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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
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