AHDS Conference November 2014 - Keynote; Graeme Logan
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Transcript of AHDS Conference November 2014 - Keynote; Graeme Logan
Transforming lives through learning
AHDS Annual Conference 2014
Teaching Scotland’s Future: What next?
Graeme Logan
Transforming lives through learning
Being the leader you want to be
• Relentless optimism • Strategic vs operational: getting the right balance • Taking charge of your time, for example responding to
emails• Forensic focus on children’s progress: keep shining the
spotlight on this
How does it feel for children?
Underachievement is immediately challenged,
achievement is immediately celebrated.
Transforming lives through learning
Structure of presentation
• WHAT – continuing to implement CfE• HOW – TSF strategies and approaches to
professional learning • SUPPORT – what we can do to help you
Transforming lives through learning
Educational outcomes for all learners are improving
Inequity in educational outcomes is eradicated
Public confidence in education is high
Keep the focus on outcomes for learners
Transforming lives through learning
The vision
Learners in Scotland will progress in
one of the most effective education
systems in the world, renowned for
the ability of national and local
partners to work flexibly together to
achieve high quality and equitable
outcomes for all
Transforming lives through learning
Turning the school aims into action
In one school the head teacher asked everyone to agree which school aim they are helping to achieve when they meet together as groups or teams of pupils, parents and staff. This enabled all stakeholders to understand how their daily choices and activities were helping to realise the school’s vision.
Transforming lives through learning
Transformational change
Meeting the needs of every child in every
class, through the highest quality learning
experiences.
Transforming lives through learning
Evidence of impact of CfE…..
Between September 2013 and June 2014, in
almost all schools inspected (91%), one or
more aspect of children’s/young people’s
positive attributes (e.g. confidence, ambition,
motivation) and/or learning experiences are
reported as a key strength
Transforming lives through learning
Leadership priorities: CfE
• Reducing bureaucracy• Clear assessment strategy/ policy/ practice • Planning progression • Skills for learning, life and work
Transforming lives through learning
Transforming lives through learning
Forward planning for learning
Resources Assessment (say, do, make, write)
Opportunities for applying the learning
Transforming lives through learning
Continuing to implement CfE
• Pathways not tramlines • Informed personalisation and choice • A BGE for all • Reduction in assessment • Building on the success of this year’s
national qualification results
Transforming lives through learning
‘Mountains of bumf is no substitute for clarity’
Transforming lives through learning
The leaders of the
school are also
the narrators of
the school
Transforming lives through learning
Model of leadership learning
Leading change and improvementBe responsible and accountable for a specific change project.Adopt an action learning approach, working collegially and proactively with colleagues to lead change.
In what ways are you/could you be involved in leading change and improvement?
Transforming lives through learning
Transforming lives through learning
Enquiry is about knowing deeply: knowing what, knowing why, knowing how
Teachers doing enquiry should always be asking:
• what am I making problematic and why? And what am I not questioning?
• what knowledge will I gain/what can be known from this enquiry?
• for whose benefit am I doing this enquiry? • for what purpose(s)? • who is/should be involved and why?
Transforming lives through learning
How can you use enquiry?
• Partnerships with universities • Refresh your approaches to self-evaluation,
auditing and improvement planning • Working groups or enquiry groups ?• Pupil Council ?• Moving ‘professional dialogue’ to the next level
Transforming lives through learning
From professional dialogue to professional enquiry
• Criticality• Challenging, questioning, debating• Identify, conceptualise and define• Best practice or best problems ? • Apply your skills in enquiry to professional
dialogue in your school and cluster
Transforming lives through learning
PRD and professional learning is the currency of improvement in your school
•Getting it right for every teacher !
•Negotiating the right blend and balance for individual
•How good is the balance of time spent on individual, school and system level improvements ?
Transforming lives through learning
Transforming lives through learning
Key purpose of head teachers
The head teacher acts as the leading
professional in a school and as an
officer of the local authority. Head teachers lead
the whole school community in order to
establish, sustain and enhance a culture of learning
through which every child and young person is able to
learn effectively and achieve their potential.
Transforming lives through learning
In line with the vision and values of the school, head teachers,
supported by their staff:
establish, sustain and enhance the culture of self-evaluation for school improvement;
develop staff capability, capacity and leadership to support the culture of learning
ensure consistent high quality learning and teaching for all pupils;
build and sustain partnerships with pupils, families and relevant partners
to meet the identified needs of all learners;manage and direct resources effectively in line with
identified strategic priorities.
Transforming lives through learning
QI 5.9 Improvement through self-evaluation: Updated level 5 illustration
We work with partners, learners and stakeholders, including parents and carers, in self-evaluation and are aware of resulting strengths and development needs and are committed to take action to effect improvement. Effective systems are in place to monitor and evaluate the quality of provision, including with partners, and to gather and respond to views of stakeholders. We have strong leadership at all levels with a vision for the outcomes of change. This vision gives direction to self-evaluation. High quality support for career-long professional learning is in place to support improvement. This is founded on effective arrangements for professional review and development of staff. We take ownership of professional learning, including reflection and enquiry on practice as individuals and with others, in order to engage more deeply and meaningfully with Curriculum for Excellence. We are aware of the impact of our professional learning on our work and on the experiences of learners. We use the GTCS Professional Standards as a starting point for personal reflection and self-evaluation.
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
What can we do to support you?
• HGIOS 4 • Opening up great learning series• Refresh of Glow• More examples of planning progression • New range of e-bulletins, including monthly
digest for headteachers
Transforming lives through learning
Summary – key support resources
• Evaluating and improving the primary curriculum • Significant aspects of progress/ progression
frameworks for each curriculum area• Sign up for the monthly strategic digest for
headteachers
Transforming lives through learning
TSF – what can you do at school level?
• PRD – use new national guidance• Early phase• Career-long learning • The right blend and balance for each teacher • Improvement planning: what and how?
Approaches to implementation • Leadership for all
Transforming lives through learning
A final word about improvement planning
• Hold your nerve: stick to your main priorities • When you prioritise a new area, do you de-
prioritise something else?
‘The greatest risk to school improvement projects is that they are floored by inconsistent action’