LHU CPD Centre Booklet

LIVERPOOL HOPE UNIVERSITY CPD CENTRE

Faculty of Education Continuing Professional Development (CPD)

CONTENTS Welcome from the Head of CPD

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Accredited CPD Courses for Teaching Practitioners

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Special Educational Needs Coordination

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Postgraduate Certificate in Specific Learning Difficulties (Dyslexia)

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MA/MEd Leading in Education

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MA Leading for Educational Advantage

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MBA Educational Leadership

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CPD Short Courses

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Science Subject Leaders Course

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Researching Schools CPD Programme

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Leadership in Church Schools

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Training Courses for Governors

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Bespoke CPD

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Contact Us

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WELCOME I am delighted to introduce this brochure, which outlines Continuing Professional Development (CPD) opportunities facilitated by the Faculty of Education. Over the past several years, the Faculty has given significant attention to the development of CPD that is clearly aligned to current priorities and focused on the acquisition of subject-specific and professional skills and knowledge. What is clear already is that the kind of provision outlined in this brochure has attracted significant interest, as schools, governing bodies and headteachers consider ways to meet the needs of a changing environment and continue to ensure learning provision of the highest quality within their own schools or academy trusts.

With a history going back 175 years, Liverpool Hope University is well placed to work with the teaching professional. This includes supporting the development of school leaders, supporting school governors, as well as offering subject-specific courses such as the Science Subject Leaders course and the Mathematics Teacher Subject Specialism Course. As the only ecumenical university in Europe, Liverpool Hope also strives to ensure it is engaged with the Church School sector.

Should you decide to take part in one of these courses, I am sure you will find they are of the highest quality. In addition, if there are areas of CPD that are not represented in the University’s current provision, do feel free to contact the Head of CPD, who will be pleased to discuss the potential for further expansion.

The Revd Canon Professor Kenneth G C Newport, DPhil, DD (Oxon) Pro Vice-Chancellor (Academic) and Dean of Education The Faculty of Education offers an extensive range of high-quality Continuing Professional Development (CPD) opportunities for individuals and organisations working within the Education sector. All of our programmes are practice-based and impact driven in order to support high-quality teaching and learning and school improvement priorities.

Our CPD portfolio is continually updated to respond quickly to national and local initiatives and has been designed to be delivered in a flexible way. We offer a range of delivery patterns to suit school preferences including: • Conference days, twilights and weekend sessions delivered at our Hope Park Campus • Bespoke programmes/consultancy delivered at our Hope Park Campus or onsite training at your school • Fully accredited CPD modules and programmes of study at Masters level.

All CPD courses offered by Liverpool Hope University are based on inquiry and research into your practice and are designed to have a real and long-lasting practical impact on the teaching and learning in your school and on school improvement.

We are happy to visit you and discuss your requirements at your school.

Joanne Cross BA (Hons), ACIM, PGCE, MA Head of Continuing Professional Development (CPD) Continuing Professional Development | 3

ACCREDITED CPD COURSES FOR TEACHING PRACTITIONERS Liverpool Hope University offers a variety of 30 credit Masters level CPD modules, designed specifically for both early and more experienced practitioners to specialise in particular areas of interest. The modules can be taken as standalone CPD or can be used to build towards a full Masters award. Modules can also be taken as attendance only (without assessment or credits). Some of these 30 credit modules can also be combined to form 60 credit Postgraduate Certificates.

DEVELOPING PRACTICE FOR EARLY CAREER PRACTITIONERS Overview: This course supports the development of professional practice for early stage teachers. It is intended to help participants to acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners.

Suitable for: Newly Qualified Teachers (NQTs), Recently Qualified Teachers (RQTs).

VALUES AND EVIDENCE INFORMED: LEADERSHIP Overview: This module offers students the opportunity to engage in an in-depth, critical consideration of contemporary research linked to educational improvement.

Students’ exploration of this knowledgebase will be informed by a critical reflection on the role of values in shaping their views about the aims and ends of education while also considering how professional experience informs their preferred “ways of teaching”.

Suitable for: Teachers, leaders and professionals working within an educational setting.

