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CfE Leadership Events: Senior Phase
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  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 timeto 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 learningin 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. What it means to us!

  13. 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 “

  14. A preparation for what? 19th Century Clerk Being right Copying down Listening to teacher Accepting what you’re told Working alone Sitting still Remembering facts Showing deference Following instructions Being evaluated Job advert 21stCentury 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

  15. 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.

  16. (twilight)

  17. 3 Horizons Game

  18. 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”

  19. Managing Change Workload VS Impact

  20. 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

  21. 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

  22. 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.

  23. Introducing innovative approaches in any aspect of curriculum, learning and teaching and assessment • Professor Guy Claxton’s 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.

  24. The power of Self - Evaluation and Reflection Opening up learning through exploring and using information and data Opening up learning through exploring and using people’s views Information and data People’s views Improving the how and what of learning Direct observation Opening up learning through sharing learning and teaching in action

  25. SWOT Analysis

  26. 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

  27. 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