Leading Edge 2016 presentations

Welcome to ourLeading Edge 2016 Conference

Transforming lives through learning

Graeme LoganStrategic Director, Education Scotland@GLoganEdAHDS Conference: Leading EdgeThursday 28 April 2016


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



The priorities

Excellenceand

Equity

Raising attainment (universal)and

Closing the gap (selective intervention)

Generic/ universal improvement planning won’t close the gap (eg raise attainment in writing)


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?


Looking with an equity lens within our schools

Knowledge or habits? What needs to change


p15


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?


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

Achievement of second level of CfE in literacy and numeracy


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)


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?

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

Know what impacts Metacognition

Effective Feedback and MarkingSkilled Questioning

Informed Task Design Collaborative Learning

Memorability Expectation (Growth Mindset)

Education Endowment Fund website

Learning behaviours NoticingExplaining things Asking good questionsLearning something new Practising hard till you get it rightThinking carefullyListening carefullyTrying different ways of doing thingsBeing a learning friend who helps others learnMaking someone else happyBecoming better at sharingReading 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

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)

When it comes to learning (and resultant achievement), whatindividuals believe about the concept of ability is more important than ‘ability’ itself.

the ability todream and set goalsfor the future,while being inspiredin the presentto reach those dreams.

The importance of aspirations


Essential professional reading


The Scottish Attainment Challenge

Scottish Attainment ChallengeFebruary 2015

7Challenge AuthoritiesJuly 2015

57Schools ProgrammeAugust 2015

32 Attainment AdvisorsNovember2015

Innovation FundJanuary 2016

Additional FundingFebruary 2016


Challenge Authorities


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


Universal Support – National Improvement Hub


Current Practice


So how are you closing the gap in your school?


Collaborative Activity

Assessment and SAC

South Ayrshire

Falkirk

East Dunbarton-

shire


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!


Excellence and equity for every child in Scotland

What are you doing now?What else could you do?


Moving from familiarisation to implementationwww.educationscotland.gov.uk/resources/h/hgios4/

http://www.educationscotland.gov.uk/resources/h/hgios4/

http://www.educationscotland.gov.uk/resources/h/hgios4/


How Good is our School 415 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!


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.



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



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.


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


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.


What’s next? 2016Assessing 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 yearsReporting 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) BillPerformance 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


What’s next ? 2017Assessing children’s progress• Introduction of new national standardised assessments in school• Introduction of more evidence on early yearsReporting• New reporting duties under Education (Scotland) Bill• First statutory Framework reporting for schools and local authorities

2018Assessing children’s progress• Development of standardised assessments for Gaelic Medium Education• Consideration of evidence of children’s progress in other curricular areasPerformance information• Dashboard for school, local authority and national use

Scottish College for Educational Leadership: Improving Leadership Capacity at all Levels in Scottish Education

Lesley Whelan

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

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.

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.

Scope of SCEL

• Teacher Leadership

• Middle Leadership

• School Leadership

• System Leadership

• Early Years Leaders and Practitioners

School LeadershipHeadship Preparation

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:

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

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.

National Drivers

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


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

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


Cohort 2 Recruitment

• Forms on the website – application form, equality monitoring form, HT endorsement

• FAQ’s

• Into Headship applicant guide

• http://www.scelscotland.org.uk/what-we-offer/into-headship/

http://www.scelscotland.org.uk/what-we-offer/into-headship/

http://www.scelscotland.org.uk/what-we-offer/into-headship/

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.

National Into Headship Programme Our learning:

• Nature of the programme and target group

• Relevance

• Communication

• Timing

• Working collaboratively

The Framework for Educational LeadershipRecommendation 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

Interactive, vibrant on-line resource which:

• Supports effective self-evaluation • Develops confidence in using the model of professional learning • Identifies relevant success criteria

• www.scelframework.com

SCEL Framework for Educational Leadership

http://www.scelframework.com/

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

Teacher Leadershipwww.SCELengage.com

http://www.scelengage.com/

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.

Early Years

What’s next?

• 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

Thank you

[email protected]