scottish college for educational leadership learning for leadership, leadership for learning john...

Scottish College for Educational Leadership

Learning for leadership, leadership for learning

John Daffurn

Follow SCEL on Twitter @TeamSCEL, @CEOSCEL

Teaching Scotland’s Future is the national programme to deliver improvements in teacher professional learning. Its work should be seen as a coherent package of measures which are interlinked. They include:

•Professional Update and new Professional Standards

•Masters-level study pathways being delivered by universities in partnership with local authorities

•Coaching and mentoring relationships

•Career long professional learning

•Scottish College for Educational Leadership.

Recommendation 50A virtual college of school

leadership should be developed to improve

leadership capacity at all levels within Scottish

education.

Learning for Leadership, Leadership for Learning

SCEL: Our Aims• Develop, articulate and implement a vision for educational

leadership in Scotland that is learner focused and futures oriented.

• Provide coherence for the range of leadership development opportunities available in Scotland.

• Offer / facilitate innovative and cutting edge leadership development opportunities that are research-led, practice focused and bench marked internationally.

• Embed ‘leadership networks’ across the sectors and systems so that leaders at all levels are connected to and within professional leadership communities.

Follow SCEL on Twitter @TeamSCEL

Scope of SCEL • Teacher Leadership • Middle Leadership

• Headship Preparation Programmes

• Headstart programme for new headteachers

• Serving Heads / Fellowship Programme

• Early Years Leaders and Practitioners


19/04/23 Follow SCEL on Twitter @teamScel

ActivityAndy Hargreaves suggests that ‘What we want for our students we should want for our teachers and ourselves: learning, challenge, support and respect.

•What do you understand by teacher leadership?

•How do you support your teachers to build leadership capacity within your school(s)?

SCEL definition - Teacher Leadership

Teacher leaders play a fundamental role in improving outcomes for children and young people. Through leading learning, collaboration, inquiry and innovation and by modelling continuous learning, teacher leaders build trust and rapport with colleagues to develop capacity, enhance learning and positively influence their school community.



•Online development – web site and Framework

•Specialist Qualification for Headship programme

•Fellowship Programme

SCEL Current Initiatives

•On-line developments

•Specialist Qualification for Headship

•Fellowship Programme

A self-directed interactive tool for planning coherent leadership development at all levels.

Outlines professional learning activities which develop leadership skills and which map to the Standards.

Supports effective PRD and Professional Update processes.

A wide range of leadership opportunities and resources which have been quality assured and endorsed by SCEL.

The Framework for Educational Leadership

Why a Framework for Educational Leadership?

Follow SCEL on Twitter @teamScel

Regularly self-evaluate against

Standards, to plan professional

learning.

Teacher Leadership -Key Areas of Focus

Seek effective and innovative

ways to develop your

role.

Critically engage withliterature, research,legislation and policy.

Participate in formal

leadership development programmes.

Engage in and benefit from mentoring

and coaching opportunities.

Engage in dialogue and activity with

wider partnerships.

The key areas of focus below are examples of leadership development which are

fundamental to becoming an effective leader.

To develop your leadership practice in each key area you can choose to:

Undertake a SCEL Professional Learning Activity (learn more)

Regularly self-evaluate against Standards, to

plan professional learning.

Seek effective and innovative ways to lead

and enhance learning

Critically engage with l iterature, research,

legislation and policy.

Engage in and benefit from mentoring and

coaching opportunities

Engage in dialogue and activity with colleagues and wider partnerships.

Participate in formal leadership

development programmes.

Screen

Shot 1

Seek effective and innovative ways to lead and enhance

learning.

SCEL Professional Learning Activities

Be responsible for a specific change project

including planning , implementation and evaluating impact.

.

Adopt a practitioner enquiryapproach to leading learning

Be responsible for a specific change

project including planning ,implementing

evaluating impact.

Possible approach

Resources

Articulation with Standards

SCEL Professional Learning Activities-options menu

Evaluation

SYSTEM LEADERSHIPAssume HMIE Associate Assessor role

Use relevant self-evaluation approaches andProfessional Review and Development

procedures to ensure your Professional Learning objectives focus on the System Level Leadership skills required to become

an HMIE Associate Assessor.

As an HMIE AA, attend regularly arranged, national HMIE AA

training sessions and actively engage indiscussions and activities to ensure you

have the knowledge and skills to participate effectively in HMIE School

Inspections.

Participate as a full Team member in HMIE School Inspections, engaging in

professional dialogue with school staff andHMIE Team members which then facilitates

the evaluation of the school in relation to the HGIOS Quality Indicators.