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RESEARCH INFORMED: LEADERSHIP Overview: This module offers students the opportunity to gain systematic understanding of common research methods used in professional inquiry for the purposes of educational system improvement. Student exploration of this knowledge-base will be informed by a critical reflection on research methods with the intention of evaluating for implementation in cycles of educational improvement.

Suitable for: Teachers, leaders and professionals working within an educational setting.

RESEARCH INFORMED: PRACTICE IN ACTION Overview: This course provides an opportunity to undertake a professional development project within a school or other setting. This will support practising professionals in understanding the impact of research on practice, including how theory relates to practice, designing effective projects and evaluating impact.

Suitable for: Teachers, leaders and professionals working within an educational setting.

ASPIRING SUBJECT LEADERS Overview: This module will enable aspiring and new subject leaders to acquire the skills, knowledge and capabilities needed to lead sustainable improvement, whilst also giving participants the opportunity to critically analyse the challenges facing the subject area.

Suitable for: Aspiring and new subject leaders.

COACHING, MENTORING & TRAINING IN EDUCATION Overview: This course focuses on contemporary issues, debates and developing practice in the field of mentoring and coaching relevant to an educational setting.

Suitable for: Professionals in a coaching, mentoring and/or training role within an educational setting.

EDUCATION LEADERSHIP & MANAGEMENT I: PERSPECTIVES ON LEADERSHIP Overview: This module explores leadership, with a specific focus on leadership within different education organisations.

Suitable for: Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context.

EDUCATION LEADERSHIP & MANAGEMENT II: WORKING EFFECTIVELY WITH OTHERS Overview: This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others.

PROFESSIONAL QUALIFICATION FOR ASPIRING SCHOOL LEADERS (PQASL) Overview: The course will deliver accredited training that integrates school based Continuing Professional Development (CPD) and the principles and practice of school leadership, underpinned by research informed practice.

Suitable for: Aspiring, and newly appointed, middle or senior leaders within an educational context.

SOCIAL AND EMOTIONAL LEARNING DIMENSIONS: LEADERSHIP Overview: This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.

Suitable for: Professionals working in socially challenging school contexts.

POWER, POLICY AND POLITICS IN EDUCATIONAL LEADERSHIP Overview: This module examines three dimensions of educational leadership, taking cognisance of the experience of leaders in schools and their interpretation of education policy and how this impacts on leadership practice. Participants will explore the possibilities and limitations of acting upon policy, individually and collectively.

Suitable for: Teachers, leaders and professionals working within an educational setting.

Suitable for: Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context.

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SPECIAL EDUCATIONAL NEEDS (SEN) COORDINATION NATIONAL AWARD FOR SPECIAL EDUCATIONAL NEEDS (SEN) COORDINATION (POSTGRADUATE CERTIFICATE) Why do this course?

• Mandatory qualification that all newly qualified SENCos must achieve within three years of appointment.

• Meets the requirements of the SEN Code of Practice (2015 Section 6.86).

• Critically evaluate evidence about learning, teaching and assessment in relation to pupils with SEN. • Draw on external sources of support and expertise.

• Develop, implement, monitor and evaluate systems.

Aimed at Aspiring, Current, Assistant & Shadowing SENCos.

• Provides up-to-date knowledge support for experienced SENCos, showing a commitment to Continuing Professional Development.

• The two modules that make up the award each carry 30 Masters-level credits, which can be used towards a Masters in Education.

CONTENT

TESTIMONIALS

Module 1: Professional Knowledge and Understanding of the SENCo Role

In a survey of the first cohort of this course (2017/18), 100% of respondents felt that the course had improved their confidence in fulfilling their role as a SENCO or aspiring SENCO. Quotes from the survey include:

• The statutory and regulatory context for SEN and disability equality, and the implications for practice in your school/ work setting.

• The principles and practice of leadership in different contexts.

• How SEN and disabilities affect pupils’ participation and learning.

• Strategies for improving outcomes for pupils with SEN and/or disabilities..

Module 2: Leading and Coordinating SEND Provision • Work strategically with senior colleagues and governors.

• Lead, develop and, where necessary, challenge senior leaders, colleagues and governors.

”A good solid foundation of knowledge to support you in a difficult area of education” “The structure of the course was laid out clearly. The tutor was extremely supportive.”

“Meaningful support from the course tutor via email, Moodle, face to face tutorials and whole group sessions” “The course tutor is extremely knowledgeable about the subject and explains things in a clear and understandable way.”

