Paul CampbellPrimary 3 Class TeacherClarkston Primary School, North Lanarkshire
But I don’t claim to  have a panacea, to   know everything                          Provocative and   about meaningful    ...
• Commitment to professional learning and development that has a  meaningful contribution to my own development and childr...
• Curriculum for Excellence (CfE) – Building the Curriculum• Getting It Right For Every Child (GIRFEC)• Advancing Professi...
WHAT?    WHO?                                                              HOW?• The Journey from Good to Great to Excelle...
Expertise                                           “Yeah, your CV                                          is enhanced, b...
21st Century Professional            Practice and     Effectiveness           and Learner                  Achievements   ...
National            NationalEducation           EducationBodies/             Bodies/Agencies            Agencies          ...
•   Time•   Family circumstances•   Geography•   Lack of confidence•   Unfamiliarity    With barriers come ideas and appro...
• System wide variation:  Healthy but practically there are wide unfortunate  variations.  How do we embed the key element...
• How well do the point raised resonate with your own  experiences?• Are any of the principles discussed applicable or  de...
• Establishing effective practice at local levels with mechanisms to  collaborate a share between professionals, parents a...
• We know it’s right.• Our children deserve the best; better than we are doing.• Reconceptualising the learning process – ...
• Peer-initiated and led professional learning  networks• Openness to new ideas and approaches• Engagement in the wider po...
• What are the next steps for your own context, institution  or sector?     • What are the biggest challenges?     • What ...
There isn’t a                           Reflection.panacea, there aren’t                             Ideas.  answers to al...
‘Had I the heavens’ embroidered cloths,        Enwrought with golden and silver light,      The blue and the dim and the d...
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy
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Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy

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Presentation to the Association of Chartered Teachers Conference in Stirling - February 2013.

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  • Welcome and thanks for coming. Introduce. This presentation really is to act as a part of and a stimulus to the on-going discussion and debate about how we are reconceptualising CPD as a process of continuous professional learning and development, spanning a career and ensuring relevance to professional needs and impact for learners.
  • By no means am I here to give answers to the questions I’m raising (strangely enough) but here to offer ideas and share some challenging questions that need to be a part of the debate.
  • Primarily I’m here because there’s an important discussion to be had important contributions that need to be made by people from across the sector, so really sharing the voices of new professionals and classroom teachers, I can’t say I will be fully representative, but I can draw upon experiences of the practicalities these groups face and the implications this has for promoting a culture of innovation relating to professional learning and development in this post-donaldson era.
  • Of course, I can’t fit the current context we are in into one slide, but overall, these are the contextual documents/ changes (whatever you want to call them) that influence a lot of my thinking and ideas and have the biggest contextual implications for teachers in Scotland.
  • The changes we are seeing are having serious implications for the teaching profession and children and young people, but arguably, with not enough input and dialogue from practicing teachers and education professionals in particular. We see changes related to who we have in the teaching profession, and how they grow and develop as professionals, what they are teaching; the approach they take and the conception of their own role and the role of the learner; and also, changes to the context they are teaching in and the professional opportunities available to them in their contexts to lead and initiate change. Serious changes, with arguably, not enough knowledge on teachers parts about these.
  • From one discussion on twitter, this is what happened…
  • So, re-conceptualising CPD; a new meaning, a new approach and new leadership. Principles embedded in Donaldson’s report, but interestingly, before Donaldson’s time (the report!).
  • Filling gaps. Development needs Objective of improving our practice, opportunities and employability through skills development and knowledge/expertise development. Representative view of the student body. Decided that the best CPD was peer-led, in-formal, with people cross-sector and cross-career stage. Networking, sharing ideas, building communities of learning and practice that broke the traditional hierarchical structure, and the typical norms. Redefining ‘peer learning’ to ‘sector learning’. The whole sector is involved. When I say whole sector, our events involve the bringing together of not just students and acadmic staff, but all stakeholders in education. We have had the chief inspector of education, chief executive of the GTCS, head teachers, practicing teachers, education consultants, parents – if someone has an interest in education, we have an interest in them. Our focus is professional growth and development, for ALL. Regardless of career stage, experience or sector within education.
  • Do we have sufficently effective systems for people to articulate their ideas about systems and how they relate and interlock?
  • It’s the type of dialogue that is the most important here. How engaged are professionals, how engaged are teachers, how far does this span, what impact does it have within their classroom and school context, and beyond, how representative is this of the profession, how do we get everybody on board?
  • Healthy but practically there are wide unfortunate variations but we know what elements of good practice look like with principles that underpinning innovative localised practice across Scotland. So we are not advocating more prescriptive frameworks and guidelines. We’re saying finding a way of fostering the sharing of local innovative practice amongst colleagues, and a clearer defined route to share this on a larger scale which relies on a systemic change of our definition of the policy maker and the opportunities we afford parents, communities and the profession to engaged in the agreed principles that underpin policy development and implementation.
  • We cannot underestimate the influence and power we have in children’s lives. The dialogue we have, the decisions we make and the opportunities we sieze or ignore have an impact that can affect eternity. So, reflect on these, critically, because: Everyday, everywhere, our children spread their dreams beneath our feet. And we should tread softly.
  • Promoting a culture of innovation - Association of Chartered Teachers Scotland conference (2) - copy

