AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote Speaker, Gillian Hamilton, chief executive of the Scottish College for Educational Leadership (SCEL)

1. Gillian Hamilton
AHDS Keynote – November 2014
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2. Recommendation 50:
A virtual college of school leadership
should be developed to improve
leadership capacity at all levels within
Scottish education.
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3. From virtual to reality:
Virtual:
Almost or nearly as described, but not completely or according to
strict definition.
Not physically existing as such but made by software to appear to do
so.
Denoting particles or interactions with extremely short lifetimes and
(owing to the uncertainty principle) indefinitely great energies,
postulated as intermediates in some processes.
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4. Key messages from scoping
•Independence and autonomy
•Inclusivity and accessibility
•Coherence and coordination
•Quality assurance
•Set the leadership agenda
•Partnership in co-construction and delivery
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5. Vision
• Develop, articulate and implement a vision for educational
leadership in Scotland that is learner focused and futures
oriented.
• Provide coherence for the range of leadership development
opportunities available in Scotland.
• Offer / facilitate innovative and cutting edge leadership
development opportunities that are research-led, practice
focused and bench marked internationally.
• Embed ‘leadership networks’ across the sectors and
systems so that leaders at all levels are connected to and
within professional leadership communities.
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6. Developing SCEL – Progress to date
• Governance
• Staffing – recruitment of CEO and Chair
• Board appointment process complete
• Location and premises
• Initial meetings of Partners’ Forum and Stakeholders’ Forum
• Pilot Fellowship Programme
• National Consultation on Leadership Pathways and National
Headship Programme
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9. Framework for Educational Leadership
All teachers are expected to be leaders in a number of important ways.
They are expected to lead learning for, and with, all learners, with a clear
focus on improving outcomes for everyone (pedagogical leadership).
All teachers are expected to develop their capacity to lead colleagues and
other partners to achieve change, for example through specific projects or
development work (middle leadership).
Teachers in, or aspiring to, leadership roles within education are expected to
lead teams, initiate and manage change effectively and develop leadership
capacity in others (school leadership).
All leaders have a responsibility for encouraging collaborative partnerships to
ensure positive outcomes for all children and young people (system
leadership).
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12. Programme Development
Phased programme of growth and development
•Teacher leadership / Middle leadership
•Headship programmes
•Headstart programme for new heads
•Serving heads / Fellowship Programme
•Regional Network Leaders
•Register of experts / specialists
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13. SCEL Fellowship Programme
• Designed to provide advanced development opportunities for headteachers
in schools and heads of establishments in early years centres.
• Design principles underpinned by the model of professional learning that
integrates reflection on practice, cognitive development, experiential
learning and collaborative learning.
• Participants will extend their professional learning and widen their
leadership experience while taking forward an aspect of policy development
that enables them to engage with policy formation and implementation at
local, national and international levels.
• New Fellows will become champions and ambassadors for the College as
well as contributing as system leaders in Scotland.
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15. Regional networks
Team of Regional Network Leaders
Work for the College for an agreed number of days per
year
Local partners – LA link officers, learning reps, ES area
officers
Defined role
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17. Contact us at:
Scottish College for Educational Leadership
The Centrum Building
Unit 2E - 38 Queen Street
Glasgow
G1 3DX
0141 548 8005
www.scelscotland.org.uk
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