1. CPD Network meeting 1 February 2008 Annette Bruton Chief Inspector, HMIE

2. Improving Scottish Education HGIOS 3 and Child at the Centre Journey to excellence Leadership for learning Planning for excellence Focus of inspection Supporting self-evaluation

3. HOW GOOD IS OUR SCHOOL3 HOW GOOD ARE WE NOW? HOW GOOD CAN WE BE?

4. Changing environment –3 -1 8 curriculum –Concordat and local outcome agreements –New school structures and post –Collegiality –Partnership working and children’s services –Distributed leadership

5. WHAT STAYS THE SAME? HGIOS and C@C still main tools for self-evaluation and inspection Shared language for internal and external evaluation Basic process of self-evaluation Methods used to gather and evaluate evidence QI structure Scope of many indicators that allow you to look at the business of delivering education

6. WHAT IS DIFFERENT? Educational context Combines evidence from a range of sources and in particular from observation of learning and teaching, pupil performance, increased emphasis on the views of learners and their families Clearer focus on outcome and impact and new QIs on learning and teaching and meeting pupils’ needs Structured in line with other public services Raising aspirations for how good we can be

7. How good is our management? How good is our delivery of key processes? How well do we meet the needs of our stakeholders? 1. Key performance outcomes 1.1 Improvements in performance 1.2 Fulfilment of statutory duties 2. Impact on learners, parents, carers and families 2.1 Learners’ experiences 2.2 The school’s success in involving parents, carers and families 3. Impact on staff 3.1 The engagement of staff in the life and work of the school 4. Impact on the community 4.1 The school’s success in engaging with the local community 4.2 The school’s success in engaging with the wider community 5. Delivery of education 5.1 The curriculum 5.2 Teaching for effective learning 5.3 Meeting learning needs 5.4 Assessment for learning 5.5 Expectations and promoting achievement 5.6 Equality and fairness 5.7 Partnerships with learners and parents 5.8 Care, welfare and development 5.9 Improvement through self-evaluation 6. Policy development and planning 6.1 Policy review and Development 6.2 Participation in policy and planning 6.3 Planning for improvement 7. Management and support of staff 7.1 Staff sufficiency recruitment and retention 7.2 Staff deployment and teamwork 7.3 Staff development and review 8. Partnerships and resources 8.1 Partnership with the community, etc. 8.2 Management of finance for learning 8.3 Management and use of resources and space for learning 8.4 Managing information 9. Leadership 9.1 Vision, values and aims 9.2 Leadership and direction 9.3 Developing people and partnerships 9.4 Leadership of improvement and change What key outcomes have we achieved? How good is our leadership ? Successes and achievements Work and life of the school Vision and leadership What is our capacity for improvement?: How good can we be?

8. JOURNEY TO EXCELLENCE Improving learning through CPD

9. JTE Part 5: learning about learning The ideas in Learning about Learning cover a wide range of emerging theories, insights, and practices in areas such as: Motivation Emotions and feelings Learning styles Thinking The Learning Brain Creativity Collaborative learning Assessment, and The use of technology

10. What resources are there? The Learning about Learning website highlights current thinking and includes: movies showing how schools across Scotland are implementing the learning ideas into their approaches to teaching and learning video clips presenting the views of leading voices in education updated extracts from Teaching for Effective Learning research summaries providing detailed information about particular areas of learning downloadable presentations and resources to support staff development.

11. The resource can be used in a variety of different staff development sessions including: Authority led CPD sessions School/cluster CPD sessions Personal staff development ie, Chartered teacher, probationer, new teacher and Standard Qualification for Headship Parent/community information sessions

12. Using the movies – examining the practice There are three types of movie within the Journey to Excellence and Learning about Learning resource. These are: Information - explain the key ideas and underpinning principles of this area of learning or of the dimension Illustrative - highlight the ways schools are embedding these ideas and techniques within the learning experiences of young people. Perspective - feature the views of prominent researchers, educationalists and practitioners.

13. LEADERSHIP FOR LEARNING Staff development Using leadership QIs Leadership and inspection

14. LEADERSHIP FOR LEARNING leadership is a key determinant in providing high quality experiences for all learners major strengths in around two out of every five educational establishments in Scotland less about the cult of the charismatic leader and more about collegiate, collaborative ways of working towards a common purpose everybody can begin to think of themselves as leaders in their own context

15. LEADERS MATTER Effective leaders help everyone make an impact on the quality of learning, teaching and achievement. There is no one leadership style and no one way to be successful Leaders are not just at the top of an organisation. The most effective organisations have strong leaders at every level. A culture of student leadership is focused on releasing the talents and energies of the leaders of the future. Accountability is ultimately tied to the person who leads the organisation but every member of staff is accountable for the quality of their day-to-day work and allocated responsibilities.

16. PATHWAYS FOR LEADERS Leadership cannot be left to chance - leaders need to learn how to lead. Professional development can be specifically geared to developing the leadership and management capacity of staff.

17. JTE Part 4 Planning for excellence

18. JTE PART 4 Planning for excellence- building on existing practice Agree the vision Identify priorities Take action Ensure the impact of the action you’ve taken

19. The improvement plan – a map of the school’s improvement journey Clearly stated and aspirational vision and values Small number of improvement priorities Outcomes which focus on learning and achievement Clearly identified responsibilities Clear timescales Measures of success include performance data, quality indicators and stakeholders’ views

20. SUPPORTING CPD Using journey to excellence materials Building up your own resources Developing learning trails Sustainable CPD which has an impact on the classroom