By committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
These values are demonstrated in my day to day teaching through all my professional relationships thinking and practice. The connections between Professional Values and practices need to be regularly considered This is an important part of being a critically reflective and enquiring professional. I Engage with all aspects of professional practice and working collaboratively, enthusiastically and being constructively critical with all members of educational communities
to enable each learner to be a successful learner, a confident individual, a responsible citizen and an effective contributor (the four capacities).
The key findings are
Teachers are more engaged with professional learning and the impact on pupils.
Teachers are engaging in professional dialogue more often and there is a willingness to try new approaches.
e.g. In science, a core idea for a chemistry class might include “Students will understand the trends and interactions found on the Periodic Table of Elements.” This core idea requires that students demonstrate understanding of things such as periodic trends, reactivity of elements and relative strengths, and the way chemical formulas are written based on characteristics of various elements.
In other words “doing” has become an essential element of professional learning. In many cases this has involved action research-type initiatives built around school or classroom-based development projects.
2. It is important to consider how it might be possible for teachers to develop new ways of Provide and ensure a safe and secure environment and demonstrate a commitment to motivating and inspiring learners acknowledging their social and economic context, individually and specific learners needs.
I line with well being indicators, Learning outcomes and aspirations set out by the Curriculum for Excellence (CfE) could not be achieved without good relationships and positive behaviour within schools. The solution oriented approach is well positioned to assist this by its potential to improve relationships within schools, increase responsibility and promote respect.
Key indicators of HGIOS 4 encourage a pragmatic approach by focussing on what people can do, what is working well now, examining situations when the problem is not there, and seeking a positive future (by acknowledging the problems but seeing beyond them) and partnership working (everybody working together to generate solutions).
Hi Rachna
When you talk of the solution oriented approach, is this along the same lines as a restorative approach, talking through issues with students? Is this approach established within your school and across all departments or is there still work to be done?
Emma
Hi Emma
To some extent talking through issues with pupils is along the lines of restorative process. As far as we can find a solution by discussing with pupil and colleagues,its fine.Not in this school but the school I worked in the past I have experienced teachers following all the 5 steps of the restorative process.
Was there time for class teachers to do this or did management team follow up the conversations?
It all depend on the issue and child’s circumstances. e.g Most the times concerns about a particular child’s learning or behavior can be easily resolved by class teachers and on other occasions information is passed on to management.