Author: Malcolm Wilson

It’s a Good Time to Collaborate – event on 29 May 2019 for education practitioners in Forth Valley and West Lothian Regional Improvement Collaborative

Aims of the Event

The purpose of this event was to bring together practitioners from every school and educational establishment in Clackmannanshire, Falkirk, Stirling and West Lothian. This was to provide an opportunity for participants to find out more about the progress of the RIC, new projects and opportunities that are being developed with a focus on the emerging agenda of empowerment and equity in Scottish Education. This was an opportunity to engage with colleagues in a collaborative way, working together and learning about the progress being made to close the attainment gap.

Opening address

FV & WL RIC Lead: Dr Elaine Cook, Depute Chief Executive Officer, West Lothian

Thanks to pupils from Larbert High School for creating this video

Click on the following link for the PowerPoint presentation giving an overview of the day Overview-of-the-day-29-May-2019

Workshops

Numeracy – Research based interventions to close the poverty related attainment gap – the FV & WL RIC Numeracy Leads (Peter Valentine, West Lothian, and Lynne McBain, Clackmannanshire) share the rationale and content of the RIC Numeracy plan including the new RIC Numeracy Academy. A carousel showcasing some of the numeracy interventions which practitioners could be trained in for example, using manipulatives in the senior phase;  the RIC Rekenrek project; the power of effective number talks.

Thanks to pupils from Larbert High School for creating this video

Click on the following link for the Numeracy PowerPoint presentation Numeracy-1

Literacy – The FV and WL RIC Literacy team share the work of each of the sub group projects and consult practitioners to identify next steps. A carousel of project initiatives to engage with will be on offer: ELCC vocabulary and sharing the QA framework; The RIC CLPL pack on moderating reading for early to fourth level; sharing the programme and examples of practitioner enquiry into developing a reading culture network; using HGIOS 4 toolkit to evaluate and reflect on current reading practice and next steps into accreditation.

Thanks to pupils from Larbert High School for creating this video

Click on the following link for the Literacy Early Vocabulary PowerPoint Presentation Literacy-Early-Vocabulary

Click on the following link for the Literacy Building a Reading Culture PowerPoint presentation Literacy-Building-a-Reading-Culture-1

Click on the following link for the Literacy Champions PowerPoint presentation Literacy-champions

Performance Analysis – Lead: Michael Davies (West Lothian) -this workshop shared the structure and work of the Regional Performance Team. Additionally sharing some examples of best practice around use of data and performance information within each Local Authority. The key aim of the group is to develop the use of data analysis, focusing on data for improvement, by practitioners at all levels across the Collaborative. There were also be opportunities for Practitioners to discuss and share current challenges and opportunities that they face around use of data. Gathering views on the day will shape the work of the Regional Group, especially their input into the CLPL plan. Topics that will be highlighted:  Tracking & Monitoring; Standardised Assessment results data (eg.SNSA); BGE Benchmarking Tool; Insight (Senior Phase Benchmarking Tool);  Scottish Index of Multiple Deprivation; Additional Support Needs

Click on the following link for the Performance & Improvement PowerPoint presentation by Michael Davis RIC-Performance-Improvement

CLPL – Lead: Stefan Wyroslawski (Stirling) – why is a CLPL programme essential for schools? What are the challenges and opportunities raised by andragogy and heutagogy? How can we leverage expertise in our regional collaborative and in what ways can we facilitate the co-creation of sustainable regional CLPL opportunities? How will we know when we have been successful? In this workshop we shared the 2019-2020 FV&WL RIC programme and co-created responses to these questions which will inform our future planning.  We investigated the questions above and collectively take responsibility for moving the vision forward.

Thanks to pupils from Larbert High School for creating this video

Click on the following link for the CLPL PowerPoint presentation CLPL-workshop

Early Learning & Childcare – Lead: Judy Edwards (Stirling) – this workshop shared the work of the ELCC group, showcasing some examples of good practice and highlighting next steps.  Opportunities to hear examples of good practice across the Collaborative including the work of the 2 centres of innovation in our collaborative.  The 4 examples of good practice are: CENTRE OF INNOVATION – Building the Ambition at Bowhouse Early Learning and Childcare in Falkirk; CENTRE OF INNOVATION – ‘Wee Scones Cafe’ at Menstrie Nursery Class in Clackmannanshire; Literacy – led by Stirling Council; Language is fun Together (LIFT) and the development of a self-evaluation tool to support this work; Bedtime Story initiative at Croftamie Nursery; Phonological Awareness Programme; It’s a Good Time to be Two – led by West Lothian Council.

