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Leading Edge 2016 presentations


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Presentations from Graeme Logan and SCEL

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Leading Edge 2016 presentations

  1. 1. Welcome to our Leading Edge 2016 Conference
  2. 2. Transforming lives through learning Graeme Logan Strategic Director, Education Scotland @GLoganEd AHDS Conference: Leading Edge Thursday 28 April 2016
  3. 3. Transforming lives through learning Overview • A brief national overview of the progress of the Scottish Attainment Challenge to date • Practice emerging across the programme and early insights on what is working well • Implementing the National Improvement Framework • Excellence and equity for all children – what next? • Key advice for session 2016/17
  4. 4. Transforming lives through learning
  5. 5. Transforming lives through learning The priorities Excellence and Equity Raising attainment (universal) and Closing the gap (selective intervention) Generic/ universal improvement planning won’t close the gap (eg raise attainment in writing)
  6. 6. Transforming lives through learning Building on ‘Improving Schools in Scotland: An OECD Perspective’, December 2015 “Be rigorous about the gaps to be closed and pursue relentlessly “ closing the gap” and “raising the bar simultaneously” Improving Schools in Scotland: An OECD Perspective, 2015 Which ‘gaps’ exist in your school? How are they measured? How will they be reduced? How will you know?
  7. 7. Transforming lives through learning Looking with an equity lens within our schools Knowledge or habits? What needs to change
  8. 8. Transforming lives through learning p15
  9. 9. Transforming lives through learning P1 vocabulary gap – top initial priority • Up to 18 months difference in vocabulary of children from the most and least advantaged areas • Curriculum model/ curriculum flexibility in early years • Working with partners such as Speech and Language services • If we can reduce the vocabulary gap the attainment gap won’t continue to widen as children move through school • Assess it, plan the right curriculum, assess again • Developing a ‘3D’ curriculum rationale?
  10. 10. Transforming lives through learning Demonstrating equity • Expected progress for all • Excellent progress for many • All SIMD bands proportionately represented in the ‘excellent’ • In other words, no pattern of lower attainment for children in lower SIMD bands and numeracy
  11. 11. Transforming lives through learning The role of primary school leaders…. • Create the best learning environment for staff? • Look at your chain of impact • Change the destiny of children living in poverty. Nature gives us the ‘bell curve’ of attainment levels. If we don’t change the bell curve we are not doing our jobs properly! • Are we always looking for the next big thing when we haven’t done the last big thing well enough? (eg AiFL) • Very high quality learning and teaching closes gaps. Average learning and teaching doesn’t (Dylan William 2016)
  12. 12. Transforming lives through learning High quality learning and teaching • AiFL: relationship between what I did and what children learned • Making statements is often more productive than asking questions • What is a learning intention? It’s what we write in our jotters at the start of a lesson while the teacher gets organised • Sometimes telling children the LI routinely at the start of every lesson can lead to uninspiring teaching and spoils the journey • Get them thinking like historians in history lessons, scientists in science lessons! What are the big concepts/ ideas?
  13. 13. Local Shop Learning ‘If you were running a supermarket instead of a school and saw that 30 out of 100 customers each day left your shop without buying anything, you would think about changing your inventory. But that does not happen easily in schools because of deeply rooted, even if scientifically unsupported, beliefs that learning can only occur in a particular way.’ Lord Knight of Weymouth, quoted Education Britain: The Journey to Education Reform, Education Foundation 2011
  14. 14. Know what impacts Metacognition Effective Feedback and Marking Skilled Questioning Informed Task Design Collaborative Learning Memorability Expectation (Growth Mindset) Education Endowment Fund website
  15. 15. Learning behaviours Noticing Explaining things Asking good questions Learning something new Practising hard till you get it right Thinking carefully Listening carefully Trying different ways of doing things Being a learning friend who helps others learn Making someone else happy Becoming better at sharing Reading every day Best learning behaviours? Pupil Council campaign and involvement in monitoring and evaluating these behaviours How good is our school 4 – pupil friendly version launching SLF September 2016
  16. 16. Is it really good enough? • Constantly talk about standards • What you permit you promote • Do better than before: quality of feedback • Doing the right things, for the right reasons, in the right way everyday • Excellence in what we say, write, do and make • Dreaming with determination (Hargreaves 2015)
  17. 17. When it comes to learning (and resultant achievement), what individuals believe about the concept of ability is more important than ‘ability’ itself.
  18. 18. the ability to dream and set goals for the future, while being inspired in the present to reach those dreams. The importance of aspirations
  19. 19. Transforming lives through learning Essential professional reading
  20. 20. Transforming lives through learning The Scottish Attainment Challenge Scottish Attainment Challenge February 2015 7 Challenge Authorities July 2015 57 Schools Programme August 2015 32 Attainment Advisors November 2015 Innovation Fund January 2016 Additional Funding February 2016
  21. 21. Transforming lives through learning Challenge Authorities
  22. 22. Transforming lives through learning Universal Support – Attainment Advisors Understanding the local authority Visiting schools Attending meetings Understanding current approaches Working with schools Reviewing plans and assisting with forward planning
  23. 23. Transforming lives through learning Universal Support – National Improvement Hub
  24. 24. Transforming lives through learning Current Practice
  25. 25. Transforming lives through learning So how are you closing the gap in your school?
