Robert Powell
Trading as Robert Powell Training
Online Enquiry

Consultancy on teaching, learning and assessment

Robert Powell has worked with hundreds of schools and colleges from all phases and sectors, and while most of those contracts have involved him leading whole-staff inset days, an increasing number of leadership teams are requesting personalised programmes of support. These include:
Examples of the above consultancy include:

1: Preparing for inspection. Morning of inset with whole staff outlining the ideas and issues followed by departmental/team meetings agreeing priorities for development to be incorporated in the development plan.

2: Responding to inspection. Whole-staff inset focusing on key issues from inspection followed by department/team meetings working on chosen developments with support from Robert joining the teams.

3: Responding to internal monitoring. Coaching sessions with identified teams or individuals. This will normally involve observation of a lesson followed by feedback and then the joint planning and then observation of another lesson which incorporates the suggested improvements.

4: Responding to internal monitoring with focus on good to outstanding. As in 3, above.

5: Follow-up to inset day. The focus can be chosen by teams or directed by SLT. Teams spend the day working on the integration of selected ideas/techniques into real units of work. Robert acts as a consultant, supporting, challenging and prompting.

6 and 7: Principles-led policies. A wide range of schools and colleges have worked with Robert in agreeing principles for teaching, learning and assessment and then providing inset or twilight time for teams to plan together to show how they will ensure that each of the principles are met. Some have gone further and are devoting the majority of the inset time to team workshops where all members agree a wide range of strategies designed to meet the published principles. These are then published in a departmental/team/year handbook or manual of outstanding practice. The process of developing the handbook is at the heart of this approach – the sharing of ideas and techniques during the team discussions is pure staff development. The end product, the handbook, is a statement of team ethics – e.g. “this is the Mathematics Department” and a wonderful staff development resource when, for example, new members join the team.
  1. Preparing for an inspection, with a focus on teaching, learning and assessment.
  2. Responding to an inspection where aspects of teaching, learning and assessment were identified as in need of development.
  3. Responding to internal monitoring which has identified weaknesses in aspects of teaching, learning and assessment with teams or individuals.
  4. Responding to internal monitoring which has identified good practice which needs to be upped to outstanding.
  5. Following up an inset day with departmental workshops turning the ideas from the inset into real practice.
  6. Following up an inset which highlighted the importance of principles-led policies (see section on marking and feedback) by agreeing and developing a school or college set of principles.
  7. Developing with teams handbooks of outstanding practice which show how whole-school or whole-college principles are being met by that team.
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