Thanks to pupils from Larbert High School for creating this video.

Click on the following link for the Early Years PowerPoint presentation Early-Years

Developing the Curriculum – Lead: Stefan Wyroslawski (Stirling) – a curriculum is designed to help children and young people gain the knowledge, skills and attributes needed for life in the 21st century, including skills for learning, life and work.  In this workshop we considered the opportunities we have as a regional collaborative to co-create content-rich learning experiences and curricular pathways. How can we enhance outcomes for our young people? Discussions centred around the BGE as well as the senior phase.  We also took into account our unique setting in Forth Valley & West Lothian, considering what we can do to take responsibility for curriculum development in our contexts, with input from regional our colleges and university.

Click on the following link for the Curriculum Development PowerPoint presentation Curriculum-Development

Teacher agency: what is it … and [importantly] how do we develop it?

Professor Mark Priestley, Professor of Education, University of Stirling

“Modern curricula, such as Curriculum for Excellence, require teachers to be active curriculum makers. Recent discussions about empowering schools and teachers in Scotland have reinforced these expectations on teachers.
Such talk is premised, implicitly at least, on assumptions that teachers are able to be agentic in their professional work, and the term ‘teacher agency’ has become commonplace. Nevertheless, teacher agency is often poorly
understood and weakly conceptualised. In this presentation, these issues are explored starting with an overview of an ecological understanding
of teacher agency as something which is achieved, rather than something innate to individuals. How teacher agency (in relation to curriculum
making) is achieved, focuses on three dimensions: 1) individual, including conceptual development about the curriculum; 2) cultural, for example, collective beliefs about the role of schools; and structural, for instance relational resources afforded by networks in schools.”

Click on the following link for the PowerPoint presentation by Mark Priestley Teacher-Agency-Mark-Priestley

Professional Collaboration

Professor Andy Hargreaves, Research Professor, Boston College. Adviser in Education to the First Minister of Scotland

“The evidence for professional collaboration is now overwhelming. Teachers will do better and schools and their students will do better
if teachers and schools share ideas, support each other when they are facing a difficult challenge, and take collective responsibility for improvement and change. Whether teachers should collaborate is no longer an issue. The key question now is what are better and worse ways to collaborate? How
do leaders design collaboration? What do we know about the respective merits of professional learning communities, learning walks, or school networks, for example? How do school leaders take promising designs from one place and use them effectively in another? Scotland is at a key moment in really developing a strong culture of teaching that is inspiring, supportive and effective. Drawing on his new book about 5 different
designs of collaborative professionalism, Andy Hargreaves set out the possibilities and practicalities of designing collaboration so it is
productive for students and empowering for teachers.

Click on the following link for the Professional Collaboration PowerPoint presentation by Andy Hargreaves Professional-Collaboration-Andy-Hargreaves

Panel forum with key note speakers

Mr John Swinney, Deputy First Minister of Scotland, Cabinet Secretary for Education & Skills

Reflections

Dr Elaine Cook

Stirling Digital TeachMeet open to all in Forth Valley and West Lothian Regional Improvement Collaborative

All education practitioners in Forth Valley & West Lothian Regional Improvement Collaborative and beyond are welcome to the Stirling Digital TeachMeet being held at CodeBase Stirling, 8-10 Corn Exchange Rd, Stirling FK8 2HU on Thursday 14 March from 4pm-6.30pm.

Come along to meet like-minded digital enthusiasts and share ideas about the use of digital technology for learning and teaching!

To find out more and to sign up click on the link below:

http://teachmeet.scot/events/event/stirling-digital-teachmeet-2/

Falkirk Digital TeachMeet open to all in Forth Valley and West Lothian Regional Improvement Collaborative

All education practitioners in Forth Valley & West Lothian Regional Improvement Collaborative and beyond are welcome to the Falkirk Digital TeachMeet being held on Tuesday 26 February in St Mungo’s RC High School, Falkirk, from 5-7pm with refreshments from 4.30pm.

