Building a Culture of Professionalism A Local Authority Perspective 28 May 2009 David Cameron Director : Children’s Services Stirling Council

What are the changes of which we speak? The changing world - technology, globalism, uncertainty The changing context - policy, frameworks, expectations and priorities Changing relationships Inhabiting ambiguity

The changing world - technology, globalism, uncertainty

The changing context - policy, frameworks, expectations and priorities

Changing relationships

Inhabiting ambiguity

The Opportunities Curriculum for Excellence The National Agreement The changing profession The status of leadership and the nature of leadership Investment and commitment

Curriculum for Excellence

The National Agreement

The changing profession

The status of leadership and the nature of leadership

Investment and commitment

The Four Capacities Successful Learners Confident Individuals Responsible Citizens Effective Contributors

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

The National Agreement 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 Appreciation that teachers are committed and talented professionals who aim to develop and realise the potential of every child

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

Appreciation that teachers are committed and talented professionals who aim to develop and realise the potential of every child

Essential conditions for effective classrooms Authentic relationships- the quality of openness of relationships within the classroom Rules and boundaries- the expectations set by teachers and schools for student performance and behaviour Teachers’ repertoire- the range of teaching styles and models available to the teacher

Authentic relationships- the quality of openness of relationships within the classroom

Rules and boundaries- the expectations set by teachers and schools for student performance and behaviour

Teachers’ repertoire- the range of teaching styles and models available to the teacher

Reflection on teaching- the capacity of the individual teacher to reflect on their own practice and suggestions from other sources 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 Pedagogic partnerships- the ability of teachers to focus on the study and improvement of the practice of teaching

Reflection on teaching- the capacity of the individual teacher to reflect on their own practice and suggestions from other sources

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

Pedagogic partnerships- the ability of teachers to focus on the study and improvement of the practice of teaching

Schools can….. Provide a better, more effective learning experience for all pupils Look at their practice. They must see themselves as having a shared responsibility for children 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

Provide a better, more effective learning experience for all pupils

Look at their practice. They must see themselves as having a shared responsibility for children

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

As teachers we need to….. Keep learning and honing skills. Raise aspirations and expectations – of pupils and of ourselves Look at what is happening to young people in our schools and in our classrooms. Reflect on that and implement judicious change

Keep learning and honing skills.

Raise aspirations and expectations – of pupils and of ourselves

Look at what is happening to young people in our schools and in our classrooms. Reflect on that and implement judicious change

Therefore Professionalism needs to be recognised, encouraged and developed Leadership has to be dispersed and collegiate Change needs to be driven from “the inside out not from the outside in” Professionalism has to involve values and be embedded in the culture of the organisation

Professionalism needs to be recognised, encouraged and developed

Leadership has to be dispersed and collegiate

Change needs to be driven from “the inside out not from the outside in”

Professionalism has to involve values and be embedded in the culture of the organisation

Leadership or responsibility? Is this the confusion? Have we talked about dispersing leadership when we mean honouring responsibility and fulfilling roles? Is this what leadership is - making sure that everyone sees their responsibilities and fulfils them? And sharing leadership to ensure succession planning

Is this the confusion?

Have we talked about dispersing leadership when we mean honouring responsibility and fulfilling roles?

Is this what leadership is - making sure that everyone sees their responsibilities and fulfils them?

And sharing leadership to ensure succession planning