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
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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
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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
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Developments linked to the Early Phase
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
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Developments linked to the Early Phase
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.”
Recommendation 15 in the Teaching Scotland’s Future report:
“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.”
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Developments linked to the Early Phase
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
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Recommendation 19 in the Teaching Scotland’s Future report:
“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.”
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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
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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
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“…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
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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)
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NQT
Middle Leader
ITE
Pedagogical
Leader
School Leader
System –
LeaderCareer - Long Professional Learning
FRH
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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.
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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)
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Professional Learning
http://www.educationscotland.gov.uk/video/s/supportingprofessionallearning/jayhelbert.asp
Jay Helbert’ Headteacher,
Ardrishaig Primary School
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http://www.educationscotland.gov.uk/professionallearning/index.asp
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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
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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?
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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?
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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?
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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 ?