Teaching for Success

Phil Dexter, Teacher Development Adviser

Providing the expertise to transform

teaching and learning in education systems

Education systems

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‘An education system is

only as good as its teachers’ McKinsey, 2007

https://mckinseyonsociety.com/how-the-worlds-best-performing-schools-come-out-on-top/

‘An education system is only

as good as its teaching’ Husbands, 2013

The professional development that makes the most

difference to teachers…The magnificent 7!

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…is concrete

and classroom-

based

…is

supported

by effective

school

leadership

…brings in

expertise from

outside the

school

…involves teachers in the

choice of areas to develop

and activities to undertake

…enables

teachers to

work

collaboratively

with peers

…provides

opportunities for

mentoring and

coaching

…is

sustained

over time

Source: What professional development makes the most difference to teachers | Catherine Walter and Jessica Briggs | March 2012

Access and engagement

in learning Access is related to learners being able to freely attend education regardless of their age, gender, ethnicity, ability, living context or health needs. Access therefore focuses mainly on policies and structures that enable learning

Engagement is about ensuring that what they experience when they do access education is relevant, meaningful, empowering, and beneficial

Engagement is therefore

focused on what teachers do,

what learners experience and how

this links to progress and achievement

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British Council CPD Framework

- 12 Professional practices

• Understanding learners

• Planning lessons and courses

• Managing the lesson

• Knowing the subject

• Managing resources

• Taking responsibility for your

professional development

• Assessing learning

• Using inclusive practices

• Integrating ICT

• Using multilingual approaches

• Promoting 21st century skills

• Understanding educational policies and

practices

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Using inclusive practices and the sustainable

development goals

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Recognising and valuing diversity among my learners in relation to

areas, which include:

• language background

• cognitive ability

• academic ability

• physical ability

• social background

• disability

• age

• behavioural differences

• gender

• race and ethnicity

• sexual orientation

• religion and belief

www.teachingenglish.org.uk 7

Special Educational Needs Access and Engagement =

effective learning

Speech & language

needs

Societal Factors:

family, trauma &

Displacement

Cognitive differences

Teaching for Success – teachers identifying their needs

- A focus on supporting teachers working in refugee

and displaced people contexts

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CPD: 4) Trauma and impact on learning and 5) Teacher development

Yasmine

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Ana

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I started teaching 2 years ago and I feel that I’ve still got a lot to

learn. There are refugees in my school and I’d like to understand

their learning needs better. I want to do all I can to ensure

they can achieve at school and I would like to share what I learn

with my colleagues

Ahmed

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The learners I work with have had little or no access to formal

school learning. Official currriculum and school plans

have little relevance for them. I need to learn how to support

them based on their actual needs – often coming from

traumatic experiences

Supporting learning needs – what teachers can

notice

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Executive Functioning challenges

Expressive and receptive

language – text based approaches

Concentration/Focus

Social interaction needs

Organisation of work/tasking

Fast and slow thinking

Working memory

Sequencing

Impact of trauma on learning

Supporting the needs of learners in

displaced contexts

• Celebrate diversity and find similarities

• Building empathy

• Telling our story - hearing others

• Social skills development

• Learning to learn skills - listening

• Overcoming teacher stress and own trauma

• Working with parents, carers, communities

• Working with creative arts - fun and play

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Resources www.teachingenglish.org.uk

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Thank you!

phil.dexter@britishcouncil.org