1. Transforming lives through learning The Diamond Model of Professional Learning Scottish Learning Festival Thursday 25 September, 2014 Kate Paton National Co-ordinator:Teacher Education kate.paton@educationscotland.gov.uk

2. Transforming lives through learning “Long-term and sustained improvement which has a real impact on the quality of children’s learning will be better achieved through determined efforts to build the capacity of teachers themselves to take responsibility for their own professional development, building their pedagogical expertise, engaging with the need for change, undertaking well-thought through development and always evaluating impact in relation to improvement in the quality of children’s learning. That is the message from successful education systems across the world.” (Teaching Scotland’s Future: A report of a review of teacher education in Scotland” Donaldson, 2011)

3. Transforming lives through learning

4. Professional learning: key messages Deep, rigorous, planned professional learning Embedded, sustained and relevant Evidence-based self-evaluation: looking inwards, outwards and forwards Reflective practitioners ↔ enquiring practitioners Raising the bar - masters-level learning Blend and balance of activities Collegial and collaborative learning High impact professional learning

5. Transforming lives through learning The “diamond” model of professional learning

6. www.educationscotland/learningteachingandassessment /professionallearning/index.asp

7. Transforming lives through learning Cycle of professional growth: Self-evaluation Planning Professional learning Evaluation of impact

8. Transforming lives through learning Evaluation and evidence of impact “At the outset of any CPD activity, the intended impact on young people and the aspects of the relevant professional standard the teacher will improve as a result of the activity, should be clear.” (Teaching Scotland’s Future) Individual’s professional learning needs Establishment/organisation’s priorities for improvement Learning goals for children and young people Sources: observation; written materials; quantitative data; people’s views Two key aspects: How effectively do I use new knowledge and skills? What impact has my learning had on others?