In our new normal there are two issues that stand out to me. They both involve teaching in our new normal ad in one way or other  address the effect COVID has had on our world and communities as a whole. Could I possibly combine these ideas to explore my two itches in one big ‘scratch’?

1: Global Citizenship and LfS

A passion of mine is Learning for Sustainability and helping our learners to understand and be ready for the new world they will inherit. Some of these real world issues can be complex and overwhelming for adults so how do we make these important issues relevant and meaningful to our little people?

In partnership with WOSDEC, I have been trained in delivering Global Storylines, which combine traditional interdisciplinary methods of Storyline, with values-based research, process drama and deep reflection, to address some of these.  Learners “become” characters within a community affected by a particular global issue.  How will using this method of teaching affect the attitudes of staff, pupils and families?

2: Parental engagement, family learning and learning at home

More than ever, we know that parental engagement leads to better outcomes for our learners. This is why parental engagement, family learning and learning at home is a key theme within our schools. Within my own establishment, we used this as a vehicle for change,  with a particular focus on closing the poverty-related attainment gap.

Parental involvement means “being available to speak with parents at the school gates” However, in this new normal the ‘school gates’ have changed. My itch is how do we make ourselves as welcoming, nurturing and inclusion with our families and communities while we must stay physically apart.

In exploring these two itches, I wonder, could I combine them and involve parents in home and family learning through the use of Storyline methodology?

Teacher leadership is many things. Its is reflecting on your influence and looking at ways to better your skills and attributes as a teacher. This does not always mean a management position. Teacher leadership is something we all owe. I think there can be an attitude that leading something in schools means you aspire to management, but this is not always the case. The things I lead are subjects and areas I am passionate about and enjoy sharing with pupils, staff and families.

My enthusiasm and expertise in International Education and Global Citizenship is an area I have been able to lead within my school. This has lead to many opportunities such as a seconded post to Glasgow’s International Education Service and working with the British Council. In these positions, I have had many leadership opportunities from delivering training, writing case studies and modelling good practice, for teachers in Scotland and n European.

As part of my PRD discussions with my SMT, it was suggested that I also apply for Glasgow aspiring middle leaders course. I was success in gaining a place. The TLP and Aspiring Middle Leader courses have very similar outcomes and ask that we keep a reflective diary. In an effort to keep my workload manageable, I will combine my reflective journal and my leadership blog for the duration of both courses.

As part of the Glasgow run course, we have been asked to read and reflect upon leadership and given reading from two texts – Effective School Leaders by John MacBeath and Leadership Matters 3.0 by Andy Buck. The chapter in Andy Buck’s book about influencing others particularly resonated with me. This is leadership is me. Influencing others in a positive way to get the best for our learners.