As part of your HMIE AA role in supportinginput to your Local Authority, communicate

regularly with Local Authority personnel in sharing relevant information from HMIE

that can then be disseminated to schools tohelp support their development and

capacity for improvement.

Use tools such as the Standards for Leadership and Management and formal

feedback from Managing Inspectors regarding your performance during school

Inspections - evaluate the impact on your own leadership development and

next steps for growth.

Deepen your knowledge and understanding of HMIE and the role of HMIE Associate

Assessors by accessing relevant information available from the Education Scotland

website. In addition, continue to reflect upon / evaluate

your own skills and abilities as a leader in both your own organisation and beyond.

Encourage and model relationships between system and school level leaders that are

reciprocal, collaborative and highly interactive.

Assume HMIE Associate Assessor role – System Level Skills

Stimulate high levels of interaction among schoolleaders which should be driven by a shared sense of

responsibility among leaders for system improvement.

Create structures and norms within the system to ensure regular, reciprocal and extended deliberations about improvement progress within

and beyond schools as well as across the system as a whole.These structures and norms should result in deeply interconnected

networks of school and system leaders, working together on achieving the system’s directions.

Activity - Framework

• How well do the professional learning activities which you plan encompass all four elements of the Model for Professional Learning?

• How could you ensure all four are evident in professional learning activities?

• How successfully do you and your staff engage in collaborative tasks with other staff? What could you do to develop this further?


Activity – School Leadership

• How do you develop your own leadership capacity?


New National Into Headship Qualification

In the longer term, our aspiration is to have a Masters pathway which will include three parts:


New National Into Headship Qualification

To ensure aspirant and new Head Teachers are supported to develop and continue to build the necessary knowledge, skills and understanding required of senior leaders we are currently working on the Into Headship Programme, building to Extended Induction.


Activity - System Level Leadership

• What do you understand by system level leadership?


Fellowship programme - System LeadersFrom the outset, it is important to stress that the Fellowship programme is about developing system level leadership capacity through developing system leaders. Dimmock refers to System Leaders as those who:

•care about and work for the success of other schools – as well as their own and

•have a shared sense of mission and responsibility to improve the larger system, and realize that to do so, they have to engage with it in a meaningful way


SCEL DefinitionSystem leaders have a strategic role in enhancing Scottish education and society and have a shared sense of mission and responsibility to improve the larger system. They demonstrate their knowledge and understanding of the broader public sector context System leaders recognize the need to build alliances and collaborations within and across organisational boundaries to ensure children and young people have the best chance to succeed


Learning for Leadership, Leadership for Learning

Teaching Scotland’s Future

Recommendation 48“A greater range of cpd opportunities should be provided for experienced headteachers, from the middle years of headship onwards….”

Recommendation 49“A scheme for national leaders of education should be developed to enable experienced, high-performing headteachers to contribute to system-level leadership of education in Scotland”

GTCS Standards 2012

Head teachers and other educational leaders contribute to leadership improvement at system level (authority and national level)

This includes the ability to offer significant support to peers and other educational establishments or make significant contributions to policy development across cluster, local authority or national education systems (GTCS, 2012, Standards for Leadership and Management: p4)


Fellowship Programme

• The Fellowship Programme from the Scottish College for Educational Leadership aims to realise this vision and these ambitions

• The rethinking and realigning of CPD to focus on professional learning that is career‑long has implications for school leaders

• The professional learning needs of these senior leaders are varied yet individualised, requiring bespoke approaches that are directly relevant but transferable across contexts


Fellowship Programme


• Designed to provide advanced development opportunities for headteachers in schools and heads of establishments in early years centres.

• Design principles underpinned by the model of professional learning that integrates reflection on practice, cognitive development, experiential learning and collaborative learning.

• Participants will extend their professional learning and widen their leadership experience while taking forward an aspect of policy development that enables them to engage with policy formation and implementation at local, national and international levels.

• New Fellows will become champions and ambassadors for the College as well as contributing as system leaders in Scotland.

Award of the Fellowship of SCEL


Activity - System Level Leadership

•In what ways are you operating at system level leadership?

•How might you develop your system level leadership?



Activity

Discuss one leadership development activity which is effective in your school / context. What makes it effective?


Contact details:

John Daffurn, Programme Leader

[email protected]

www.scelscotland.org.uk

mailto:[email protected]

scottish college for educational leadership learning for leadership, leadership for learning john...

Documents