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POSTGRADUATE CERTIFICATE IN SPECIFIC LEARNING DIFFICULTIES (DYSLEXIA) WHY DO THIS COURSE? • Develop the specialist knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexia.

• Be part of a specialist programme for professionals (this course is in the process of seeking accreditation by the BDA).

• Investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment.

• The two modules that make up the award each carry 30 Masters level credits, which can be used towards a Masters programme.

COURSE OVERVIEW Module 1: Identification, intervention and teaching (ATS/APS) • Developing understanding of the practice and principles involved in the identification and assessment of learners with SpLD (dyslexia).

• Critical reflection upon the role of Information Technology.

• Follow and individualise a teaching programme to meet individual learner needs.

• Evaluation of personal specialist practice.

Successful completion of module 1 will enable participants with Qualified Teacher Status (QTS) or Qualified Teacher Learning and Skills (QTLS) to apply to the British

Dyslexia Association (BDA) for Approved Teacher Status (ATS). Participants who do not hold QTS or QTLS status who successfully complete module 1 will be able to apply to the BDA for Approved Practitioner Status (APS).

Module 2: Psychometrics and diagnostic assessments (AMBDA) • The statutory and regulatory context for SpLD (dyslexia) and the implications for effective specialist teaching and assessment.

• Critical reflection upon the theory and practice of psychometrics.

• Identification of opportunities to increase inclusive approaches.

• Critical appraisal of teaching programmes and specialist practice.

• Develop an understanding of the social, emotional and community issues that may affect learners with SpLD (dyslexia).

Successful completion of module 2 will enable participants to apply to the British Dyslexia Association (BDA) for Associate Member of the British Dyslexia Association (AMBDA) status.

Please note: This course is in the process of seeking accreditation by the British Dyslexia Association (BDA) and will only run if accreditation is successful and sufficient numbers are recruited.

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MA/MEd LEADING IN EDUCATION COURSE OVERVIEW The MEd/MA Leading in Education is an innovative new programme that enables education leaders to carry out master’s level study which is clearly linked to developing professional leadership practice in an appropriate setting. It is designed to support you in your journey as educators and system leaders and to meet the increasing prioritisation of leadership training by the teaching profession.

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The programme will provide students with the opportunity to research and improve own educational leadership practice, by engaging with a range of specialist areas to an advanced academic level. This process is supported by the study of relevant education theory and literature, through modules designed to provide the skills and critical understanding necessary to build resilient, research literate, critical professionals who are able to develop effective informed leadership skills for a rapidly evolving educational landscape.

WHY DO THIS COURSE? • This programme offers participants an exciting opportunity to critically engage with educational practices, research and theory that is directly relevant to your own professional leadership practice, within a specific educational context.

• Draw on the knowledge and experience from your own context and link this to theory, research and policy.

• It will allow the opportunity to focus on areas of professional leadership interest within the field of education and related areas.

• It seeks to provide participants with increased professional knowledge of educational research and leadership practices.

CURRICULUM OVERVIEW Phase 1: Leadership and Management (60 Credits)

Phase 3: Research Informed Leadership (MEd Route) or Research Phase (MA route) (60 Credits) MEd Route - Research Informed Leadership (60 Credits): • Module 1: The Research Informed Leader (30 Credits) • Module 2: Research Informed Practice in Action (30 Credits) MA Route - Research Phase (60 Credits)

DELIVERY AND DURATION The provision is available on a part time basis and can be delivered in various modes, including evenings, and one and/or half day sessions spread throughout the year, some of which may take place at a weekend.

Duration Minimum 2 years, Maximum 6 years.

Delivery Location

• Module 1: Education Leadership and Management I: Perspectives on Leadership (30 Credits)

Liverpool Hope University, Hope Park, Liverpool L16 9JD or St Mary’s College, Blackburn BB1 8DX.

• Module 2: Education Leadership and Management II: Working Effectively with Others (30 Credits).

Additionally, alternative locations and delivery models will be considered if schools have a viable cohort.

