Many teachers are expected to set their professional learning goals or inquiry questions on their own or with little support from their leaders. This often results in teachers ‘playing it safe’ and not significantly progressing their teaching capability.
When a leader is active in supporting the development of teachers’ learning foci, challenging and appropriate learning goals are set and the supports needed to achieve them are identified. This results in greater professional learning and better outcomes for children.
This webinar provides a clear and easy to implement framework for having conversations in which appropriately challenging goals or inquiry questions are established.
Presented by Barbara Watson (PhD)
PhD; MEdAdmin; BEd (ECE); Dip.Tchg (Primary)
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About the Webinar Presenter
Barbara Watson (PhD) PhD; MEdAdmin; BEd (ECE); Dip.Tchg (Primary)
Barbara is a qualified early childhood and primary teacher and has owned and managed early childhood centres. Having worked as part of the EC Professional Support team at the Faculty of Education for 7 years, she has strong links with The University of Auckland.
While in this role Barbara facilitated a variety of workshops and programmes for a wide range of ECE services and also lectured on a number of ECE papers.
Barbara has a passion for supporting teachers to make effective links between theory and practice. Her Masters thesis focused on leadership and adult education and her PhD investigated how induction and mentoring programmes are enacted in education and care services. Barbara works with centre leaders as a mentor, coach and external appraiser.
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This article is about PICKY eating or FUSSY eating or CHALLENGING eating or AVOIDANT eating and all similar words used to refer to struggles of feeding young children. Note: I prefer the term avoidant which I find more respectful towards the child, so I’ll use it for the rest of the article.
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