    1. 1. Paul CampbellPrimary 3 Class TeacherClarkston Primary School, North Lanarkshire
    2. 2. But I don’t claim to have a panacea, to know everything Provocative and about meaningful challenging professional learning ideas/questions? and development or to have all the That’s a promise! answers to the questions being raised.- Japanese Proverb
    3. 3. • Commitment to professional learning and development that has a meaningful contribution to my own development and childrens learning and achievements.• Recognition and understanding of wider policy area and implications on practice.• Wanting the ‘new professional’s’ voices to part of the discussion.• Engagement with the wider education debate.• Share, discuss, challenge ideas, engage with a wider demographic of partners in education.• Share what I see as important and key next steps for progression and improvement.
    4. 4. • Curriculum for Excellence (CfE) – Building the Curriculum• Getting It Right For Every Child (GIRFEC)• Advancing Professionalism in Teaching – McCormac• Teaching Scotland’s Future – Donaldson• Commission on School Reform• Quality and Improvement in Scottish Education Report• Curriculum for Excellence Impact Reports• Report of the National Partnership Group
    5. 5. WHAT? WHO? HOW?• The Journey from Good to Great to Excellent• Involvement, expectations and rights of the relevant partners in the education and learning of our children and young people
    6. 6. Expertise “Yeah, your CV is enhanced, but “Every university it is so much should have a more than that. CPD society!” It’s about shaping Cross-sector education!” “ The opportunity to Cross-career stage meet, share good practice “The CPD society and discuss creates education issues opportunities for with otherConsultation CPD which are professionals” easy to access and participate Collaboration in.” Cross-faculty
    7. 7. 21st Century Professional Practice and Effectiveness and Learner Achievements Leadership Management Responsibility Ownership Lifelong learning Commitment Dedication ImprovedProfessional Growth and Children’s Learning and outcomes Personal Development Experiences
    8. 8. National NationalEducation EducationBodies/ Bodies/Agencies Agencies OR ContinuallyContinually growinggrowing professionalprofessional
    9. 9. • Time• Family circumstances• Geography• Lack of confidence• Unfamiliarity With barriers come ideas and approaches that can overcome them. But it takes time, as well as active and sustained dialogue between relevant stakeholders with a practical focus on improving experiences, achievements and outcomes of all learners.
    10. 10. • System wide variation: Healthy but practically there are wide unfortunate variations. How do we embed the key elements – agree the key elements?• Agreed broad national framework to allow for local interpretation: Positive and necessary but can be a potential challenge.• Sharing local innovation – lots of strong examples.• Redefining the policy-maker – a must.
    11. 11. • How well do the point raised resonate with your own experiences?• Are any of the principles discussed applicable or demonstrated in practice you are aware of or are a part of?• What challenges or opportunities do you see as a result of the examples discussed?• How transferrable are these approaches/ principles?
    12. 12. • Establishing effective practice at local levels with mechanisms to collaborate a share between professionals, parents and community partners, devised, developed and sustained locally.• Broader range of communication tools and mechanisms advocated and in place; harnessing the full potential of technology and social media.• Move beyond the ‘call for evidence’, ‘opportunities to respond’, ‘representatives from all parties’ to a model of localised community partnership working/implementation (and interpretation)/review groups (e.g. curriculum, qualifications, assessment, reporting, partnership mechanisms) …with regular meaningful opportunities for feeding back to national groups/bodies.
    13. 13. • We know it’s right.• Our children deserve the best; better than we are doing.• Reconceptualising the learning process – there is still work to do. Not just at policy level, but practically and meaningfully.• There is an abundance of excellent examples to learn from, but how do we ensure people can learn from them and use elements of these to initiate their own approaches?
    14. 14. • Peer-initiated and led professional learning networks• Openness to new ideas and approaches• Engagement in the wider policy debate• Commitment to career long professional learning and development
    15. 15. • What are the next steps for your own context, institution or sector? • What are the biggest challenges? • What are the biggest opportunities? • What is the next step in the journey?
    16. 16. There isn’t a Reflection.panacea, there aren’t Ideas. answers to all the Communication. challenging Evaluation.questions. But there Revolution.are actions to go with Transformation. visions.- Japanese Proverb
    17. 17. ‘Had I the heavens’ embroidered cloths, Enwrought with golden and silver light, The blue and the dim and the dark cloths Of night and light and the half light, I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet;Tread softly because you tread on my dreams.’ W Yeats (1865–1939) .B. "He Wishes For the Cloths of Heaven" from the Collected Works of W.B. Yeats

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