This document discusses developing leadership in education in Scotland. It summarizes key points from the national review "Teaching Scotland's Future" which made 50 recommendations to improve teacher education, leadership, and professional development. The review emphasized that strong teaching and leadership are needed to realize high aspirations for students. It also stressed that leadership requires developing values and habits from the start of one's teaching career. The document discusses models for effective professional development and ways to improve support for educational leaders.

1. Developing a Culture of Leadership AHDS Conference September 2011 Graeme Logan HM Inspector of Education

2. Teaching Scotland’s Future Published January 2011 Following a national review of teacher education 50 recommendations, all accepted in full or part Government response ‘Continuing to build excellence in teaching’

3. 50 recommendations The right people in the right numbers (workforce planning) Early phase of teacher education CPD Leadership National Partnership group leading implementation

4. Some Key points from ‘Teaching Scotland’s Future’ 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. Teaching should be recognised as both complex and challenging, requiring the highest standards of professional competence and commitment. Leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession.

5. Leading Change Meaning of change or management of change? The most effective way to manage change is to create it. Best practice or best problems? Solutions focused approaches Connecting to core purposes, aims and values The quality of conversations Timelines

6. Leading career long professional learning Balancing the ‘push / pull’ Clarifying expectations Improving impact Effective models of CPD Core elements of CPD for all Distributive leadership – an attitude/outlook not just a role Improving the culture and focus of CPD, including PRD

7. Impact of CPD Only 29% of teachers said they frequently try to monitor impact, and only 22% said their schools did this frequently. Forty-nine per cent of teachers said they measured impact infrequently or never; the figure for their schools was 52%

8. Recommendation 37 At the outset of any CPD activity, the intended impact on young people, and the aspects of the relevant professional standard the teacher will improve as a result of the activity, should be clear. Subsequent PRD discussions should review progress with previous intentions. this process should be captured in a continuing online profile of professional development.

9. Leading professional learning McKinsey (2009) identified the best practice internationally. Teachers: Research, try and share best practice Analyse and constantly aim for high, internationally benchmarked standards Analyse student data and plan tailored teaching Map, co-create and articulate curriculum Observe and coach each other

10. Leuven Scale of Involvement

11. Leading professional dialogue What does CfE mean for you in your establishment? What have been the major changes/ improvements for children so far? What is your plan to continue with implementation?

12. Leadership – building capacity “People look to those in senior leadership roles to maintain equilibrium and to provide direction. They expect this direction, not in the form of questions, but in the form of answers” ‘Leaders staff should explore deeper questions not provide pat answers’

13. Improving support for leaders Progressive educational leadership pathway needed Impact of the routes to achieving the Standard for Headship Greater range of CPD opportunities for experienced headteachers Scheme of national leaders of education Virtual college of school leadership National ‘one stop shop’ for online support

14. Excellence is the result of: caring more than others think is wise; risking more than others think is safe; dreaming more than others think is practical; and expecting more than others think is possible.

15. We want our school leaders to be ‘Enthusiastic sceptics in pursuit of excellence’ Graham Donaldson, September 2011.