CPD knowledge networks- Lambeth and Kosovo_113

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CPD learning networks: Lambeth and Kosovo
Networks are a formidable course to develop professionally, but while an network connects with another then actually powerful vocational learning can occur. This is what happened when our Lambeth-based network linked up with Kosovo.The Norwood Achievement PartnershipThe Norwood Achievement Partnership (NAP) was set up in 2001 for a network of 7 schools Norwood School and 6 of its feeder primary schools working together among one pedagogy movement area and with a ration devolved through the regional legislature. The aims of the partnership were to raise accomplishment and promote inclusion.As a preceptor, I started working with NAP from the starting. Although my lawful role was to attempt aid to additional teachers from our seven schools in their classrooms (ahead of just in the area of literacy), it was in truth extra important to be one diplomat because the idea of working together. In 2001, some of the schools namely base themselves in partnership understood just about approximately each other. That term I bought a bicycle, and my memory of those early months namely prevailed by the time spent aboard it, pedalling through London traffic going from 1 school to different and back to our small office,[link widoczny dla zalogowanych], narrating entire the parts of our network about one variant and each others work.This network of schools in south London soon became a network of teachers and headteachers, hungry to develop and share their professional learning. We set up peer-observation visits among schools and among periods of education. Headteachers volunteered their staff to be above our nice practice register so namely teachers could learn from one another further their own educate; and network groups on subjects such for IT, provision for awarded and talented students alternatively expedited learning were hosted by teachers from another schools and key stages.A correlate cross EuropeIt has always been assured professional development, however we probably wouldnt have predicted that we would finally be sharing and enriching this learning with the network of Save the Childrens schools manipulating on the other side of Europe. Nevertheless, in the summer term of final session a group of six of our NAP teachers visited partner schools in Kosovo for a professional learning visit funded along the British Council.Primary schools in Kosovo are for babies elderly seven to 15 and the kindergartens are for pupils up to old seven. The schools we visited were comprised in Save the Children projects to enhance inclusion of children with special needs and Roma children, and bilingual and multicultural education to qualify children of another ethnic groups to share one education something which is currently not common practice in Kosovos segregated schools.The levels of learning were enormously different, yet what united the teachers who took portion was the sense of creature one network of schools learning from another.Professional learningThis learning occurred for us during a four-day visit to Kosovo in April. The education system there ahead of may seem so exotic; basic schools with 2,000 pupils elderly five to 15 heeding school in shifts that continue until early nightfall for of the lack of school areas. However, some issues were versed how best to collaborate with parents, or how to make a success of multiculturalism; and multi-faith or multi-lingual education that really is by the tearing edge, in every sense. Kosovos ethnic tensions are still very apparent and the wounds left from the campaign that emulated the demise of the former Yugoslavia are still quite fresh fall butme.The Save the Children Mozaik agenda, which we looked in action in three schools, is a high-quality reach to bilingual and multicultural education which we have never had the opportunity to experience in the UK. Children from 2 detach ethnic groups (eg Serbian and Albanian) are in mutual classes,[link widoczny dla zalogowanych], taught at 2 educators one from each ethnic group. The 2 teachers talk to the children in their own mommy tongue from the very beginning,[link widoczny dla zalogowanych], so the children have an experience similar to that of growing up in a bilingual home. It is an approach that has enormous relevance to the locations in which we instruct in Lambeth, where so many languages are spoken, and we really felt we academic from it.In other schools we visited, which did no have the Mozaik system, we realised that one of the best ways to be convinced of the power and the prerequisite of multicultural education is to cost period in a segregated system, where some of the attitudes and behaviours tin be very fearful.Of lesson, during our visit we also learned an colossal sum almost everyday life in Kosovo, and our learning has been supplemented by exchanges of letters, photographs and drawings among our children. This is a meaningful person geography lesson for our pupils and for us.We are hoping that the Kosovan teachers ambition come and visit us in our schools next theoretical year, and have been putting together a agenda for them. Weve attempted to nail the things which we do differently from them in the study-room and which they might ascertain benefit in attempting, but the dare is to establish a programme which does not depend on interactive whiteboards, or even electricity. It has taken us behind to the basics of education as well as putting us all in the role of mentors for a short time, which is a fashionable role fall butme in our group.The visit seemed to give all of us a fashionable proud in our network, as well as a new humility, given the contrast with the conditions that our similarities in other networks and other classrooms are working in. It gave us the accident to listen other networks talking about ways they communicate and share, and inspired us with the sense that our own network tin work even beyond,[link widoczny dla zalogowanych], to more amusing places, when we are nailed up with another.Elizabeth Gowing, Norwood Achievement Partnership
The exclusionThe head teacher wrote to the parents of R and F telling them that neither R nor F could come back to school, but that they would be given help in completing their course at home. He should, of course, have told the parents immediately, ideally by telephone followed by a letter, of their right to make representations to the governing body.

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