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Aberdeenshire HeadteachersConference
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Title: Aberdeenshire HeadteachersConference
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Aberdeenshire HeadteachersConference
- 5th February 2008
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The Four Capacities
- Successful Learners
- Confident Individuals
- Responsible Citizens
- Effective Contributors
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The Reality...
- The capacity to work, adapt and thrive
- Having the self-esteem to cope and to meet
challenges - Being able to fit in
- Having democratic attitudes
- Being able to really influence your own future
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The Big Challenge
- Its preparing young people for a changing future
- Its recognising the primacy of learning
- Its ensuring that young people have the building
blocks that they need in terms of skills,
concepts and knowledge - Its having an education that supports a
sustainable prosperous future
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at another level
- Its poverty
- Its the inability to form attachments
- Its the lack of self-esteem
- Its learning needs
- Its health - physical and mental
- Schools can make a difference
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And its always..
- Planning for composites
- Planning progression in small schools
- Getting access to resources
- Working in small teams
- Dealing with all the pressures
- Getting through the day!!!!!
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Meeting the Challenge
- The New Professionalism
- By changing attitudes - everyone needs to be an
extended professional - By changing assessment - we need to change the
tests that we teach to!! - By changing the curriculum
- And managing flexibility
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Essential conditions for effective classrooms
- Authentic relationships- the quality of openness
of relationships within the classroom - Rules and boundaries- the expectations set by
teachers and schools for student performance and
behaviour - Teachers repertoire- the range of teaching
styles and models available to the teacher
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- Reflection on teaching- the capacity of the
individual teacher to reflect on their own
practice and suggestions from other sources - Resources and preparation- access to a range of
pertinent teaching materials and the ability to
plan and differentiate these materials for a
range of students. - Pedagogic partnerships- the ability of teachers
to focus on the study and improvement of the
practice of teaching
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Schools can..
- Look at our practice.
- Look at our attitudes. We must see ourselves as
having broad responsibilities to pupils - Establish a culture of care and ambition
- Provide a better, more effective learning
experience for all pupils
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As teachers we need to..
- Keep learning and honing skills
- Raise aspirations and expectations of pupils
and of ourselves - Look at what is happening to young people in our
schools and in our classrooms. Reflect on that
and implement judicious change
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So?
- We need to create a culture where we all believe
we can make a difference and have a common view
about what that difference should be - We need to listen, to learn and to act
- We need to disperse leadership and to take some
risks - We needed to build on the work done
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And..
- We need to have a clearer concept of what
implementation of a Curriculum for Excellence
means - We need to be thinking about the challenging
questions and informing the debate - We need to be sure that we are not reinventing
5-14
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Building on
- Better learning environments
- GLOW, Interactive Whiteboards
- Strong vision and values
- High levels of competence
- A good balance of staff
- Impressive staff development cooperative
learning. AifL
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The McCrone Agreement
- The central role that teachers play in the
quality and effectiveness of learning in school
and the importance of the critical relationship
between teacher and pupil - Appreciation that teachers are committed and
talented professionals who aim to develop and
realise the potential of every child
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- That this work is critically carried out within a
framework of social inclusion which seeks to
engage every child in learning and personal
development to secure achievement and the
promotion of confidence and ambition in all of
our young people
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What then must we do?
- Agree clear policies and procedures
- Agree standards that cover all 4 capacities.
These standards must make sense to those who are
responsible for achieving them. They must be
contextualised within schools and their
community. - Monitor progress towards agreed standards on an
ongoing basis recognising the importance of
self-evaluation
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- Give equal emphasis to all the indicators of
progress used in a schools development
plan/local community plan - Recognise that if a school has taken all
reasonable steps to achieve success, it must be
judged on that basis - Where schools/area groups appear unlikely to meet
their ambitions, they should be regarded as a
priority for support in self-evaluation - Target support where there is real need
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- Address workload in-
- reporting
- assessment
- record keeping
- planning
- curriculum development
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How to achieve this
- The time and space to be able to help each other
improve is what most teachers complain that they
lack. - A great deal of time has been spent in recent
years on structure rather than process, on how
many boxes must be ticked, rather than how to
explain concepts better. Instead of having time
to improve what they do in their classroom,
teachers have been buried under bureaucratic
demands that sapped precious energy.
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ACfE a chance for excellence
- A chance to build on good practice
- A chance to shape and control development
- A chance to do what you really want to do
- A chance for real professionalism
- An opportunity to make a difference for you and
for your pupils
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