Phase 2: Social and Emotional Leadership (60 Credits) • Module 1: Social and Emotional Learning Dimensions: Leadership (30 Credits) • Module 2: Values and Evidence Informed Leadership (30 Credits)

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MA LEADING FOR EDUCATIONAL ADVANTAGE COURSE OVERVIEW The new MA Leading for Educational Advantage is designed primarily for professionals working in schools within disadvantaged contexts or educational professionals working with disadvantaged children. It is designed to ensure leaders are equipped with the latest thinking, research and practice that takes account of challenges due to socio- economic circumstances.

There is a strong focus on close to practice research with an evidence-based emphasis throughout. The course will support educational professionals in a critical engagement with research and in critical reflection on their practice in order to better understand the social and cultural contexts 12 | Continuing Professional Development

that create notions of disadvantage and to consider ways in which schools can mitigate disadvantage and actively promote advantage.

The MA module structure takes account of the Multi Academy Trusts (MATs) and Teaching Schools Vision for providing the highest quality leadership, to facilitate exemplary teaching and learning which embraces the value of working with the families and communities which it serves.

The course is particularly well suited to those who have a responsibility for school improvement and who are responsible for narrowing gaps due to social and economic disadvantage. Participants will already have a responsibility for leading or are aspiring to a leadership role.

WHY DO THIS COURSE?

Phase 3: Research Phase (60 Credits)

• Designed specifically for leaders in education who work in areas of deprivation and high challenge.

• MA Route - Research Phase (60 Credits)

• Draw on the knowledge and experience from your own context and link this to theory, research and policy.

• The opportunity it provides to undertake an enquiry project in the setting in which you currently work related to a relevant area of educational improvement.

• Personalised pathways through adaptation of course materials to meet individual needs and progression according to experience, skills and expertise.

CURRICULUM OVERVIEW Phase 1: Social and Emotional Leadership (60 Credits)

DELIVERY AND DURATION The provision is available on a part time basis and can be delivered in various modes, including evenings, and one and/or half day sessions spread throughout the year, some of which may take place at a weekend.

Duration Minimum 2 years, Maximum 6 years.

Delivery Location Liverpool Hope University, Hope Park, Liverpool L16 9JD. Additionally, alternative locations and delivery models will be considered if schools have a viable cohort.

• Module 1: Social and Emotional Learning Dimensions: Leadership (30 Credits) • Module 2: Power, Politics and Policy in Educational Leadership (30 Credits).

Phase 2: Leadership and Management (60 Credits) • Module 1: Education Leadership and Management I: Perspectives on Leadership (30 Credits) • Module 2: Education Leadership and Management II: Working Effectively with Others (30 Credits)

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MBA EDUCATIONAL LEADERSHIP* COURSE OVERVIEW The MBA Educational Leadership is delivered through a partnership between the Business School and the Faculty of Education.

The overall aim of the MBA Educational Leadership is to enable participants, through the development of their management and leadership capabilities, to assist or direct organisations to become more effective and efficient in a rapidly changing, complex and global economy.

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working in education in the public, private and not-for-profit sectors in the UK and abroad and aims to maximise the potential of candidates who already have significant work experience and who have the capability and ambition to advance to the highest level.

The MBA Educational Leadership programme provides students with the opportunity to develop as a strategic thinker, a leader of learning and educational improvement, and a manager of resources, exploring important national and international debates in and around educational reform, leadership, teaching and learning.

WHY DO THIS COURSE?

Phase 3: Research Phase (60 Credits)

• Focus on changes and challenges with the education sector.

• Business Research Methods and Consultancy Project/Dissertation

• The opportunity to work with leaders and managers in preparation for current challenges and future environments.

DELIVERY AND DURATION

• Focus closely on your current role to enhance your capabilities, improve your existing practices, implement new initiatives and enhance your personal effectiveness.

• The teaching and skilled facilitation offered by a programme team with a long history of working with education and business leaders from a variety of contexts.

• Delivery for each 15 credit module/ topic will be on a part-time basis, via a 2 day intensive programme (Friday and Saturday).

• A dedicated Virtual Learning Environment (VLE) is an essential feature of the programme, including discussion forums.

• Tutorials may be accessed at a distance through email, telephone or Skype.

Duration

• The opportunity for networking and knowledge exchange.

• 12/15 Months (Full-Time)

• Intensive group study and masterclasses with leading practitioners and scholars.