  26. 26. Transforming lives through learning Collaborative Activity Assessment and SAC South Ayrshire Falkirk East Dunbarton- shire
  27. 27. Transforming lives through learning Planning for next year • Be bold and courageous • Be ambitious • Believe in your ability to make a difference • Work together to make a difference • Get to grip with your ‘gaps’ and close them!
  28. 28. Transforming lives through learning Excellence and equity for every child in Scotland What are you doing now? What else could you do?
  29. 29. Transforming lives through learning Moving from familiarisation to implementation
  30. 30. Transforming lives through learning How Good is our School 4 15 revised quality indicators include: • Teaching, learning and assessment • Personalised support • Raising attainment and achievement • Family learning and engagement • Curriculum: courses and programmes replaced with learner pathways • Translates and connects all current policy priorities into a clear set of indicators/ areas of action • There are more ‘good bits’ of schools than there are ‘good’ schools!
  31. 31. Transforming lives through learning What will we hope to see in relation to the 3 NIF Quality Indicators? Leadership of change • Clarity and impact of shared vision (not too generic!) • Values and aims shared across school community, alive and underpinning decision making and daily actions • Consistent impact from improvement planning across the school • Clear methods and approaches to implementing change, which everyone buys into and understands.
  32. 32. Transforming lives through learning What will we hope to see in relation to the 3 NIF Quality Indicators? Learning, teaching and assessment: • impact of the curriculum and clarity of approaches • quality of learning and engagement • quality of teaching • effective use of assessment • clear, streamlined, high impact approaches to planning, tracking and monitoring • well planned, targeted additional interventions
  33. 33. Transforming lives through learning What will we hope to see in relation to the 3 NIF Quality Indicators? Raising attainment and achievement: • quality of attainment in literacy and numeracy • trends in attainment over time • overall quality and breadth of learners’ achievements • ways in which the school can demonstrate equity for all learners.
  34. 34. Transforming lives through learning What will outstanding schools be doing next year? • Proportionate approach to monitoring and evaluation • Collaborate: essential for excellence • Clear learning and teaching strategies in place to reduce the impact of poverty on progress and achievement • Highest levels of confidence and consistency in teacher judgement of CfE levels • Consider national improvement framework priorities and drivers in your school improvement planning 2016/17 • Generic and targeted elements to improvement plan priorities • Moving from parental involvement to family learning offer/ programme
  35. 35. Transforming lives through learning National Improvement Framework Our Priorities • Improvement in attainment, particularly in literacy and numeracy; • Closing the attainment gap between the most and least disadvantaged children; • Improvement in children and young people’s health and wellbeing; and • Improvement in employability skills and sustained, positive school leaver destinations for all young people.
  36. 36. Transforming lives through learning What’s next? 2016 Assessing children’s progress • Development and piloting of new national standardised assessments • Publication of advice and guidance on achievement of a CfE level in literacy and numeracy • Increased moderation and support for teacher professional judgement • Further work to develop evidence from early years activity and alignment with school years Reporting arrangements • Interim reporting arrangements for schools and local authorities • Work with local authorities and parent organisations to improve the consistency of reporting to parents of children’s progress • Development of statutory guidance on reporting duties under Education (Scotland) Bill Performance information • Inclusion of Key Performance Indicators from Developing Young Workforce programme • Consideration of a wider range of awards and achievements including those gained from Community Learning and Development
  37. 37. Transforming lives through learning What’s next ? 2017 Assessing children’s progress • Introduction of new national standardised assessments in school • Introduction of more evidence on early years Reporting • New reporting duties under Education (Scotland) Bill • First statutory Framework reporting for schools and local authorities 2018 Assessing children’s progress • Development of standardised assessments for Gaelic Medium Education • Consideration of evidence of children’s progress in other curricular areas Performance information • Dashboard for school, local authority and national use
  38. 38. Scottish College for Educational Leadership: Improving Leadership Capacity at all Levels in Scottish Education Lesley Whelan
  39. 39. Leading Learning “The importance of leadership for successful learning and the need to develop leadership qualities and skills from the outset of a career have been strong themes throughout this report. Scottish education needs to develop leadership attributes in all staff as well as identifying and supporting systematically its future headteachers.” December 2010
  40. 40. Our Mission …. is to bring clarity and coherence to educational leadership in Scotland, ensuring that all teachers and early years practitioners engage with the most relevant, meaningful and inspiring professional learning and development. We will achieve this by: • Building and growing a new, sustainable organisation that understands and adds real value to teachers, practitioners and pupils in Scotland • Establishing the expert role of SCEL at home and internationally by building a strong knowledge and research base which ensures ongoing improvement and leading edge learning • Engaging across and beyond the system - enhancing relationships, networks and communities to identify and share best practice in leadership learning and development • Providing access to a robust, relevant and fit for purpose suite of leadership learning programmes and opportunities that draw on international best practice to meet unique local and national needs, strengthening individual and collective leadership capacity across Scotland.
