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Oxford Brookes University
Westminster Institute of Education
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WIE Home / Research / Consultancy and Development Services / Professional Development and Training

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Seminars, Short Courses
and Conferences

Linked MA and Doctoral Research Opportunities

CPD Forum

Partners

 

Westminster Institute of Education,
Harcourt Hill Campus,
Oxford OX2 9AT

wioe@brookes.ac.uk
+44 (0)1865 488600

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Professional Development and Training

The Institute offers a programme of flexible short and longer courses, customised programmes, many of which can also be accredited. CPD and training can be offered in-house, at venues around the country or at the Institute’s campus.

Professional Development and Training

The Institute offers Professional Development and Training in key educational and curriculum areas and for all staff through:

  • short courses, seminars and conferences

  • longer term programmes of professional development

  • in-service training

  • presentations, workshops and keynotes

  • coaching programmes and coaching training for middle and senior leaders.

These can be run locally or at an Oxford Brookes University campus.

 

Case studies:

  • The Institute was contracted by the DfES to design and deliver the national training programme for Gifted and Talented Co-ordinators in Excellence in Cities areas

  • Colleagues in Science Education were commissioned to develop materials and a professional development programme to support the teaching of able young scientists

  • Colleagues ran staff development in schools on creative learning as part of a whole school improvement and raising achievement programme

  • The Institute’s staff with Early Years expertise run annual training for Early Years Practitioners at the request of the local Children’s Services

  • A national programme on teaching able and gifted youngsters in vocational subjects was designed and delivered as part of the ‘Aimhigher’ initiative


‘Academically the presentation was superb, providing an injection of current, intelligent and provocative thinking in education. Furthermore, it was excitingly open-ended, inviting contributions of criticism and personal experience from a group of students with a rich variety of educational and cultural backgrounds.’

Practising Teacher

   
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