MasterclassES
Monthly Masterclass Series
Our monthly Masterclass Series brings together educators and leaders from across the CBI network for focused, practical learning.
Each session dives into a key topic, offering fresh insights, real-world strategies, and opportunities to connect with peers. Whether you're looking to deepen your practice or spark new ideas, our masterclasses are designed to support continuous growth, one conversation at a time.
Upcoming Masterclasses:
MArch
From "Activities to Conceptual Understanding: The Leadership Moves that Make the Difference
Moving from a Concept-Based unit on paper to Concept-Based learning in practice.
07:30 AM UTC
24 March, 2026
Presented by Rachel French
A 60-minute masterclass for school leaders, curriculum coordinators, and instructional coaches.
If your school has begun implementing Concept-Based or inquiry learning, but depth is inconsistent, this session will give you the leadership lens needed to move the work forward.
January Masterclass
Your invitation to join ALL of our monthly Concept-Based masterclasses
Join us for our free monthly masterclass series to learn all about the latest research on Concept-Based Inquiry and how to integrate it into your school or classroom.
Pre-register for every Professional Learning International masterclass by submitting your details here.
Fill out the form below to pre-register for ALL of our monthly Concept-Based masterclasses.
Transforming education starts with you.
Are you:
Struggling to find balance between mandated phonics instruction and rich, engaging literacy experiences children genuinely connect with?
Concerned that Structured Literacy dominates the day while storytelling, play, and authentic language experiences are pushed aside?
Noticing children appear disengaged, their eyes wander and their little bodies are restless and you're left wondering what that’s telling you about your literacy approach?
Join us to discover:
Why relying on narrow interpretations of “what works” limits literacy practice, and what the broader evidence-based research actually tells us.
How examining a wider body of research helps counter the justification used for one-sided literacy methodologies
Why learning to read and learning to write are deeply interconnected and should not be taught in isolation
Why disengagement is a signal to rethink pedagogy
Meet your Presenter
Jo Fahey
Dr Jo Fahey has over 35 years’ experience as a teacher, researcher, curriculum writer, and professional learning leader around the world. Her work spans early childhood settings, schools, universities, and large-scale professional learning.
A former curriculum developer for the International Baccalaureate Primary Years Programme, Jo’s doctoral research led to the publication of Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding (IB, 2012).
Dr Jo Fahey is deeply committed to upholding children’s rights to learn in ways that honour their development in the early years. A strong advocate for play-based learning, Jo believes that children learn most powerfully when literacy is embedded in meaningful, engaging, and playful experiences.
She understands the significant pressure many early childhood educators face to teach reading and writing in highly prescriptive ways, often in conflict with their professional beliefs, values, and instincts.
Jo advocates for a balanced middle ground, drawing on research and practice, she challenges the current overemphasis on decontextualised phonics. She highlights how such approaches can be detrimental for many children when disconnected from meaning, context, and authentic literacy experiences.
Meet your Presenter
Jo Fahey
Dr Jo Fahey has over 35 years’ experience as a teacher, researcher, curriculum writer, and professional learning leader around the world. Her work spans early childhood settings, schools, universities, and large-scale professional learning.
A former curriculum developer for the International Baccalaureate Primary Years Programme, Jo’s doctoral research led to the publication of Ways to Learn Through Inquiry: Guiding Children to Deeper Understanding (IB, 2012).
Dr Jo Fahey is deeply committed to upholding children’s rights to learn in ways that honour their development in the early years. A strong advocate for play-based learning, Jo believes that children learn most powerfully when literacy is embedded in meaningful, engaging, and playful experiences.
She understands the significant pressure many early childhood educators face to teach reading and writing in highly prescriptive ways, often in conflict with their professional beliefs, values, and instincts.
Jo advocates for a balanced middle ground, drawing on research and practice, she challenges the current overemphasis on decontextualised phonics. She highlights how such approaches can be detrimental for many children when disconnected from meaning, context, and authentic literacy experiences.
Reclaim balance.
Reclaim meaning.
Reclaim professional confidence.
Children deserve learning experiences that are systematic yet flexible, structured yet meaningful, and grounded in evidence.
This Masterclass will help you find the middle ground, one that supports strong literacy outcomes as well as nurturing children’s motivation, agency, and love of learning.