A TeachMeet is an informal gathering of those curious about learning and teaching. The theme of our TeachMeet is the use of digital technology to enhance the learning of our pupils. This is for teachers from any sector and from any part of the country

Find out more and register at the link below:

http://teachmeet.scot/events/event/falkirk-digital-teachmeet-february-2019/

Consultation on RIC Plan Phase 2 – Ask and Offer

The lead planning team of the Forth Valley and West Lothian Regional Improvement Collaborative invites education practitioners within Forth Valley and West Lothian educational establishments to respond to a consultation and seeks views on the RIC Plan Phase 2. This will enable the ‘Ask and the Offer’ of the plan to be further developed taking into account our stakeholder views. We had originally invited responses to this consultation by Wednesday 19 December 2018 but this has been extended to Monday 14 January 2019

Please complete the form below (or you can click on this link to open in a new window).

Measurement Plan

Key Indicators and measures to evidence progress

In line with the 2018 National Improvement Framework, a basket of measures will be used to assess progress of RIC priorities. This will provide a comprehensive and consistent approach with key performance indicators being tracked across the Forth Valley and West Lothian Improvement Collaborative in relation to the four key strategic priorities of the NIF.

In addition to the Measurement Plan, the Performance Team will consider key performance indicators from each Local Authority and establish a common set for the RIC to better inform areas for development.

Building a collaborative approach to Career-Long Professional Learning that will provide quality engagement and learning development for practitioners

Why is this being prioritised?

Central to the success of the Forth Valley and West Lothian RIC will be the opportunity for practitioners to learn, share and develop together to achieve standards of excellence in learning and teaching so that our children and young people achieve their full potential.

Overarching Aims

To address expectations of the National Improvement Framework which are being taken forward by each of the work-streams.

To empower our teachers, head teachers, parents and communities to deliver excellence for our children and young people
What do we want to achieve?

Career-Long Professional Learning (CLPL) experiences and resources which will have a direct impact on improving outcomes for children and young people in our classrooms

A cohesive programme of CLPL across the RIC that supports practitioners in contributing to reaching improvement targets for numeracy, literacy, ELCC, curriculum design, quality of learning and teaching, and collaborative partnerships

Develop leadership capacity at all levels with consistent access to CLPL opportunities

Actions and Indicators of Progress

Short term (February-June 2018)

1. Identify leads from each authority (CLPL Team) to form a working team to develop a plan based on feedback from teachers and practitioners
2. Analyse data and information from across the RIC
3. Identify common areas for targeting interventions
4. Identify drivers for improvement (CLPL Strategic Plan Appendix 4)
5. Develop a professional learning programme based on the CSP model to include input from Stirling University
6. Create an overview of the RIC (power-point) to support Inset 1 discussions

Medium term (August 2018 – June 2019)

1. Gather overview of the CLPL input from the other work streams to provide alignment with the RIC plan
2. Clearly outline baselines across RIC and measure progress
3. Consider how sessions may be delivered with a RIC brand/approach
4. Research and bring together national expertise, university and international research and practitioner experience
5. Work with the National Improvement Methodology Advisor to underpin CLPL activities using an improvement model in supporting all work streams
6. Engage with new work streams to agree CLPL offer and ask (Curriculum design and development, Learning, teaching and assessment, and Collaborative partnerships)
7.The CLPL Team will discuss measurement of progress and analysis of data with thePerformance Improvement Team
8.Engage with the Communications Team to design a strategy to share practice anddevelop a practitioner network for CLPL
9.Provide input to the Autumn FV & WL RIC Consultation on the ‘Ask and the Offer’
10.Review CLPL plans in light of the outcomes of the RIC consultation
11.Share localised CLPL to the collaborative where appropriate and manageable
12.Alignment initially of one in-service day to facilitate collaboration

Longer term

1.Evaluate the effectiveness of staff development approaches
2.Explore and facilitate sharing best practice from PEF CLPL strategies across the RIC
3.A wider collaboration strategy will be developed with partners and stakeholdersincluding CLD, H&WB groups and parents

Intended Impact of the CLPL Plan

The measures of success will be:

Teacher feedback demonstrates engagement with professional learning opportunities offered by the RIC work streams
Take up and evaluative feedback of collaborative CLPL opportunities and models of collaboration
Participation by class teachers and regional network input
Engagement and participation with the digital communication platform
All performance measures will be impacted by CLPL and will show an upward trend
Identified attainment gaps are reduced for children and young people

Raising attainment in early learning and child care and closing the poverty related attainment gap

Why is this being prioritised?

