1. Scottish College for Educational Leadership Learning for leadership, leadership for learning John Daffurn Follow SCEL on Twitter @TeamSCEL, @CEOSCEL

2. 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.

3. Recommendation 50 A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education. Learning for Leadership, Leadership for Learning

4. SCEL: Our Aims 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 Twitter @TeamSCEL

5. Scope of SCEL Teacher Leadership Middle Leadership Headship Preparation Programmes Headstart programme for new headteachers Serving Heads / Fellowship Programme Early Years Leaders and Practitioners Follow SCEL on Twitter @TeamSCEL

6. 02/10/2015Follow SCEL on Twitter @teamScel Activity Andy Hargreaves suggests that ‘What we want for our students we should want for our teachers and ourselves: learning, challenge, support and respect. What do you understand by teacher leadership? How do you support your teachers to build leadership capacity within your school(s)?

7. SCEL definition - Teacher Leadership Teacher leaders play a fundamental role in improving outcomes for children and young people. Through leading learning, collaboration, inquiry and innovation and by modelling continuous learning, teacher leaders build trust and rapport with colleagues to develop capacity, enhance learning and positively influence their school community. 05/04/15Follow SCEL on Twitter @teamScel

8. 02/10/2015Follow SCEL on Twitter @teamScel Online development – web site and Framework Specialist Qualification for Headship programme Fellowship Programme SCEL Current Initiatives On-line developments Specialist Qualification for Headship Fellowship Programme

9. 05/04/15Follow SCEL on Twitter @teamScel

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

11. Why a Framework for Educational Leadership? Leadership in schools Professional standards Framework for Educational Leadership Professional Update Professional Review and Development

12. Follow SCEL on Twitter @teamScel

14. Regularly self- evaluate against Standards, to plan professional learning. Teacher Leadership - Key Areas of Focus Seek effective and innovative ways to develop your role. Critically engage with literature, research, legislation and policy. Participate in formal leadership development programmes. Engage in and benefit from mentoring and coaching opportunities. Engage in dialogue and activity with wider partnerships.

16. Seek effective and innovative ways to lead and enhance learning. SCEL Professional Learning Activities Be responsible for a specific change project including planning, implementation and evaluating impact.. Adopt a practitioner enquiry approach to leading learning

17. Be responsible for a specific change project including planning,implementing evaluating impact. Possible approach Resources Articulation with Standards SCEL Professional Learning Activities- options menu Evaluation

18. SYSTEM LEADERSHIP Assume HMIE Associate Assessor role Use relevant self-evaluation approaches and Professional Review and Development procedures to ensure your Professional Learning objectives focus on the System Level Leadership skills required to become an HMIE Associate Assessor. As an HMIE AA, attend regularly arranged, national HMIE AA training sessions and actively engage in discussions and activities to ensure you have the knowledge and skills to participate effectively in HMIE School Inspections. Participate as a full Team member in HMIE School Inspections, engaging in professional dialogue with school staff and HMIE Team members which then facilitates the evaluation of the school in relation to the HGIOS Quality Indicators. As part of your HMIE AA role in supporting input to your Local Authority, communicate regularly with Local Authority personnel in sharing relevant information from HMIE that can then be disseminated to schools to help support their development and capacity for improvement. Use tools such as the Standards for Leadership and Management and formal feedback from Managing Inspectors regarding your performance during school Inspections - evaluate the impact on your own leadership development and next steps for growth. Deepen your knowledge and understanding of HMIE and the role of HMIE Associate Assessors by accessing relevant information available from the Education Scotland website. In addition, continue to reflect upon / evaluate your own skills and abilities as a leader in both your own organisation and beyond. Encourage and model relationships between system and school level leaders that are reciprocal, collaborative and highly interactive. Assume HMIE Associate Assessor role – System Level Skills Stimulate high levels of interaction among school leaders which should be driven by a shared sense of responsibility among leaders for system improvement. Create structures and norms within the system to ensure regular, reciprocal and extended deliberations about improvement progress within and beyond schools as well as across the system as a whole. These structures and norms should result in deeply interconnected networks of school and system leaders, working together on achieving the system’s directions.

