National Catholic Education Commission’s Post

We had a training session for our teachers at Bambino Preschool. Conducted By: Miss Lely Tobing, School Principal The training aimed to provide a comprehensive overview of teachers roles, responsibilities, and expectations. We delved into areas such as the Teacher’s Manual, term planning, school policies, parent engagement, and student learning objectives. Key components of the Teacher’s Manual: 1. School Philosophy, Mission, and Vision 2. Curriculum and Syllabus 3. Assessment Methods 4. Classroom Management 5. School Policies and Procedures 6. Professional Development Opportunities The importance of the Teacher's Manual - For new teachers: To provide a clear understanding of our expectations and procedures. - For experienced teachers: To serve as a refresher and update on any changes. - To ensure every teacher meets the high standard of care that Bambino sets out to meet.

Every moment in an early childhood setting holds the potential for learning, exploration, and but sadly also the occasional bump or scrape. For early childhood educators, navigating this dynamic environment requires more than just keeping an eye out – it demands active supervision. Active supervision goes beyond passive observation. It’s a proactive approach that blends vigilance, engagement, and intentionality to ensure children’s safety, well-being, and development. Why is it so important? Find out by reading below... https://lnkd.in/g3j7kdJ3 For further learning, consider a short eLearning course in Active Supervision for Early Childhood Professionals. >Find out more: https://lnkd.in/gCGz2Tsy

There’s a gap between how schools perceive their safety measures and how teachers experience them. Only 33% of educators feel that their school highly prioritizes staff safety, even though 77% believe safety is essential for staff retention. This disconnect between perception and reality can have real consequences—when teachers don’t feel safe, they can’t focus on teaching, and students lose out on valuable instructional time. It’s time to close the gap and ensure safety is a priority for everyone in the school community. #SafetyFirst #CloseTheGap #EducatorSafety #SafeSchools

One of the ways I work with schools is in improving teacher wellbeing.

Has your classroom ever experienced safety disruptions? How do these incidents affect your students’ ability to learn and stay focused? Safety isn’t just about physical well-being—it’s about creating an environment where students can focus on learning without fear. Every year, students lose an average of nine school days due to safety-related disruptions. These interruptions don’t just take away valuable instructional time; they also affect student confidence, concentration, and academic success. Safe schools foster a stable, focused learning environment, where students can thrive both academically and emotionally. Let’s make every school day count by prioritizing safety. #StudentLearning #SafeClassrooms #InstructionalTime #EducationMatters

There’s a gap between how schools perceive their safety measures and how teachers experience them. Only 33% of educators feel that their school highly prioritizes staff safety, even though 77% believe safety is essential for staff retention. This disconnect between perception and reality can have real consequences—when teachers don’t feel safe, they can’t focus on teaching, and students lose out on valuable instructional time. It’s time to close the gap and ensure safety is a priority for everyone in the school community. #SafetyFirst #CloseTheGap #EducatorSafety #SafeSchools

Reflective Practices at various stages in Education Here is something I put together for a module I completed on reflective practices in education. It summarises reflective practices at various stages and areas of education into a visual table. This table could be used to guide, or create a check-list for educators, in implementing tailored reflective strategies that cater to individual and collaborative learning needs, promoting continuous improvement and adaptive teaching practices. Stages: Pre-Teaching or Assessing Prior Learning, In the Moment (In Action), Looking Backwards (On Action), and Looking Forward (On Action for Future Planning). Areas: Teacher Reflections (Personal), Collaborative Reflections (Group or Institution), and Learner Reflections (In the classroom).

If you're planning for teacher training- please consider. You probably have WAY less time than is ideal- particularly if you're onboarding more than a handful of new teachers. It's common for schools/orgs to use a LOT of training real-estate to prepare teachers to execute one-off orientations / first days of school lessons, etc... When deciding how much time the content of a session or meeting deserves, ask yourself: Will learning/practicing/planning for this make my staff STRONGER at doing their CORE job- delivering great instruction and creating welcoming and motivating classrooms- every single day of the year? If the answer is NO, look for ways to REDUCE the amount of time needed to get this information across, or to execute the plans well. Simplify. Re-use. Cut it short. Rely on veterans or other staff who've already done it. Reduce the number of staff who need to deliver via communal orientation experiences over single classroom ones. The bottom line: Do whatever you can to use this precious summer PD time (likely more than 50% of all of your PD time for the year) to DEVELOP EXCELLENT TEACHERS. You won't regret it.

Pedagogy is crucial in early childhood education as it encompasses effective teaching approaches, understanding of child development, and the creation of supportive learning environments. It ensures that educational practices are developmentally appropriate and tailored to meet the diverse needs of young learners, fostering their growth, development, and lifelong learning skills.

I've been privileged to lead a truly collaborative staff in deepening their pedagogy in adaptive teaching. With so many different teaching benchmarks and assessment criteria, the question was set of how we could have clear and consistent expectations in order to truly adapt our teaching for all? After an initial CPD session on the current SEND picture, I delegated different ages and milestones to the teaching teams. I began by providing an example and how to gather the information before the magic happened. A comprehensive teaching and assessment document to aid planning. We took the benchmarks and criteria from The Engagement Model, Early Learning Goals, National Curriculum, Pre Key Stage Standards, end of KS1 and KS2 Teaching assessment Frameworks and the Lancashire Pivats (Performance Indicators for Valued Assessment and Targeted Learning) and matched them in one comprehensive yet clear document. This has enabled staff to signpost learning to equivalent resources in order to provide adaptive and personalised learning for all. Below is an example of The Engagement Model to Year 2- the staff document maps learning opportunities from The Engagement Model to Year 6.