Each local authority is undertaking work to improve practitioner professionalism and to raise standards across Early Learning and Childcare settings. By working across the Collaborative, combining existing resources and expertise will support a more consistent approach to the delivery of professional learning and development, and to sharing practice. Practitioners have asked for support in this area to improve the quality of delivery of ELCC.

Overarching Aim

By the end of 2020, 100 % of children aged 2-3 years old will experience good or very good quality ELC in establishments in the FVWL RIC.

What do we want to achieve?

To build a deeper understanding of the key features of a high quality Early Learning and Childcare workforce
To establish a CLPL programme across the Collaborative that supports developing high quality learning experiences
To develop networks that demonstrate the best practice in collective responsibility and collaborative enquiry
Outcomes for children improve from the support of highly skilled early learning and childcare practitioners

Actions and Indicators of Progress

Short term (February-June 2018)

1. Identify leads from each authority (Early Learning and Childcare Team) to work with EY&CC education officers to develop a plan based on feedback from practitioners
2. Analyse HMI reports and data information from across the RIC
3. Identify common areas for targeting interventions
4. Identify drivers for improvement (Early Learning & Childcare Strategic Plan Appendix 3)
5. Develop a professional learning programme to support the pilot project (to be delivered by numeracy champions)
6. Develop QA framework focusing on Learning and Teaching (Age 2-3) using Building the Ambition resource
7. Trial use of the QA framework with a number of establishments
8. Initiate partnership links with colleges, improvement advisor and Care Inspectorate representative
9. Identify core teaching materials to address common need
10. Share presentations used with staff in each authority and agree on key messages arising from these

Medium term (August 2018 – June 2019)

1. Use feedback from the QA trials to review and further develop the QA framework
2. Discuss and agree next steps for use of the QA framework with a whole scale approach across the RIC
3. Deliver launch event of the QA framework with practitioners and heads of establishments
4. Build shared understanding of the role for ELC graduates
5. A sub-group of the lead work stream has identified parental engagement as a key improvement theme and will examine the quality of this across settings.
6. A parental engagement strategy will be developed building collaborative working practice
7. The lead team will discuss measurement of progress and analysis of data with the Performance Improvement Team
8. Engage with the Communications Team to design a strategy to share practice and develop a practitioner network for early learning and childcare
9. Provide input to the Autumn FV & WL RIC Consultation on the ‘Ask and the Offer’
10. Review ELCC plans in light of the outcomes of the consultation
11. Identify practitioners to undertake leadership and coaching improvement methodology training

Longer term

1. Evaluate the effectiveness of staff development approaches
2. Review progress of children age 2-3 (milestones and CfE) using data analysis, and discuss measurement criteria with the Performance Team
3. A wider collaboration strategy will be developed with partners and stakeholders including CLD, ASN, Ed Psychologist groups and parents
4. Build partnerships with multi-agency partners to deepen knowledge to support children’s progress- across RIC collaborative
5. Develop a plan to promote use of outdoor areas for a variety of activities
6. Develop opportunities for children’s voice in all aspects of provision

Intended Impact of the Early Learning and Childcare Plan

The measures of success will be:

Practitioner feedback demonstrates improved engagement and confidence in early years delivery
Take up and evaluative feedback of collaborative CLPL opportunities and models of collaboration
Participation by practitioners and regional network input
Engagement and participation with the digital communication platform
Children (age 2-3) show improvement in progression measures
Improvement in gradings from the Care Inspectorate and Education Scotland
Recruitment and retention of excellent staff

Raising attainment in literacy and closing the poverty related attainment gap

Why is this being prioritised?

Each local authority recognises that by improving attainment levels in reading, young people will be able to achieve more. By working across and through the Collaborative, combining resources, creativity and expertise, we will be empowered to transform learning.