  41. 41. Our Vision …to work in partnership with the profession and other national organisations to deliver an education system in Scotland where every teacher and early years practitioner benefits from excellent leadership learning and development to make a direct difference to young people and society.
  42. 42. Scope of SCEL • Teacher Leadership • Middle Leadership • School Leadership • System Leadership • Early Years Leaders and Practitioners
  43. 43. School Leadership Headship Preparation
  44. 44. New National Into Headship Qualification To ensure aspirant and new Head Teachers are supported to develop and continue to build the necessary knowledge, skills and understanding required of senior leaders Our aspiration is to have a Masters pathway which will include three parts:
  45. 45. National Into Headship Programme - Background • Design group • Recruitment and selection group – agreed process – target group • Focus on specificity of headship – mapped to Standard for Headship • 60 Masters credits (SCQF Level 11) • Programme development is guided by: flexibility, access, coherence, relevance to practice, competence • Mandatory from 2018/19 • Programme now fully funded for three year period
  46. 46. National Into Headship Programme Aims: • develop and deepen the ability to critically reflect and enquire to enhance their strategic leadership practice • develop their strategic leadership and management skills in practice as specified by the Standard for Headship in Scotland • build and apply sound knowledge and understanding of strategic leadership and management practice and theory in the context of the role of headteacher • design and initiate a strategic change initiative which will strengthen the school’s capability for improvement to meet the Standard for Headship.
  47. 47. National Drivers
  48. 48. National Into Headship Programme Programme elements – delivered by SCEL, University and supported by Local Authority including: • self-evaluation task against the SfH • ESCI and critical reflection of this supported through initial work with a dedicated ESCI Feedback facilitator • SCEL launch conference and mid way conference • introduction to study skills: critical reading and critical reflective writing • HT Mentor • Coaching • online supported study management modules
  49. 49. National Into Headship Programme Structure • Two courses 1 x 20 credit, 1 x 40 credit • Course 1 – preparing for strategic leadership • Course 2 – initiating, building and reviewing progress of a strategic change process and building a longer term strategy • Progress assessed and supported through formative and summative assessment methods
  50. 50. Accessing the National Into Headship Qualification Access is through a nationally agreed application form evidencing: • full registration with the GTCS • demonstration of experience of significant leadership practice as appropriate in their sector context • Areas – professional learning, leadership experience, critical reflection related to the SfH and leadership practice, headship readiness • endorsement/sponsorship by their employer • a supportive reference from their Head Teacher/employer; • access to a suitable work environment in order to be able to undertake the practice-based components of the programme • demonstration of readiness/potential for headship within the next 2/3 years
  51. 51. National Into Headship Programme Cohort 2 Recruitment • Forms on the website – application form, equality monitoring form, HT endorsement • FAQ’s • Into Headship applicant guide •
  52. 52. National Into Headship Programme Current Position • GTCS Accreditation and university validation process • Programmes in place in 7 universities • 145 participants recruited • Management modules via Moodle • Engagement with participants and those supporting them • Quality assurance process • Middle Leadership and Extended Induction • Recruitment for Cohort 2 – started end March to be complete by end June.
  53. 53. National Into Headship Programme Our learning: • Nature of the programme and target group • Relevance • Communication • Timing • Working collaboratively
  54. 54. The Framework for Educational Leadership Recommendation 46: A clear, progressive educational leadership pathway should be developed, and embodies the responsibility of all leaders to build the professional capacity of staff TSF 2010
  55. 55. Interactive, vibrant on-line resource which: • Supports effective self-evaluation • Develops confidence in using the model of professional learning • Identifies relevant success criteria • SCEL Framework for Educational Leadership
  56. 56. Includes: • Key areas of focus • What areas of leadership practice should I focus on? • SCEL professional learning activities mapped to GTCS Standards • What specific activities can I undertake? • Access to a wide range of relevant learning resources • What resources can I use to support my learning? SCEL Framework for Educational Leadership
  57. 57. Teacher Leadership
  58. 58. Teacher Leadership – SCEL Engage Aims: by the end of the process you should have: • developed your understanding of teacher leadership and your role as a teacher leader • co-constructed approaches to supporting teacher leadership which could be applied within your community, and nationally through SCEL • experienced an innovative engagement approach which you could develop and use in your own practice.
  59. 59. Early Years
  60. 60. What’s next?
  61. 61. • Expansion of SCEL Framework to support early learning and childcare • Teacher Leadership – SCEL Conference 12 May 2016 • Into Headship • Delivery and quality assurance: cohort 1 • Recruitment of cohort 2 • Development of middle leadership and extended induction components • Fellowship programme and system leadership • Regional Network Leaders • Organisational development and growth Next steps
  62. 62. Thank you