Staff Professional Development
At Woodside High School, we take staff development seriously, as it is fundamental in providing the students with the best possible education and the most equitable class room experience. Teach First and Newly Qualified Teachers (NQTs) along with all staff new to Woodside are provided with weekly training to develop excellence and ensure high standards.
Furthermore, all teachers participate in regular professional development through a programme of INSET days and Twilight training sessions throughout the year.
In March 2013 Woodside High School was privileged to be selected as a National Teaching School by the Department for Education. This was in recognition of our outstanding results and strong track record of training our staff. We formed a Teaching School Alliance with other local outstanding schools Alexandra Park School and Fortismere. The name given to our alliance of schools is the New River Teaching Alliance.
Through these programmes and other CPD, Woodside has trained and developed many outstanding teachers, lead practitioners, Middle Leaders and Senior Leaders in Haringey and beyond. Woodside believes in the importance of staff development, particularly as the profession faces the national challenge of teacher retention and recruitment.
Teacher Development Trust
Woodside is a partner with the Teacher Development Trust (TDT) and in 2016 conducted a robust audit of our CPD (Continued Professional Development) provision for staff. This included self review, staff survey and external audit and has indicated areas of strength as well as those for development. In response, we have refined our provision, improved CPD for support staff and are working hard to further development our coaching for excellence programme and our action-research CPD
Coaching For Excellence
Woodside is proud to offer all staff the opportunity to take part in professional coaching activities, providing teachers with the skills and strategies to deliver consistently outstanding lessons.Meetings on co-planning, co-observing and co-teaching are run by coaches. The focus is on high quality ongoing assessment (checking and consolidation of learning), high quality planning and high quality feedback to ensure progression in learning for all learners. Embedding coaching as a collaborative and empowering approach to teacher development is part of our School Development Plan.
It encourages me to think how I can deliver the skills and concepts that they need to learn and develop in the clearest most succinct manner and consider how I can be sure that the learners have understood them.
It has helped refine planning at the crucial stages of the lesson, such as the starter and move from receptive to productive; mid-lesson, AFL.
I now try to cover more ground in less time with faster timed activities and more innovation.