Overarching Aims

To develop collaborative learning approaches which build staff capacity to deliver high quality literacy learning experiences for all.
What do we want to achieve?

To directly support practitioners to develop their knowledge, understanding and application of research informed pedagogy that is proven to improve outcomes for children and young people.

Develop face to face and digital collaboration between practitioners within and across local authorities and health boards to promote leadership at all levels.

To raise literacy attainment for all and close the poverty related attainment gap by supporting reflection on the performance of learners to enable continuous improvement.

Actions and Indicators of Progress

Short term (February-June 2018)

1. Identify leads from each authority (Literacy Team) to work with the literacy QAMSOs to develop a plan based on feedback from teachers and practitioners
2. Analyse baseline data and information from across the RIC
3. Identify common areas for targeting interventions
4. Identify drivers for improvement (Literacy Strategic Plan Appendix 2)
5. Establish sub group work-streams for agreed areas to research, develop and support: Accurate practitioner judgement of CfE levels in reading
Practitioners’ skills in pedagogies required to engage learners in building a reading culture
Sharing skills in pedagogies required in vocabulary development
6. Develop a professional learning programme for reading moderation

Medium term (August 2018 – June 2019)

1 Literacy QAMSOs will work with the lead team to develop a high quality moderation pack for Reading
2. Develop a digital sharing space to support pedagogy CLPL
3. Develop power-points and holistic assessments to support professional judgement in confirming CfE levels in Reading
4. Identify best practice to share across the RIC
5. Initiate practitioners groups supported by librarians and researchers who will build practitioner skills in developing a reading culture
6. Discuss and agree baseline measures to use to gauge progress (use information provided by the Performance Improvement Team)
7. The Literacy Team will discuss measurement of progress and analysis of data with the Performance Improvement Team
8. Create a Literacy data pack demonstrating tracking progress and improvement
9. Engage with the Communications Team to design a strategy to share practice and develop a practitioner network for literacy
10. Literacy QAMSOs will work with practitioners, schools and clusters within their own local authority to build confidence in professional judgement on CfE levels in reading
11. Provide input to the Autumn FV & WL RIC Consultation on the ‘Ask and the Offer’
12. Review Literacy plans in light of the outcomes of the consultation
13. Develop partnerships with Scottish Booktrust and other identified literacy partners.

Longer term

1. Evaluate the effectiveness of staff development approaches
2. Review progress at identified level(s) of literacy in reading
3. The Literacy team will explore and facilitate sharing best practice from PEF strategies across the RIC
4. A wider collaboration strategy will be developed with partners and stakeholders including CLD, ASN groups and parents
5. Design a scaling up of the project to all levels throughout the BGE

Intended Impact of the Literacy Plan

The measures of success will be:

To be confirmed in consultation with the Performance Workstream – January 2019

Interim progress will be gauged by

Sampling of moderation shows consistency of practice
Practitioner feedback demonstrates quality collaborative activity
Assessments from speech and language therapy service demonstrate improvement
Practitioner feedback demonstrates improved confidence in reading level CfE judgements
Take up and evaluative feedback of collaborative CLPL opportunities
Engagement and participation with the digital communication platform

Raising attainment in numeracy and closing the poverty related attainment gap

Why is this being prioritised?

The data from the four regions indicates that there is a significant issue with Numeracy, particularly between first and second level. This is reflected in the 2015/16 and 2016/17 teacher Professional Judgement Survey for all four authorities.

Overarching Aims

• To reduce the percentage gap from Early to First Level in Numeracy.
• To use and enhance the expertise and talent within the Forth Valley and West Lothian RIC to develop collaborative learning approaches which build staff capacity to deliver high quality learning experiences in First Level Numeracy.

What do we want to achieve?

To establish an inter-authority, teacher driven, professional network that will work together to strengthen and improve confidence and understanding in teaching numeracy. The focus will initially be at CfE 1st level.
To further develop the partnership between the four Numeracy hub champions where they will jointly design and deliver high quality CLPL to identified schools and classroom practitioners.

