Building a Culture of Professionalism A Local Authority Perspective 28 May 2009 David Cameron  Director : Children’s Servi...
What are the changes of which we speak? <ul><li>The changing world - technology, globalism, uncertainty </li></ul><ul><li>...
The Opportunities <ul><li>Curriculum for Excellence </li></ul><ul><li>The National Agreement </li></ul><ul><li>The changin...
The Four Capacities <ul><li>Successful Learners </li></ul><ul><li>Confident Individuals </li></ul><ul><li>Responsible  Cit...
The National Agreement <ul><li>The central role that teachers play in the quality and effectiveness of learning in school ...
Essential conditions for effective classrooms <ul><li>Authentic relationships- the quality of openness of relationships wi...
<ul><li>Reflection on teaching- the capacity of the individual teacher to reflect on their own practice and suggestions fr...
Schools can….. <ul><li>Provide a better, more effective learning experience for all pupils </li></ul><ul><li>Look at their...
As teachers we need to….. <ul><li>Keep learning and honing skills. </li></ul><ul><li>Raise aspirations and expectations – ...
Therefore <ul><li>Professionalism needs to be recognised, encouraged and developed  </li></ul><ul><li>Leadership has to be...
Leadership or responsibility? <ul><li>Is this the confusion? </li></ul><ul><li>Have we talked about dispersing leadership ...
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'Building a culture of Professionalism: a local authority perspective.' (National Education Conference, 28 May 2009)

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'Building a Culture of Professionalism: A Local Authority Perspective.' Association of Directors of Education (ADES)
, Workshop 12, GTC Scotland National Education Conference, 28 May 2009.

The workshop will allow those attending to consider the changing nature of professionalism in the light of Curriculum for Excellence and consider how that might best be addressed. It will look, in particular, at the work that has been done through the LNCT in Stirling leading to an agreement around an extended version of Annexe B of the National Agreement and will give them the chance to consider and discuss the usefulness and relevance that this might have in their own context.

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'Building a culture of Professionalism: a local authority perspective.' (National Education Conference, 28 May 2009)

  1. 1. Building a Culture of Professionalism A Local Authority Perspective 28 May 2009 David Cameron Director : Children’s Services Stirling Council
  2. 2. What are the changes of which we speak? <ul><li>The changing world - technology, globalism, uncertainty </li></ul><ul><li>The changing context - policy, frameworks, expectations and priorities </li></ul><ul><li>Changing relationships </li></ul><ul><li>Inhabiting ambiguity </li></ul>
  3. 3. The Opportunities <ul><li>Curriculum for Excellence </li></ul><ul><li>The National Agreement </li></ul><ul><li>The changing profession </li></ul><ul><li>The status of leadership and the nature of leadership </li></ul><ul><li>Investment and commitment </li></ul>
  4. 4. The Four Capacities <ul><li>Successful Learners </li></ul><ul><li>Confident Individuals </li></ul><ul><li>Responsible Citizens </li></ul><ul><li>Effective Contributors </li></ul>
  5. 5. The National Agreement <ul><li>The central role that teachers play in the quality and effectiveness of learning in school and the importance of the critical relationship between teacher and pupil </li></ul><ul><li>Appreciation that teachers are committed and talented professionals who aim to develop and realise the potential of every child </li></ul>
  6. 6. Essential conditions for effective classrooms <ul><li>Authentic relationships- the quality of openness of relationships within the classroom </li></ul><ul><li>Rules and boundaries- the expectations set by teachers and schools for student performance and behaviour </li></ul><ul><li>Teachers’ repertoire- the range of teaching styles and models available to the teacher </li></ul>
  7. 7. <ul><li>Reflection on teaching- the capacity of the individual teacher to reflect on their own practice and suggestions from other sources </li></ul><ul><li>Resources and preparation- access to a range of pertinent teaching materials and the ability to plan and differentiate these materials for a range of students </li></ul><ul><li>Pedagogic partnerships- the ability of teachers to focus on the study and improvement of the practice of teaching </li></ul>
  8. 8. Schools can….. <ul><li>Provide a better, more effective learning experience for all pupils </li></ul><ul><li>Look at their practice. They must see themselves as having a shared responsibility for children </li></ul><ul><li>Of all the factors affecting pupil performance the skills of the teacher are the most important. Of these skills the most important are in classroom organisation </li></ul>
  9. 9. As teachers we need to….. <ul><li>Keep learning and honing skills. </li></ul><ul><li>Raise aspirations and expectations – of pupils and of ourselves </li></ul><ul><li>Look at what is happening to young people in our schools and in our classrooms. Reflect on that and implement judicious change </li></ul>
  10. 10. Therefore <ul><li>Professionalism needs to be recognised, encouraged and developed </li></ul><ul><li>Leadership has to be dispersed and collegiate </li></ul><ul><li>Change needs to be driven from “the inside out not from the outside in” </li></ul><ul><li>Professionalism has to involve values and be embedded in the culture of the organisation </li></ul>
  11. 11. Leadership or responsibility? <ul><li>Is this the confusion? </li></ul><ul><li>Have we talked about dispersing leadership when we mean honouring responsibility and fulfilling roles? </li></ul><ul><li>Is this what leadership is - making sure that everyone sees their responsibilities and fulfils them? </li></ul><ul><li>And sharing leadership to ensure succession planning </li></ul>

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