Title: CfE Leadership Events: Senior Phase
1CfE Leadership Events Senior Phase
What are we learning about the change
process Eddie Broadley Donna McMasterAssistant
Director Head TeacherEducation
Scotland Inveralmond CHS
2- A summary of our offer of fieldwork visits to
secondary schools December through March 2014 - Programme of secondary fieldwork visits planned
from December 2013 through March 2014 based on a
random sample of secondary schools in all
Education Authorities and agreed with Directors
of Education in advance
3- A summary of our offer of fieldwork visits to
secondary schools December through March 2014 - Education Scotland is very keen to learn
first-hand from those who are implementing CfE
and the opportunity to visit secondary schools
around the country will help us keep ES
understanding very much up-to-date. This is a
formative process in that it will give the
opportunity to help guide the ES business
planning for next year - to ensure we plan the
kind of support that will be most helpful to
schools. And of course, it is one of many
activities that give us insight into the work
that is going on in schools, such as innovative
practice visits, inspections, conversation days
etc.
4- ES is interested in learning about the context
for and how schools have used CfE as an
opportunity to meet their local needs. - The main areas for discussion are as follows
- Introducing innovative approaches in any aspect
of curriculum, learning, teaching and assessment - Progress towards improving the quality of
learning through S1-S6 using CfE - Progress towards better transitions into S1 and
post 16 through CfE
5- The main areas for discussion are as follows
- Progress towards getting a better take on the
impact of CfE on outcomes for learners, through
self-evaluation for example - Progress in implementing the BGE from S1-S3, and
any particular features of the S3 experience - Progress in developing the S4-S6 curriculum
6- Progress towards building confidence in education
through partnerships with key stakeholders
including parents - Any particular actions which you feel are
reducing inequity on outcomes for disadvantaged
and vulnerable groups - The nature of the strategic planning you have in
place and its likely impact on taking forward the
3-18 curriculum - Additional support from Education Scotland, SQA?
7Issues emerging?
- Need to raise and maintain professional
confidence in NQs and especially in new Highers
for 2014-2015 need development time to assist
schools urgently - Need for greater clarity around national messages
about the senior phase including best practice in
structuring the curriculum, approaches to wider
achievement within the curriculum, problem
solving around provision of 2 periods of PE, RME
in S5/6, college outreach to the school
curriculum especially in emote and rural areas,
etc
8Issues emerging?
- National advice in tracking and monitoring
progress in learning in S1-S3 - More clarity and best practice around the
entitlement to Personalisation and Choice - Assessing progress in significant aspects of
learning in S1-S3 BGE - Ongoing need to ensure working with parents YP
in all aspects of developing the curriculum - Programme of inter school visits for senior
leaders cross schools in Scotland
9Issues emerging?
- Request for dedicated named hot line contacts for
subject specialisms available to answer and
respond quickly to staff queries - National sharing of best practice in aspects of
timetabling CfE in secondary schools
10The Change Process
11The Nature of our Strategic Planning
- What is the point of bringing young people
together in a school? - ?????
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13What it means to us!
14Embrace Change
- Change is a double edged sword. Its relentless
pace these days runs us off out feet. Yet when
things are unsettled we can find new ways to move
ahead and create breakthroughs not possible in
stagnant societies. - Michael Fullan. Leading in a culture of
change
15A preparation for what?
- 19th Century Clerk
- Being right
- Copying down
- Listening to teacher
- Accepting what youre told
- Working alone
- Sitting still
- Remembering facts
- Showing deference
- Following instructions
- Being evaluated
- Job advert
- 21st Century Explorer
- Being adventurous
- Creating ideas
- Discussing with peers
- Questioning things
- Working with others
- Being active
- Imagining possible solutions
- Showing initiative
- Taking responsibility
- Self-evaluating
- 3rd Horizon
16Opening up Transformative Innovation
- The three horizons approach helps in developing a
perspective that both addresses the need for
change and nurtures our vision. - We need to keep the lights on today while
finding a way of keeping them on a generation
from now in very different circumstances. - Explore the creativity and imagination that
change demands.
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18(twilight)
19 3 Horizons Game
20Feedback from staff
- Team spirit and a sense of further
success/change is possible. Planned strategies
will build capacity. A clear vision for ICHS and
the feeling of this being done in a supportive
team. - Enjoyed a dialogue that moved from the rhetoric
of the day to day delivery of the curriculum and
ventured - into the broader ideology
21Managing Change
22Task 1
Agree in your group the order in which the set
of 9 cards on your table should be placed with
the most important job of the teacher at the top
Arrange in a Diamond 9 shape
23Task 2
- Agree in your group the order in which the set
of 9 cards on your table should be placed with
the most time consuming job for the teacher at
the top. - Arrange in a Diamond 9 shape
24What did we conclude?
- Teachers felt they spent a lot of time writing
reports and marking jotters which was frustrating
as these activities/jobs did not have the
greatest impact on young people. - Our aim was to move to a Horizon in which we are
activating learners as owners of their own
learning a far more productive life skill that
is transferable into real life contexts.
25Introducing innovative approaches in any aspect
of curriculum, learning and teaching and
assessment
- Professor Guy Claxtons Building Learning Power
2013 - Increased understanding of the importance of
teaching pupils the attributes of a 21st
Explorer as opposed to a 19th Century Clerk. - Authority and Cluster event took place September
2013 - Creativity 3-18 (Case study supported by
Education Scotland 2013) - Case study in Education Creativity 3-18.
- Inspiring learning and Teaching Improvement group
- Moderation Across the Cluster (NAR project
2013/14) - NAR project based on Social Studies and reading
outcomes. - CPD and workshops on learning intention and
success criteria - Summary across practice in 6 primaries and
Secondary brought together in Review of learning
intentions and success criteria in the classroom - Profiling (NAR project 2013/14)
- Consistent use of the profiling process using the
skills for Learning life and work framework.
Introduction of one stop shop with Didbook across
Cluster.
26The power of Self - Evaluation and Reflection
Opening up learning through exploring and using
information and data
Opening up learning through exploring and using
peoples views
Information and data
Peoples views
Improving the how and what of learning
Direct observation
Opening up learning through sharing learning and
teaching in action
27SWOT Analysis
28Leadership of CfE
- Establishing vision and culture
- Win hearts and minds
- Self - evaluation
- Lead learners
- Professional learning for staff sharing
effective and innovative practice - Promote leadership and collaboration
- Moved beyond assessing knowledge and
understanding into Skills and attributes and
capabilities
29Vision into reality
- A vision without action is just a dream
- Action without vision just passes the time
- A vision with action can change the world.
- Nelson Mandela