Actions and Indicators of Progress

Short term (February-June 2018)

1. Identify leads from each authority (Numeracy Team) to work with the numeracy champions to develop a plan based on feedback from teachers and practitioners
2. Analyse baseline data and information from across the RIC
3. Identify common areas for targeting interventions
4. Identify drivers for improvement (Numeracy Strategic Plan Appendix 1)
5. Identify up to 3 schools to participate in a pilot project aimed at building staff capacity within First Level Numeracy
6. Develop a professional learning programme to support the pilot project (to be delivered by numeracy champions)
7. Produce a contract for each school engaged with the project to agree parameters commitment, and feedback outcomes to the wider RIC

Medium term (August 2018- June 2019)

1. Undertake pilot project- Numeracy PL programme
2. Gather feedback from head teachers and teachers about the pilot project, and review against agreed outcome criteria (discussed with RIC lead group)
3. Revise and prepare roll out of the CLPL programme to a wider audience throughout the RIC
4. Numeracy Hub Champions will facilitate professional dialogue on a monthly basis to increase teacher confidence in using manipulatives to help children and young people gain a deeper understanding of mathematical concepts
5. An agreed assessment measure using teachers’ professional judgement will be used to gauge progress over time
6. The Numeracy Team will discuss measurement of progress and analysis of data with the Performance Improvement Team
7. Create a Numeracy data pack demonstrating tracking progress and improvement
8. Engage with the Communications Team to design a strategy to share practice and develop a practitioner network for numeracy
9. Provide input to the Autumn FV & WL RIC Consultation on the ‘Ask and the Offer’
10. Review Numeracy plans in light of the outcomes of the consultation

Longer term

1. Evaluate the effectiveness of staff development approaches
2. Numeracy Hub Champions will establish an electronic platform for staff involved to engage in professional dialogue and share good practice
3. Review progress at 1st level Numeracy and reducing the gap from early to 1st level using data analysis, and discuss next steps in preparing to progress into 2nd level
4. The Numeracy team will explore and facilitate sharing best practice from PEF strategies across the RIC
5. A wider collaboration strategy will be developed with partners and stakeholders including CLD, H&WB groups and parents

Intended Impact of the Numeracy Plan

The measures of success will be:

Teacher feedback demonstrates improved engagement and confidence in numeracy delivery
Take up and evaluative feedback of collaborative CLPL opportunities and models of collaboration
Participation by class teachers and regional network input
Engagement and participation with the digital communication platform
Numeracy at 1st level shows improvement in teacher professional judgement surveys
CfE 1st level increases across the RIC
The gap between early and first level is reduced for children from the lowest quintile and highest

Research Informed Pedagogy in Numeracy

What does data help us plan?

Numeracy Hub Champions across the Forth Valley and West Lothian Regional Improvement Collaborative will directly support practitioners to develop their knowledge, understanding and application of research informed pedagogy which is proven to improve outcomes for children and young people. In addition, an inter-authority, teacher driven, professional network in First Level Numeracy will be established.

Research Informed Pedagogy

Manipulatives
Manipulatives can be key in providing effective, active, engaging lessons in the teaching of mathematics. To gain a deep understanding of mathematical ideas, children need to be able to integrate and connect a variety of concepts in many different ways. The effective use of manipulatives can help children connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts.

Over the past four decades, studies done at all different levels and in several different countries indicate that mathematics achievement increases when manipulatives are put to good use (Canny, 1984; Clements and Battista, 1990; Clements, 1999; Dienes, 1960; Driscoll, 1981; Fennema, 1972, 1973; Skemp, 1987; Sugiyama, 1987; Suydam, 1984).

The numeracy group believes that teachers need to learn how to successfully use manipulatives in the maths classroom and encourage student exploration, related discussion, and reflection about the prospective concepts being taught. Practitioners need to be knowledgeable with children’s exploration of the math concepts and not assume that when children use manipulatives they will automatically draw the correct conclusions from them.

The numeracy group believes that learning, teaching and assessment and the quality of what goes on in classrooms is core to this work stream and will therefore need to provide CLPL that supports practitioners in this area.

Embedded Classroom Model
The Embedded Classroom Model is based on the principals of developing a culture of collaboration and collective responsibility in schools. It involves teachers working in a spirit of openness and critical reflection, sharing their experiences, ideas and expertise with each other and engaging in an ongoing process of inquiry that promotes deep team learning. The work of teams is guided by a clear and systematic model of problem-solving and learning, one that encompasses a learning → application → refinement → application cycle.