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 McMasterAssistant
Director Head TeacherEducation
Scotland Inveralmond CHS
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• 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

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• 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.

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• 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

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• 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

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• 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?

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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

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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

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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

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The Change Process

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The Nature of our Strategic Planning

• What is the point of bringing young people
  together in a school?
• ?????

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What it means to us!
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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

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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

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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.

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(twilight)
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3 Horizons Game
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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

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Managing Change

• Workload
• VS
• Impact

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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
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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

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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.

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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.

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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
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SWOT Analysis
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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

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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