The Forth Valley and West Lothian Regional Improvement Collaborative Career-Long Professional Learning rationale
The aim of this work stream is to develop professional learning that will bring together national expertise, research and effective practice. This approach will utilise and enhance the talents of colleagues at all levels across the collaborative.
What is our data telling us?
Data from across our 4 authorities has been gathered and analysed. This includes:
• School self-evaluation of core QIs returns to Education Scotland October 2017;
• Headteacher engagement in SCEL Programmes: Towards, Into, In and Excellence in Headship;
• LA Induction programmes for newly appointed and aspiring HTs;
• Access to leadership development programmes for practitioners , middle leaders and HTs;
• Level of engagement with Universities;
• The availability, quality and impact on improvement of Quality Assurance and Moderation support Officers ( QAMSOs);
• Local authority programmes for probationer teachers;
• The quality and content and reach of the previous Central Scotland Partnership professional learning programme; and
• Recurring themes for improvement from LA school reviews and Education Scotland HMI inspections.
What is this data helping us to plan?
Colleagues will develop and deliver CLPL experiences and resources which will have a direct impact on improving outcomes for children in our classrooms. From the data we have looked at clear areas for improvement have emerged common to all 4 authorities. These are:
Why is this important?
Leadership is recognised as one of the most important aspects of the success of any school. Effective leadership helps to ensure that all children and young people achieve the best possible outcomes. The CLPL group believes that their role is to identify, broker and utilise effective practice and expertise at all levels across the collaborative and beyond to enhance and add to building leadership capacity and effectiveness.
We need to provide CLPL that supports practitioners and leaders to use a range of evidence on what children and young people learn and achieve from year to year more effectively. Our data has identified that there is strength in the actions and processes but a need to improve how assessment information and evaluation evidence are used. Teachers and leadership teams need to improve their capacity to identify the key areas of success and impact from their interventions and the difference to attainment and achievement these have made for children and young people.
Learning, teaching and assessment and the quality of what goes on in classrooms is core to all FVWLIC work streams. For CLPL these permeate all of the identified areas for improvement. From the returns to Education Scotland in October 2017, 2.3 Learning teaching and assessment was the area overall where schools across all 4 authorities were least confident in their evaluations. In addition, the themes within QI 2.3 were common in school review and HMI recommendations for improvement.
What do we want to achieve?
The focus of CLPL improvement activity will be on supporting leaders and practitioners to:
• increase leadership opportunities at all levels;
• further develop practitioner and senior leader’s skills to deliver professional learning for others;
• facilitate collaboration, co-creation and delivery of high quality CLPL
• drive innovation and improvement in improving pace and challenge learning and teaching;
• improve the understanding and effectiveness of curriculum rationale and design;
• continue to improve the capacity of staff to self-evaluate for improvement; and
• support and the use of research and data to evidence progress and improvement.
What can be expected?
- Leadership development at all levels which complements existing programmes available through universities, local authorities and SCEL
- Co-creation and collaboration at all levels
- Relevant and reliable data to monitor, evaluate and inform planning and direction
- Improve understanding of expectations and standards
- Consistency of message, expectation, understanding and delivery across the improvement collaborative
- Varied approaches to quality professional learning including digital platforms
How will we take our work forward?
• The FVWL Improvement Collaborative Professional Learning Programme (PLP) will be populated and coordinated by professional learning officers group
• Where appropriate, PLP sessions be recorded and available digitally on the collaborative glow site currently being developed.
• CLPL resources and sessions will be developed by commissioned groups of:
senior leaders, practitioners, officers, QAMSOs, assessment coordinators, university researchers and other professional colleagues.
• CLPL group leads will take responsibility for coordinating the work of commissioned/ sub groups
• CLPL core group minutes will provide operational detail, responsibilities and timescales.
• Commissioned groups will use a task brief format to plan and monitor their work.
• Colleagues will design sessions that can be delivered in all authorities by multi authority teams.
• Events will be organised periodically for senior leaders, practitioners and officers to work together and to hear from national and international experts.
• The PLP will support and advertise the CLPL offer from all FVWL work streams and provide a central access system.
• Each authority will open localised CLPL to the collaborative where appropriate and manageable.
• Each support a financial contribution to facilitate collaborative events, administration costs and commissioned input from universities, national speakers and any independent providers.
Click here for blogposts about the Career-Long Professional Learning workstream of the Forth Valley and West Lothian Regional Improvement Collaborative:
Click here to get in touch with Stefan Wyroslawski, Career Long Professional Learning Work Stream Lead, Forth Valley and West Lothian Improvement Collaborative