Start timeSaturday 8 June, 14:00
End timeSaturday 8 June, 15:00
This talk will focus on the ways in which an institution can move towards a negotiated Teacher Development programme by supporting bottom up teacher development. We will primarily focus on a number of key ‘nudge points’ necessary to try to create a school culture where refection, goal setting, and independent learning are supported.
The first of these is a focus on Mentoring both in terms of Early Career Development, and also the creation of Teacher Development Pathways as part of the development of more experienced teachers.
Secondly, we will look at the development of a clear cycle of goal setting and assessment of success through reflection encouraged by a curriculum designed to support such a focus. The move away from a ‘knowledge led’ curriculum towards a focus on ‘behaviours’ and the assessment of success in these behaviours can help to reorientate the assessment of success in the class.
Thirdly, there will be a focus on the role of Action Research, Supported Experiments, Knowledge Share sessions, and Professional Development Groups in helping teacher development become continuous.
About Chris Farrell
Chris Farrell is the Head of Teacher Development with the Centre of English Studies Group in Ireland and the UK and is also the Head of the CELTA Centre in Dublin. He has an MA and a Cambridge DELTA and he regularly represents CES and EAQUALS at international events and conferences.
He is a committee member with IATEFL TDSIG and with EAP in Ireland, as well as being the Chair of the English UK Teacher Development Advisory Group. He is the founder and project coordinator for the Irish Research Scheme for Teaching and former co-editor of the EAQUALS Member Blog. He regularly lectures with the ALC in University College Dublin.