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

It’s a Good Time to Collaborate

Event held on 29 May 2019 in Inchyra Grange, Grangemouth, 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

National Induction Resource

This resource has been developed to support you in your induction to delivering ELC –whether that is funded ELC or ELC that families choose to purchase themselves. It has been developed specifically to support staff working in ELC centres rather than in childminding settings. It sets out how you can expect your employer to support you in your new role and includes links to the range of national resources which are available to support you. It has been developed collaboratively with the range of national organisations supporting the profession.

national induction resource

Psychology and Numeracy Research 2019

The Four Educational Psychology Services of the FVWL Regional Collaborative have combined their research efforts to produce this ground breaking report on the psychological factors of numeracy.

We found a parallel with the national GIRFEC practice model and the Ecological System theory by Bronfenbrenner. The 94 factors were categorised into 20  clusters and then three categories.

Individual factors

individual factors combined into 8 cluster factors that relate to individuals

Intersubjective Factors

 Contextual factors

 

RECOMMENDATIONS

This meta-study finds that, given the complexity and multitude of factors that influence numeracy development and mathematical attainment, Councils, the Regional Collaborative and Scottish Government need to find ways of:

  1. promoting long term duration of teacher pupil relationships,
  2. promoting whole school consistency and beyond in the teaching of mathematics
  3. consider the impact that relationships and attachment style may have on pupils’ numeracy development
  4. ensure that teacher led innovations occur in a culture of learning, knowledge and research and with reference to the existing evidence base on effective interventions
  5. Encouraging parents to become more involved in contributing to the development of concepts skills and knowledge which are fundamental to math but not necessarily math specific such as risk-taking behaviour, metacognition, self-regulation and beliefs about intelligence and mastery.
  6. Actively encourage collective teacher efficacy in a context that promotes sustainability of improvement in evidence based ways.

This highlights the need for a cultural change with regard to numeracy education to include funding, employment and training arrangements that promote the long term relationship with staff and pupils in schools, effective mathematics teaching, and recognise the impact of relationships and attachment style on pupils’ numeracy development. Implementing improvement needs sustainability and implementation of improvement to be considered as important as the specific mathematic concepts and knowledge in encouraging children to learn maths.

Our final recommendation is that there is a need for debate about practice and improvement at a strategic and practice level within the Regional Collaborative and the four education authorities.

Save the Date – It’s a good time to collaborate

When: Wednesday 29 May What: It’s a good time to collaborate
Where: Inchyra Grange, Grangemouth
Who: The purpose of the event is to bring together practitioners from every school and educational establishment in Clackmannanshire, Falkirk, Stirling and West Lothian

Early Years RIC Sub Group

The Early Years RIC Sub Group met last week to discuss and evaluate the event “It’s a Good Time to be Two” which took place on 12th Feb for staff who work with two year old children across the RIC.

The feedback from attendees has been extremely positive especially in giving people the opportunity to network and share across the four authorities.  There was a request for more training on Improvement Methodology. The feedback will be analysed in further detail and a plan for the way forward will be created.

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:

Stirling Digital TeachMeet

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:

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).

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