Delivery Location

CURRICULUM OVERVIEW Phase 1: Business Strategy (60 Credits) • The Business Environment

• Up to 2 Years (Part-Time).

Hope Park, Liverpool or Birmingham. *The course is currently subject to validation by the University.

• Company Capabilities • The Customer • Competitive Positioning.

Phase 2: Educational Business Administration (60 Credits) • Critical Perspectives on Accountability and Evidence in Education • Business Economics • Leadership in Theory and Practice • Human Resources Management in Context

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CPD SHORT COURSES The Faculty of Education offers a wide range of half day or one day courses across the national curriculum.

These vary from year to year to reflect current themes and priorities within schools. Course delegates are awarded a Certificate of CPD. Areas of the curriculum covered include (but are not limited to): • Primary English • Primary Maths • Primary Science (see page 11 for details of our Science Subject Leaders Course) • Early Years Foundation Stage • Art • Behaviour Management • Mental Health • NQT Induction Tutor Training • SEN For more information on currently available courses, please visit www.hope.ac.uk/cpd/educationcpd/

TESTIMONIALS “One of the best pieces of class-based CPD I’ve been on for a while!”

(Primary English) “Fantastic, practical ideas we can implement in class that will directly impact children’s learning.”

(Primary Maths) “Excellent delivery, great explanations and experiences. Really approachable and lots of information.”

(Mental Health) “Really enjoyable training with endless possibilities to contribute to the children’s ongoing learning.”

(EYFS) “The range of texts on show and the depth of grammar modelled and fed into each of the books was brilliant.”

(Primary English) “Thank you – very informative.

Very clearly presented. Detailed and informative presentations. Well answered Q & A sessions.”

(NQT Induction Tutor Training) “Thank you for managing to condense a huge range of material into a manageable chunk!”

(Primary English) “Fantastic course, gave me lots of ideas I will take back to the classroom.”

(Primary Maths)

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SCIENCE SUBJECT LEADERS COURSE Are you enthused by highly motivated children working scientifically and developing their scientific understanding?

Do you have a passion and a commitment for teaching and leading science?

Do you have a strong desire to raise the profile of science in your school?

Do you have a role in leading science across the infant, junior or primary school?

If so, this Science Subject Leaders Course will provide you with the opportunity to: • Keep up-to-date with new initiatives in science education.

• Share ideas and good practice with other science subject leaders.

• Reflect on what is already going on in your school and find ways of moving your school forward.

CONTENT Drawing upon feedback from recent course participants, and in response to national priorities, the course has been designed to address a number of themes. Such themes will include: • Developing scientific subject knowledge in tricky areas of the curriculum, e.g.

Forces and simple machines, Evolution and inheritance

• Developing your expertise in such science pedagogical themes as; assessing children’s learning in science, a social constructivist view of learning, differentiation and progression, moderation and standardisation of children’s work in science.

• Developing your science subject leadership skills and knowledge, and with a particular focus upon themes such as preparing for school inspections, effective use of outdoor learning opportunities, preparing for Primary Science Quality Mark (PSQM).

• Practical activities for developing working scientifically.

Future content will be discussed in order to tailor the programme to the needs of the course participants.

DELIVERY Tim Griffiths Delivery by Tim Griffiths, Liverpool Hope University Senior Professional Tutor, Primary Science Curriculum Coordinator and Education Faculty STEM Lead, Primary Science Quality Mark (PSQM) Hub Leader, Fellow of the Higher Education Academy.

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RESEARCHING SCHOOLS CPD PROGRAMME PRACTITIONER ACTION RESEARCH FOR TEACHING ASSISTANTS

RESEARCH AMBASSADORS TRAINING PROGRAMME

This practical ‘hands-on’ programme has been designed specifically for Teaching Assistants who work in primary or secondary schools. It will be of interest to those who want to develop a toolkit of skills that will help enhance and improve their everyday practice.

The Research Ambassadors Training Programme has been designed specifically to identify, develop and support a research lead role within individual school contexts to enhance teaching and learning through the use of evidence-based practice.

The programme will offer Teaching Assistants the opportunity to think about how to develop their practice in a supportive environment. It will include strategies for reflective practice, and an introduction to action research. Each Teaching Assistant will be supported to carry out a mini-project in their own school context culminating in an informal reporting back session where feedback will be given and action plans can be made.

