Transforming lives through learning Teaching Scotland’s Future: Legacy Event Career Long Professional Learning: Education Scotland Jayne Horsburgh and

Transforming lives through learning

Teaching Scotland’s Future: Legacy Event

Career Long Professional Learning: Education Scotland

Jayne Horsburgh and Celia McArthur, Development Officers – Teacher Education


Today’s presentation will:

Share detail as to the range of work which has been undertaken by Education Scotland’s Teacher Education Team linked to the continuum of

teacher education


Developments linked to the Early Phase

Evidence of practice collated post HMI Inspections, 2014

Resources designed to support mentoring practices

On-going work which contributes to CLPL including the leadership programme for aspiring Head Teachers – Flexible Route to Headship

Career-long professional learning Strategies to impact upon the climate

and culture within Scottish schools



Teach in Scotlandhttp://www.teachinscotland.org/

•Launched in January 2015•Brings together and develops practice from previous web resources•Aims to provide support for people who are considering a career in teaching•Helps to ‘raise the bar’•Helps to improve coherence; maximising the impact of students’ and teachers’ learning



Local Authority / University Partnerships

Recommendation 10 in the Teaching Scotland’s Future report:

“Initial teacher education and induction should be planned as one overall

experience. This will require strengthened partnership to underpin joint delivery.”


“New and strengthened models of partnership among universities, local

authorities, schools and individual teachers need to be developed. These partnerships should be based on jointly agreed principles and involve shared responsibility for key areas of teacher

education.”



Local Authority / University Partnerships

• Partnerships supported by innovation and creativity

• Hub-school model developed

• Joint appointments made, involving seconded staff

• Staff working more closely together

• Continued contact with students



“Stronger quality assurance of the effectiveness of partnerships should be applied by GTCS through their accreditation procedures and HM Inspectors in their inspections of teacher education and schools.

School inspections should include, where relevant, evaluations of the

quality of the mentoring and assessment arrangements for

students and newly-qualified teachers as well as of continuing professional

development.”


Inspection evidence

Enhancing CLPL

• EstablishingTeacher learning Communities and learning blogs

• Working with universities • Travelling to other schools to learn from / with

colleagues• Linking CLPL to improvement plan needs• Engaging in focussed discussions about

learning and teaching• Participating in joint PL within the cluster • Measuring the impact of PL opportunities on

improving learning and achievement• Developing a blended approach to CLPL

which encourages personal responsibility • Undertaking informal classroom observations

of peers• Working towards and achieving GTCS

recognition• Encouraging and enabling non promoted staff

to lead ‘professional dialogue’ groups

Enhancing leadership

•Encouraging staff to take on leadership roles •Fostering and utilising staff’s skills and expertise•Developing critical self-evaluation skills through peer review work•Promoting distributive leadership and systematic staff development in leadership •Encouraging by example•Fostering an ethos of leadership at all levels•Mentoring to enable teachers to secure a positive start to their careers •Establishing learning communities which provide job coaching•Promoting strategic vision and encouraging participation


Inspection evidence

Enhancing Early Phase

• Establishing strong links with universities• Ensuring high quality mentoring for NQTs and

students• Linking local authority programmes with

Ensuring a comprehensive approach to the provision of PL in schools, which includes a detailed induction programme for new staff

• teaching practice / experience• Supporting NQTs and encouraging them to

take responsibility for leading aspects of the work of the school

• Providing mentoring which is supportive but challenging

Engagement with Standards/PRDPU

• Revising PRD to take account of PU developments• Enabling staff to feel confident in processes of self-

evaluation, including preparation for PRD and self-evaluation against the standards

• Providing quality support for PRD, particularly for support staff

• Linking PRD to development opportunities• Encouraging teachers to be critically reflective

practitioners, who use the system of Professional Update and the GTCS Standards to support them in their career-long professional learning


“…long-term and sustained improvement which has a real impact on the quality of children’s learning will be better achieved through determined efforts to build the capacity of teachers themselves to take responsibility for their own professional development ”

( Ch 6 , Donaldson , 2011)

CPD

MyMyCLPLCLPL

professional development

Better learning for young people

my

my

My job satisfaction


TSF REC 46

A clear progressive educational leadership pathway should be developed which embodies the responsibility of all leaders to build the professional capacity of staff and ensure a positive impact on young peoples learning ……………

1.Self-evaluate against the appropriate standards

( GTC standards / PRD guidelines )

2.Set professional target/s ( PRD&CLPL guidelines /My GTC)

3.Develop Personal Learning plan

(PRD&CLPL guidelines /FEL/ My GTC)

4.Undertake appropriate activity to develop professional learning

( Mentoring Matters/PL model / My GTC)

5.Reflect on impact (CLPLguidelines /My GTC/e-portfolio

5a Every 5 years undertake professional update

(PU)


NQT

Middle Leader

ITE

Pedagogical

Leader

School Leader

System –

LeaderCareer - Long Professional Learning

FRH


The Model of Professional Learning

•Reflection on/in practice: where, through professional learning, practitioners are curious about and critically explore practice.

•Experiential learning: learning through structured activities to question, try out and enhance practice.

•Cognitive development: developing ideas to challenge assumptions and deepen understanding of practice.

•Collaborative learning: learning with and through others to enhance practice.


Mentoring Matters

www.educationscotland.gov.uk/professionallearning /mentoringmatters/index.asp

“ All teachers should see themselves as teacher educators and should be trained in mentoring “ (Rec 39)


Professional Learning

http://www.educationscotland.gov.uk/video/s/supportingprofessionallearning/jayhelbert.asp

Jay Helbert’ Headteacher,

Ardrishaig Primary School



http://www.educationscotland.gov.uk/professionallearning/index.asp


Today’s workshop will :

•

Seek the perceptions of participants

regarding the impact of national developments

on local authorities and schools,

universities and third-sector organisations

r

Provide opportunity for further discussion

regarding on-going work

Providing


1. Early Phase

It important to get things right in the early phase of teachers’ professional learning.

What has been your involvement in developing practice and bringing about improvement in the early phase of teachers’ professional learning?

Are there success stories here?


2. Career-long Professional Learning

What have been the achievements and challenges across the system in bringing about a culture shift related to Career-long Professional Learning?

How would this culture shift be observed or felt?

Within your organisation and across partnerships what remains to be done?


3. Partnership working

Are there practical examples you can think of where partnership working has led to improvements?

What work do you think still requires to be done?

What will you take forward as a result of today?


CLPL

What work do you think still requires to be done?

What will you now take forward as a result of today?

What might Education Scotland do to support you ?

Documents

Transforming lives through learning Teaching Scotland’s Future: Legacy Event Career Long Professional Learning: Education Scotland Jayne Horsburgh and