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CfE Leadership Events: Senior Phase

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CfE Leadership Events: Senior Phase What are we learning about the change process Eddie Broadley Donna McMaster Assistant Director Head Teacher – PowerPoint PPT presentation

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Title: CfE Leadership Events: Senior Phase


1
CfE 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?

7
Issues 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

8
Issues 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

9
Issues 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

10
The Change Process

11
The Nature of our Strategic Planning
  • What is the point of bringing young people
    together in a school?
  • ?????

12
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13
What it means to us!
14
Embrace 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

15
A 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

16
Opening 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.

17
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18
(twilight)
19
3 Horizons Game
20
Feedback 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

21
Managing Change
  • Workload
  • VS
  • Impact

22
Task 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
23
Task 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

24
What 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.

25
Introducing 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.

26
The 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
27
SWOT Analysis
28
Leadership 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

29
Vision 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
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