PRACTITIONER ACTION RESEARCH FOR TEACHERS The practitioner action research programme has been designed to offer a suite of three interrelated workshops for teachers and other education professionals.

The workshops are designed to be stimulating, enjoyable and highly practical introductions for teachers to design their own ‘publishable’ action research projects, develop their reflective practice and build a research culture in a school setting.

There will be plenty of opportunity to share experiences and ideas in a supportive and inclusive environment.

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This programme provides the opportunity to: • Develop your knowledge and understanding to support your school in making evidence informed decisions to improve school outcomes.

• Secure and deepen knowledge and understanding of evidence in education.

• Where to start? Learn how to create and establish a research culture within, and across, your school.

• Identify issues within own school contexts and turn them into robust action research studies.

• Develop and implement research strategies within your school and how to assess impact through the accessing and analysis of data.

• Develop your knowledge and understanding of ethical research practice.

• Learn how to disseminate action research in education within your school and externally, including journals and conferences.

As a trained Research Ambassador you will have access to a wealth of information and tools to guide school improvement through the realisation of a long-term vision for evidence engagement at all levels.

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LEADERSHIP IN CHURCH SCHOOLS (In collaboration with the five North West Dioceses) PROFESSIONAL QUALIFICATION FOR MIDDLE LEADERS IN CHURCH SCHOOLS The Professional Qualification for Middle Leaders in Church Schools is a five-day programme that has been specifically designed to support aspiring, and newly appointed, middle leaders working within a Christian school context. The programme will enable participants to explore and articulate their personal values and mission, have a better understanding of the distinctive mission and vision of Church of England schools and the role of middle leaders in these settings. It will provide participants with the opportunity to critically engage with leadership and management theories/research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices. Specifically, the programme will focus on: • Leading Distinctively • Leading People • Leading Teaching and Learning

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Aimed at Middle leaders working in primary schools, within a Christian context, and for those aspiring to/or recently appointed to Assistant or Deputy Headship.

Progression Participants may undertake further 30 Credit Masters level CPD modules or may progress onto our full MA/MEd in Professional Practice.

TESTIMONIALS “I have been inspired to lead and lead well in my school. Working alongside others has been fantastic and we have shared knowledge and experiences with one another. Thank you for what has been a thought-provoking and empowering opportunity.”

“Very impactful. I have wrestled with my practice through the different sessions. Head teacher appreciated the research carried out and is happy to use findings to support future policies.”

CERTIFICATE IN CHURCH SCHOOL STUDIES The Certificate in Church School Studies offers a professional blended learning programme to those undergoing teacher training to develop their knowledge, understanding and skills to enhance their preparation for their role and contribution within an Anglican school. The Certificate is offered alongside students’ main teacher training pathway via five hours of online engagement plus two face-to-face sessions.

The overall aim of this programme is to demonstrate attention to and provide opportunities for practical and theological reflection on the distinctiveness of Church of England schools. Trainees who successfully complete the programme will gain: • Knowledge and understanding of the distinctive identity and defining characteristics of Church of England schools.

• Insight into the relationship between values, vision, ethos and standards within an Anglican school.

• Skills in evaluating the nature, quality and impact of collective worship and religious education in Church of England schools.

• Ability to engage in constructive, critical questioning of the value of church schools and the key challenges they face.

• Awareness of the importance of reflective practice in an Anglican school context.

Successful completion will award the students with a Certificate of Completion.

TESTIMONIALS “I understand now having a deeper understanding of how collective worship impacts children. I feel comfortable with RE having better knowledge and desire to deliver collective worship.”

“I feel more confident and comfortable in working in a church school as well as being better equipped to teach RE and embrace a Christian ethos.”

“This course has developed my understanding of my role, and improved my knowledge and confidence of working in a church school.

I have really enjoyed having the time to think and reflect upon Religious Education and its purpose and value throughout the school.”

• Confidence in preparing for a role and contribution within an Anglican school.

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TRAINING COURSES FOR GOVERNORS Liverpool Hope offers Governor Training, which includes short courses in areas such as financial information and accountability.

