Dissecting the golden thread: How models can support participants regardless of the teacher development programme constraints
8 min read
KYLE BAILEY, HEAD OF TEACHING SCHOOL HUB, ARK TEACHING SCHOOL HUB, UK
ISABEL INSTONE, SECONDARY CURRICULUM LEAD, ARK TEACHER TRAINING, UK
LEANNE JHALLEY, EARLY CAREER FRAMEWORK LEAD, ARK TEACHING SCHOOL HUB, UK
NISHA KUMAR-CLARKE, NETWORK LEAD FOR PRIMARY PROFESSIONAL DEVELOPMENT, ARK, UK
Assessment can help facilitators and participants on programmes to make better decisions about what they know and what they don’t know. As teachers, we do this all the time with our students, using a combination of observations, working with students and reviewing student work.
At Ark Learning Institute, we run a range of teacher development programmes that span initial teacher training (ITT), the early career framework (ECF) (DfE, 2019), National Professional Qualifications (NPQ) and a wide range of Ark-designed development programmes to help our staff to keep learning.
We aim to utilise a range of approaches in diagnosing prior knowledge, uncovering misconceptions and, where appropri
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