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AHDS Annual Conference 2014 
Teaching Scotland’s Future: What next? 
Transforming lives through learning 
Graeme Logan
Being the leader you want to be 
• Relentless optimism 
• Strategic vs operational: getting the right balance 
• Taking ch...
Structure of presentation 
• WHAT – continuing to implement CfE 
• HOW – TSF strategies and approaches to 
professional le...
Keep the focus on outcomes for learners 
 Educational outcomes 
for all learners are 
improving 
 Inequity in educationa...
The vision 
Learners in Scotland will progress in 
one of the most effective education 
systems in the world, renowned for...
Turning the school aims into action 
In one school the head teacher asked 
everyone to agree which school aim they 
are he...
Transformational change 
Meeting the needs of every child in every 
class, through the highest quality learning 
experienc...
Evidence of impact of CfE….. 
Between September 2013 and June 2014, in 
almost all schools inspected (91%), one or 
more a...
Leadership priorities: CfE 
• Reducing bureaucracy 
• Clear assessment strategy/ policy/ practice 
• Planning progression ...
Transforming lives through learning
Forward planning for learning 
Resources Assessment (say, 
Transforming lives through learning 
do, make, write) 
Opportun...
Continuing to implement CfE 
• Pathways not tramlines 
• Informed personalisation and choice 
• A BGE for all 
• Reduction...
‘Mountains of bumf is 
no substitute for clarity’ 
Transforming lives through learning
Transforming lives through learning 
The leaders of the 
school are also 
the narrators of 
the school
Model of leadership learning 
Leading change and improvement 
Be responsible and accountable for a specific change 
projec...
Transforming lives through learning
Enquiry is about knowing deeply: knowing 
what, knowing why, knowing how 
Teachers doing enquiry should always be asking: ...
How can you use enquiry? 
• Partnerships with universities 
• Refresh your approaches to self-evaluation, 
auditing and im...
From professional dialogue to 
professional enquiry 
• Criticality 
• Challenging, questioning, debating 
• Identify, conc...
PRD and professional learning is the 
currency of improvement in your school 
•Getting it right for every teacher ! 
•Nego...
Transforming lives through learning
Key purpose of head teachers 
The head teacher acts as the leading 
professional in a school and as an 
officer of the loc...
In line with the vision and values of the school, head 
teachers, 
supported by their staff: 
establish, sustain and enhan...
QI 5.9 Improvement through self-evaluation: Updated level 5 illustration 
We work with partners, learners and stakeholders...
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
What can we do to support you? 
• HGIOS 4 
• Opening up great learning series 
• Refresh of Glow 
• More examples of plann...
Summary – key support resources 
• Evaluating and improving the primary curriculum 
• Significant aspects of progress/ pro...
TSF – what can you do at school level? 
• PRD – use new national guidance 
• Early phase 
• Career-long learning 
• The ri...
A final word about improvement planning 
• Hold your nerve: stick to your main priorities 
• When you prioritise a new are...
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AHDS Conference November 2014 - Keynote; Graeme Logan

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AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.

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AHDS Conference November 2014 - Keynote; Graeme Logan

