Developing a Culture of Leadership<br />AHDS Conference September 2011<br />Graeme Logan<br />HM Inspector of Education<br />
Teaching Scotland’s Future<br />Published January 2011<br />Following a national review of teacher education<br />50 recom...
50 recommendations <br />The right people in the right numbers (workforce planning)  <br />Early phase of teacher educatio...
Some Key points from ‘Teaching Scotland’s Future’<br />School education can realise the high aspirations Scotland has for ...
Leading Change  <br />Meaning of change or management of change?<br />The most effective way to manage change is to create...
Leading career long professional learning<br />Balancing the ‘push / pull’<br />Clarifying expectations <br />Improving im...
Impact of CPD<br />Only 29% of teachers said they <br />frequently try to monitor impact, and only <br />22% said their sc...
Recommendation 37<br />At the outset of any CPD activity, the intended <br />impact on young people, and the aspects of th...
Leading professional learning <br />McKinsey (2009) identified the best practice <br />internationally.  Teachers:<br />Re...
Leuven Scale of Involvement<br />
Leading professional dialogue<br />What does CfE mean for you in your establishment?<br />What have been the major changes...
Leadership – building capacity  <br />“People look to those in senior leadership roles  <br />to maintain equilibrium and ...
Improving support for leaders<br />Progressive educational leadership pathway needed<br />Impact of the routes to achievin...
Excellence is the result of:<br />caring more than others think is wise;<br />risking more than others think is safe;<br /...
We want our school leaders to be ‘Enthusiastic <br />sceptics in pursuit of excellence’<br />Graham Donaldson, September 2...
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Keynote1 Graeme Logan

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Keynote presentation at AHDS conference on Developing a Culture of Leadership

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Keynote1 Graeme Logan

  1. 1. Developing a Culture of Leadership<br />AHDS Conference September 2011<br />Graeme Logan<br />HM Inspector of Education<br />
  2. 2. Teaching Scotland’s Future<br />Published January 2011<br />Following a national review of teacher education<br />50 recommendations, all accepted in full or part<br />Government response ‘Continuing to build excellence in teaching’ <br />
  3. 3. 50 recommendations <br />The right people in the right numbers (workforce planning) <br />Early phase of teacher education <br />CPD<br />Leadership <br />National Partnership <br /> group leading <br /> implementation <br />
  4. 4. Some Key points from ‘Teaching Scotland’s Future’<br />School education can realise the high aspirations Scotland has for its young people through supporting and strengthening, firstly, the quality of teaching, and secondly, the quality of leadership.<br />Teaching should be recognised as both complex and challenging, requiring the highest standards of professional competence and commitment.<br />Leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession.<br />
  5. 5. Leading Change <br />Meaning of change or management of change?<br />The most effective way to manage change is to create it.<br />Best practice or best problems?<br />Solutions focused approaches<br />Connecting to core purposes, aims and values <br />The quality of conversations <br />Timelines <br />
  6. 6. Leading career long professional learning<br />Balancing the ‘push / pull’<br />Clarifying expectations <br />Improving impact <br />Effective models of CPD <br />Core elements of CPD for all<br />Distributive leadership – an attitude/outlook not just a role<br />Improving the culture and focus of CPD, including PRD<br />
  7. 7. Impact of CPD<br />Only 29% of teachers said they <br />frequently try to monitor impact, and only <br />22% said their schools did this <br />frequently. Forty-nine per cent of <br />teachers said they measured impact <br />infrequently or never; the figure for their <br />schools was 52%<br />
  8. 8. Recommendation 37<br />At the outset of any CPD activity, the intended <br />impact on young people, and the aspects of the <br />relevant professional standard the teacher will <br />improve as a result of the activity, should be <br />clear. Subsequent PRD discussions should review <br />progress with previous intentions. this process should <br />be captured in a continuing online profile of <br />professional development.<br />
  9. 9. Leading professional learning <br />McKinsey (2009) identified the best practice <br />internationally. Teachers:<br />Research, try and share best practice <br />Analyse and constantly aim for high, internationally benchmarked standards<br />Analyse student data and plan tailored teaching<br />Map, co-create and articulate curriculum<br />Observe and coach each other <br />
  10. 10. Leuven Scale of Involvement<br />
  11. 11. Leading professional dialogue<br />What does CfE mean for you in your establishment?<br />What have been the major changes/ improvements for children so far?<br />What is your plan to continue with implementation?<br />
  12. 12. Leadership – building capacity <br />“People look to those in senior leadership roles <br />to maintain equilibrium and to provide <br />direction. They expect this direction, not in the <br />form of questions, but in the form of answers”<br />‘Leaders staff should explore deeper questions<br />not provide pat answers’<br />
  13. 13. Improving support for leaders<br />Progressive educational leadership pathway needed<br />Impact of the routes to achieving the Standard for Headship <br />Greater range of CPD opportunities for experienced headteachers<br />Scheme of national leaders of education <br />Virtual college of school leadership <br />National ‘one stop shop’ for online support <br />
  14. 14. Excellence is the result of:<br />caring more than others think is wise;<br />risking more than others think is safe;<br />dreaming more than others think is practical; and<br />expecting more than others think is possible.<br />
  15. 15. We want our school leaders to be ‘Enthusiastic <br />sceptics in pursuit of excellence’<br />Graham Donaldson, September 2011. <br />

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