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Acts Conference 2012. Walter Humes University of Stirling. Holyrood Launch of ACTS. ACTS as a new voice, a counterweight to managerial and corporate thinking The socialisation process: the rules of the policy community – ‘deference and trust’ Beyond the honeymoon period. McCormac Report.

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Acts conference 2012

Acts Conference 2012

Walter Humes

University of Stirling

Holyrood launch of acts
Holyrood Launch of ACTS

  • ACTS as a new voice, a counterweight to managerial and corporate thinking

  • The socialisation process: the rules of the policy community – ‘deference and trust’

  • Beyond the honeymoon period

Mccormac report
McCormac Report

  • Control issues: Head Teachers and Local Authorities

  • Perceptions of classroom performance

  • Evidence on pupil attainment

  • Alleged lack of clarity in CT role

  • Recommendations driven by managerial and bureaucratic concerns about power?

Professional development
Professional Development

  • Demands of CfE: new courses and qualifications; progressive pedagogy; teachers as curriculum developers

  • Reduced CPD capacity of local authorities because of budget constraints

  • Reduced CPD capacity of universities because of research pressures

Practitioner research
Practitioner Research

  • School-based action research projects

  • The importance of ‘insider’ knowledge

  • Sharing findings with the whole school

  • Teaching as an evidence-informed profession

  • Schools as learning communities

The discourse of leadership
The Discourse of Leadership

  • Debates about leadership training: e.g. SQH v. Columba 1400

  • Types of leadership – inspirational, charismatic, transformational, spiritual, distributed, etc.

  • ‘Heroic’ leadership: leadership by example

  • Power and responsibility

Intellectual leadership
Intellectual Leadership

  • Anti-intellectualism in Scottish education

  • ‘Best practice’ as the touchstone (HMIE)

  • Ambivalent attitudes towards professional training

  • CfE a-theoretical and a-historical?

  • ‘The parochialism of the present’ (G. H. Bantock)

Successful schools 1
Successful Schools 1

  • A management team that commands trust and respect

  • Efficient administrative systems

  • Good communication (to pupils, staff and parents)

  • High expectations for pupils and effective support systems for all abilities

Successful schools 2
Successful Schools 2

  • An attractive curriculum with scope for choice by pupils and innovation by staff

  • A wide range of pedagogic approaches

  • Assessment methods that support learning

  • Committed staff who are given opportunities for professional development

Beyond systems and structures
Beyond Systems and Structures

  • Imagination and creativity

  • Good relationships

  • Spaces which resist bureaucratic containment

  • Freedom to express ideas which may go against the grain of official thinking

  • Intellectual engagement with challenging ideas