  1. 1. AHDS Annual Conference 2014 Teaching Scotland’s Future: What next? Transforming lives through learning Graeme Logan
  2. 2. Being the leader you want to be • Relentless optimism • Strategic vs operational: getting the right balance • Taking charge of your time, for example responding to emails • Forensic focus on children’s progress: keep shining the spotlight on this How does it feel for children? Underachievement is immediately challenged, achievement is immediately celebrated. Transforming lives through learning
  3. 3. Structure of presentation • WHAT – continuing to implement CfE • HOW – TSF strategies and approaches to professional learning • SUPPORT – what we can do to help you Transforming lives through learning
  4. 4. Keep the focus on outcomes for learners  Educational outcomes for all learners are improving  Inequity in educational outcomes is eradicated  Public confidence in education is high Transforming lives through learning
  5. 5. The vision Learners in Scotland will progress in one of the most effective education systems in the world, renowned for the ability of national and local partners to work flexibly together to achieve high quality and equitable outcomes for all Transforming lives through learning
  6. 6. Turning the school aims into action In one school the head teacher asked everyone to agree which school aim they are helping to achieve when they meet together as groups or teams of pupils, parents and staff. This enabled all stakeholders to understand how their daily choices and activities were helping to realise the school’s vision. Transforming lives through learning
  7. 7. Transformational change Meeting the needs of every child in every class, through the highest quality learning experiences. Transforming lives through learning
  8. 8. Evidence of impact of CfE….. Between September 2013 and June 2014, in almost all schools inspected (91%), one or more aspect of children’s/young people’s positive attributes (e.g. confidence, ambition, motivation) and/or learning experiences are reported as a key strength Transforming lives through learning
  9. 9. Leadership priorities: CfE • Reducing bureaucracy • Clear assessment strategy/ policy/ practice • Planning progression • Skills for learning, life and work Transforming lives through learning
  10. 10. Transforming lives through learning
  11. 11. Forward planning for learning Resources Assessment (say, Transforming lives through learning do, make, write) Opportunities for applying the learning
  12. 12. Continuing to implement CfE • Pathways not tramlines • Informed personalisation and choice • A BGE for all • Reduction in assessment • Building on the success of this year’s national qualification results Transforming lives through learning
  13. 13. ‘Mountains of bumf is no substitute for clarity’ Transforming lives through learning
  14. 14. Transforming lives through learning The leaders of the school are also the narrators of the school
  15. 15. Model of leadership learning Leading change and improvement Be responsible and accountable for a specific change project. Adopt an action learning approach, working collegially and proactively with colleagues to lead change. In what ways are you/could you be involved in leading change and improvement? Transforming lives through learning
  16. 16. Transforming lives through learning
  17. 17. Enquiry is about knowing deeply: knowing what, knowing why, knowing how Teachers doing enquiry should always be asking: • what am I making problematic and why? And what am I not questioning? • what knowledge will I gain/what can be known from this enquiry? • for whose benefit am I doing this enquiry? • for what purpose(s)? • who is/should be involved and why? Transforming lives through learning
  18. 18. How can you use enquiry? • Partnerships with universities • Refresh your approaches to self-evaluation, auditing and improvement planning • Working groups or enquiry groups ? • Pupil Council ? • Moving ‘professional dialogue’ to the next level Transforming lives through learning
  19. 19. From professional dialogue to professional enquiry • Criticality • Challenging, questioning, debating • Identify, conceptualise and define • Best practice or best problems ? • Apply your skills in enquiry to professional dialogue in your school and cluster Transforming lives through learning
  20. 20. PRD and professional learning is the currency of improvement in your school •Getting it right for every teacher ! •Negotiating the right blend and balance for individual •How good is the balance of time spent on individual, school and system level improvements ? Transforming lives through learning
  21. 21. Transforming lives through learning
  22. 22. Key purpose of head teachers The head teacher acts as the leading professional in a school and as an officer of the local authority. Head teachers lead the whole school community in order to establish, sustain and enhance a culture of learning through which every child and young person is able to learn effectively and achieve their potential. Transforming lives through learning
  23. 23. In line with the vision and values of the school, head teachers, supported by their staff: establish, sustain and enhance the culture of self-evaluation for school improvement; develop staff capability, capacity and leadership to support the culture of learning ensure consistent high quality learning and teaching for all pupils; build and sustain partnerships with pupils, families and relevant partners to meet the identified needs of all learners; manage and direct resources effectively in line with identified strategic priorities. Transforming lives through learning
  24. 24. QI 5.9 Improvement through self-evaluation: Updated level 5 illustration We work with partners, learners and stakeholders, including parents and carers, in self-evaluation and are aware of resulting strengths and development needs and are committed to take action to effect improvement. Effective systems are in place to monitor and evaluate the quality of provision, including with partners, and to gather and respond to views of stakeholders. We have strong leadership at all levels with a vision for the outcomes of change. This vision gives direction to self-evaluation. High quality support for career-long professional learning is in place to support improvement. This is founded on effective arrangements for professional review and development of staff. We take ownership of professional learning, including reflection and enquiry on practice as individuals and with others, in order to engage more deeply and meaningfully with Curriculum for Excellence. We are aware of the impact of our professional learning on our work and on the experiences of learners. We use the GTCS Professional Standards as a starting point for personal reflection and self-evaluation. Transforming lives through learning
  25. 25. Transforming lives through learning
  26. 26. Transforming lives through learning
  27. 27. Transforming lives through learning
  28. 28. Transforming lives through learning
  29. 29. Transforming lives through learning
  30. 30. Transforming lives through learning
  31. 31. What can we do to support you? • HGIOS 4 • Opening up great learning series • Refresh of Glow • More examples of planning progression • New range of e-bulletins, including monthly digest for headteachers Transforming lives through learning
  32. 32. Summary – key support resources • Evaluating and improving the primary curriculum • Significant aspects of progress/ progression frameworks for each curriculum area • Sign up for the monthly strategic digest for headteachers Transforming lives through learning
  33. 33. TSF – what can you do at school level? • PRD – use new national guidance • Early phase • Career-long learning • The right blend and balance for each teacher • Improvement planning: what and how? Approaches to implementation • Leadership for all Transforming lives through learning
  34. 34. A final word about improvement planning • Hold your nerve: stick to your main priorities • When you prioritise a new area, do you de-prioritise something else? ‘The greatest risk to school improvement projects is that they are floored by inconsistent action’ Transforming lives through learning

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