19. Activity - Framework How well do the professional learning activities which you plan encompass all four elements of the Model for Professional Learning? How could you ensure all four are evident in professional learning activities? How successfully do you and your staff engage in collaborative tasks with other staff? What could you do to develop this further? 05/04/15Follow SCEL on Twitter @teamScel

20. Activity – School Leadership How do you develop your own leadership capacity? 05/04/15Follow SCEL on Twitter @teamScel

21. New National Into Headship Qualification In the longer term, our aspiration is to have a Masters pathway which will include three parts: Follow SCEL on Twitter @teamScel

22. New National Into Headship Qualification To ensure aspirant and new Head Teachers are supported to develop and continue to build the necessary knowledge, skills and understanding required of senior leaders we are currently working on the Into Headship Programme, building to Extended Induction. Follow SCEL on Twitter @teamScel

23. Activity - System Level Leadership What do you understand by system level leadership? 05/04/15Follow SCEL on Twitter @teamScel

24. Fellowship programme - System Leaders From the outset, it is important to stress that the Fellowship programme is about developing system level leadership capacity through developing system leaders. Dimmock refers to System Leaders as those who: care about and work for the success of other schools – as well as their own and have a shared sense of mission and responsibility to improve the larger system, and realize that to do so, they have to engage with it in a meaningful way Follow SCEL on Twitter @teamScel

25. SCEL Definition System leaders have a strategic role in enhancing Scottish education and society and have a shared sense of mission and responsibility to improve the larger system. They demonstrate their knowledge and understanding of the broader public sector context System leaders recognize the need to build alliances and collaborations within and across organisational boundaries to ensure children and young people have the best chance to succeed Follow SCEL on Twitter @teamScel

26. Learning for Leadership, Leadership for Learning Teaching Scotland’s Future Recommendation 48 “A greater range of cpd opportunities should be provided for experienced headteachers, from the middle years of headship onwards….” Recommendation 49 “A scheme for national leaders of education should be developed to enable experienced, high- performing headteachers to contribute to system- level leadership of education in Scotland”

27. GTCS Standards 2012 Head teachers and other educational leaders contribute to leadership improvement at system level (authority and national level) This includes the ability to offer significant support to peers and other educational establishments or make significant contributions to policy development across cluster, local authority or national education systems (GTCS, 2012, Standards for Leadership and Management: p4) Follow SCEL on Twitter @teamScel

28. Fellowship Programme The Fellowship Programme from the Scottish College for Educational Leadership aims to realise this vision and these ambitions The rethinking and realigning of CPD to focus on professional learning that is career ‑ long has implications for school leaders The professional learning needs of these senior leaders are varied yet individualised, requiring bespoke approaches that are directly relevant but transferable across contexts Follow SCEL on Twitter @teamScel

29. Fellowship Programme Follow SCEL on Twitter @TeamSCEL Designed to provide advanced development opportunities for headteachers in schools and heads of establishments in early years centres. Design principles underpinned by the model of professional learning that integrates reflection on practice, cognitive development, experiential learning and collaborative learning. Participants will extend their professional learning and widen their leadership experience while taking forward an aspect of policy development that enables them to engage with policy formation and implementation at local, national and international levels. New Fellows will become champions and ambassadors for the College as well as contributing as system leaders in Scotland.

30. Award of the Fellowship of SCEL Follow SCEL on Twitter @teamScel

31. Activity - System Level Leadership In what ways are you operating at system level leadership? How might you develop your system level leadership? 05/04/15Follow SCEL on Twitter @teamScel

32. 05/04/15Follow SCEL on Twitter @teamScel Activity Discuss one leadership development activity which is effective in your school / context. What makes it effective?

33. Follow SCEL on Twitter @teamScel Contact details: John Daffurn, Programme Leader John.Daffurn@scelscotland.org.uk www.scelscotland.org.uk