CHURCH SCHOOL GOVERNANCE ONLINE TRAINING PROGRAMME The Hope Church School Governance Online Training Programme (CSGTP) is aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos, providing support for Governors and Trustees (Directors) committed to working on school improvement. The programme has been very specifically designed to raise awareness of the changing expectations of Governing Boards and meeting today’s challenges in the education sector, whilst still holding on to the mission and vision of a church school.

The programme has been developed by experts and professionals with a background in church school leadership, governance and inspection.

This is an online programme with interactive discussions between participants and tutors. Participants will be enrolled on an online module, with a minimum expected engagement of 12 hours (1 hour per week).

The module will be collaborative and interactive and each participant will have access to a personal tutor as well as the ability to share with and learn from a group of other members. A Reflective Journal will be submitted at the end of the module in order to receive a Certificate of Completion.

Key themes include the changing context, mission, vision and values, collaborative learning, decision-making and accountability.

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TESTIMONIALS “I thoroughly enjoyed the breadth of material which kept me engaged and improved the learning outcomes. A very well thought out programme to cater for all intellects and styles of learning.”

“Very enjoyable and insightful course.

Accurate details and opportunity for further reading clearly signposted.”

“The course made me fully aware of my obligations as a foundation governor.

It has encouraged me to find out more about the school and my fellow governors. I do feel more confident to make considered challenges and have a much clearer idea of the way forward.”

“This has helped me to ensure that all Governors have a clear understanding that we are a school of faith even if they don’t particularly have a strong belief system and that Christian values underpin everything that we do.”

100% of respondents to the survey for the online pilot module in 2017/18 would recommend this course to others.

CASE STUDY John Thornhill, Chair at All Saints Kirkby and Savio Salesian College Bootle and National Leader of Governance.

To what extent do you feel your knowledge of Church School Governance has been enhanced?

Can you give a little background information about yourself and why you chose to take this online module?

Significantly. I have gained much from the experience which has given me a sharper understanding of governance in a faith school and the need to underpin everything we do within the teachings of Christ and the gospels. I have realised that any development should be set in this context so that we give all our pupils a clear appreciation of how to behave in a dignified and considerate manner respecting every one as a child of God.

I have been involved in education since I left University as a teacher, inspector, Ofsted Inspector and Governor and now as a National Leader of Governance. I joined the module to broaden my background and understanding of the role of Chair in a faith school. I also wanted to ensure that the Governing Board was supporting the faith ethos of the school in every aspect by standing back from the ‘day to day’ work of the Governors and returning to first principles to refresh my approach to the role.

What did you personally enjoy the most about this course?

The challenge to many aspects of the role which I might have taken for granted. The opportunity to examine a wide range of relevant issues such as leadership styles and the impact they have on those around us. I so often take much for granted and I needed to think more constructively ‘outside the box’ to allow me to reflect on my role and improve my contribution to the Board.

In what ways will your school benefit from you having taken this course?

I hope the school will benefit from a renewed and refreshed approach to my philosophy of Christian values and education. I hope I will bring a broader approach to the ethos for the school ensuring that such values are at the centre of and drive all developments and plans. In one school we will shift the emphasis for supporting those pupils who need it away for such segregation or ‘referral’ to a programme that encourages them to reflect, recognise and rehabilitate themselves giving them ownership of their development.

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BESPOKE CPD We offer a wide range of bespoke CPD which can be delivered at your school or college. You may wish to invite teachers from other schools and colleges to join you.

BENEFITS • Courses are designed to meet your specific aims and requirements.

Areas covered can include (but are not limited to): • Research informed practice

• They enable local schools and colleges to collaborate.

• Leadership

• Travel and other expenses can be minimised.

• Subject knowledge

• Participants benefit from access to Liverpool Hope University resources.

• You can choose dates and times which are convenient for you.

• Courses represent a cost-effective method of content delivery to larger numbers of staff.

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• NQT & RQT development • Professional qualifications

CONTACT US The Liverpool Hope University CPD Centre Liverpool Hope University, Hope Park, Liverpool L16 9JD T: 0151 291 3061/3834/3093 E: cpd@hope.ac.uk www.hope.ac.uk/cpd/education

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FACULTY OF EDUCATION CONTINUING PROFESSIONAL DEVELOPMENT (CPD) www.hope.ac.uk/cpd/education