Probationer Managers’ Seminar 25 March 2015 Welcome

Session 1: Follow-up From Last Seminar Evaluation - sessions rated “very useful” in descending order: Supporter programmes Case Overview Form Flexible Route Partnerships Global Learning Programme

Session 1: Follow-up From Last Seminar (continued) Suggestions for future topics: More on: Partnerships Flexible Route Leadership Masters learning during the TIS Early Phase as a whole TSF / NIB update Practitioner Enquiry Request for seminars to be accessible remotely

Session 1: Follow-up From Last Seminar (continued) Consultation on dual registration Deadline for Interim 2 Profiles Newsletter uptake Number of observed sessions and supporter meetings – that newsletter item! National Probationer Event invitation – 18 June Invitation to university finishing talks

Session 2: Funding for Probationers How much funding does your Council receive for probationers? John Gunstone (Learning Directorate, Scottish Government)

Numbers (students) 2015/16 Student numbers and preference waivers Primary 1787 (1637 in 2014/15, 1416 in 2013/14) 185 PWPs (161 in 2014/ in 2013/14) Secondary 1176 (1251 in 2014/15, 1195 in 2013/14) 241 PWPs (252 in 2014/15, 274 in 2013/14)

Funding /14 outturn £ 1.2m Student placements / Practicum £10.0m Initial instalment £ 4.6m Apr – Jun of 2013/14 scheme £13.9m Aug – Mar of 2014/15 scheme £7.9m Residual amount £37.6m Total

Funding (2) Will ask you to confirm probationers in post after start of term in August £37.6m to be distributed Basis of funding (Handout E) 0.82 FTE Post – 0.18 for cover (with added on costs) Plus 0.1 for mentoring (without on costs) Other pointages – see formula (Handout E) Once agreed with LA’s likely to again be a surplus to be distributed Decided in conjunction with COSLA how this is done

Funding (3)

Session 2: Funding for Probationers Discussion: 1. What knowledge of the funding package did you have before today? 2. How much involvement do you have in funding decisions? 3. How are student placements dealt with in your authority? 4. How is probationer support organised and funded? 5. How is the 0.1 funding for supporter time used?

Session 3: SCEL and the Early Phase From the Scottish College for Educational Leadership: John Daffurn (Acting Programme Leader) Tracey Henderson (Development Officer)

Probationer Managers’ Seminar John Daffurn / Tracey Henderson March 2015 Follow SCEL

Follow SCEL on Teaching Scotland’s Future Teaching Scotland’s Future is the national programme to deliver improvements in teacher professional learning. Its work should be seen as a coherent package of measures which are interlinked. They include: professional update and new Professional Standards masters-level study pathways being delivered by universities in partnership with local authorities coaching and mentoring relationships career long professional learning Scottish College for Educational Leadership

Recommendation 50: Follow SCEL on A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education.

Key messages from scoping Independence and autonomy Inclusivity and accessibility Coherence and coordination Quality assurance Set the leadership agenda Partnership in co-construction and delivery Follow SCEL on

SCEL: our vision Develop, articulate and implement a vision for educational leadership in Scotland that is learner focused and futures oriented. Provide coherence for the range of leadership development opportunities available in Scotland. Offer / facilitate innovative and cutting edge leadership development opportunities that are research-led, practice focused and bench marked internationally. Embed ‘leadership networks’ across the sectors and systems so that leaders at all levels are connected to and within professional leadership communities. Follow SCEL on

Leadership in schools Professional standards Framework for Educational Leadership Professional Update Professional Review and Development Follow SCEL on

Follow SCEL on “Of all the factors that contribute to what students learn at school, present evidence led us to the conclusion that leadership is second in strength only to classroom instruction.” Leithwood 2004 “The real challenge of school leadership is that it requires leaders who are not just authentic in their leadership but authentic in their humanity as well.” George, Sims, McLean and Mayer 2007 Follow SCEL on

Programme Development Phased programme of growth and development Teacher leadership / Middle leadership Headship – New Specialist Headship Qualification Serving heads / Fellowship Programme Regional Network Leaders Register of experts / specialists Follow SCEL on

“The overall quality of a school almost never exceeds the quality of its leadership and management” McKinsey et al, 2010 “We need the senior leaders themselves to see their task as being beyond their own school as means of ensuring the continued viability of schools themselves.” Townsend, Follow SCEL on

Fellowship Programme Specialist Qualification for Headship Online development Framework for Educational Leadership SCEL Current Initiatives Follow SCEL on

Scotland’s ambition “Scotland should be the best place to learn. We want each child to enjoy an education that encourages them to be the best they can be and provides them with a full passport to future opportunity.’ “We are clear that we must do more. Improving school attainment for all and closing the attainment gap will be a priority. To do that we must address the inequalities which still exist within our system.” Follow SCEL on

Contact us at: Scottish College for Educational Leadership The Centrum Building Unit 2E - 38 Queen Street Glasgow G1 3DX Follow SCEL on

The Framework for Educational Leadership 'All teachers should have opportunities to be leaders.’ SfR,SfCLPL,SfL&M Follow SCEL on

Teacher Leadership ' At its most profound, teacher leadership offers a ‘new professionalism’ based upon mutual trust, recognition, empowerment and support. At its most practical, it provides a way of teachers working together in order to improve the learning experiences of young people. It reclaims leadership as a human, collective endeavour in which all teachers play an essential role' A.Harris, D.Mujis (2003). Follow SCEL on

The Framework for Educational Leadership A self-directed tool for planning coherent leadership development at all levels. Outlines professional learning activities that develop leadership skills. Supports effective PRD and Professional Update. A wide range of leadership opportunities and resources which have been quality assured and endorsed by SCEL. Follow SCEL on

The FEL is centred on ‘The Model of Professional Learning’ (Reeves and Fox 2008). Follow SCEL on

How the FEL supports the leadership development of students, probationers and Early Phase practitioners: Self-evaluate. Identify areas of strength and further development. Access quality assured learning opportunities/resources from the FEL. Plan and develop, reflecting on the model of professional learning. Engage with the FEL. Identify relevant professional learning activities. Evaluate impact on practice using reflective tools such as the Standards. Follow SCEL on

How the FEL supports the leadership development of Student and Probationer Supporters: The professional learning activities also provide opportunities for student and probationer supporters to reflect and develop their leadership skills and abilities. These activities include: Engage in the delivery and development of ITE Participate in planned leadership opportunities Co-mentor to offer opportunities for support and reflection Facilitate opportunities to share learning and knowledge with other colleagues. Follow SCEL on

Task Please review the professional learning activities provided. Can you identify other activities which could support leadership development at student, probationer or Early Phase level? Follow SCEL on

‘ Leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession.’ Teaching Scotland’s Future 2012 Follow SCEL on

Lunch

Session 4: Practitioner Enquiry for Probationers Dr Zoe Robertson (Acting Head of Education)

Session 5: Fitness to Teach The New Case Overview Form for Cancellations and Extensions Dani Robertson Vivien Whyte (Hearings Co-ordinators)

Session 6: #TFTEP The Tayside and Fife Education Partnership Sheona Goodall (Fife) Iris Thomson (Dundee)

Session 7: Round Up Q and A Next seminar – Wednesday 28 October 2015 National Probationer Event – Thu 18 Jun 2015 Evaluations Au revoir... Close