findings of an independent evaluation study by the UCL Institute of Education of our “Outstanding Early Years Teaching” programme, and the participants’ experience of professional learning.

The researchers found that “Significantly, the findings showed evidence of participants’ applying their learning to changing and informing their settings’ practices, and for some, how this has resulted in initiating and leading change in key aspects of practice. Five key themes emerged: pedagogical tools to promote and extend children’s learning, shared and purposeful learning, reflective practice, twitter and virtual learning as an enabler and inhibitor, and perceived impact on practice and leadership. The findings highlighted the agency that was exercised by several practitioners in their development of pedagogical strategies to improve their practice and interactions with the children. Overall, participants were positive about the learning they had gained from being on the programme and appeared to benefit from the impact it had on their practice. The study provided strong evidence for sustaining and potentially scaling up of the early years teaching programme as a model of professional development and learning for nursery and preschool practitioners.” Read on [PDF]

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