SCEL Framework for Educational Leadership

Objectives During the session we will: reflect upon the concept of educational leadership develop knowledge and understanding of the SCEL Framework for Educational Leadership consider the ways in which the Framework could be used to support professional learning.

Teaching Scotland’s Future (Donaldson, 2010) Recommendation 50: “A virtual college of school leadership should be developed to improve leadership capacity at all levels within Scottish education”. Scottish education recognises that all teachers are leaders The quotation highlights the importance of developing leadership qualities in all staff, as well identifying and supporting those who will become Headteachers This quotation provides context for the work of SCEL and the Framework for Educational Leadership The Framework for Educational Leadership offers professional learning in leadership for teachers at all stages of their leadership journey: probationer to system leader.

What do we mean by leadership? Collaborative task: What do we mean by leadership? The following task is designed to engage users in thinking of leadership in its broadest sense – leadership does not require a promoted post. Presenters can choose whether to include this task in the presentation or move straight to slides 7 and 8

Diamond nine Discuss each statement and select nine that you believe are most relevant to your role as an educator Rank the statements with those that are the most important at the top - continue to form the shape of a diamond Report the key elements of your discussion to the larger group

Diamond nine Cultivates a range of partnerships Demonstrates authenticity and empathy Demonstrates a strong moral purpose Demonstrates trust and respect Is able to persuade and influence others Committed to improving learning and teaching Leads by example and values others Is self-aware and reflective Uses data effectively to identify clear strategies for improvement Sees things from the perspective of others This slide need not be shown – it includes the statement cards to be printed in advance and distributed for use in this activity. If the creation of cards is not possible, the slide could be shown and groups provided with pen and paper to write their responses. End with discussion about leadership at all levels (see slide 7) All statements used in this activity are extracted from the Standards for Leadership and Management. It is expected that classroom teachers will identify some of these aspects of leadership as relevant in their roles despite their source. The statements are phrases from the Standard for Leadership and Management (GTCS, 2012) Understands their context and adapts to this Sets consistent high expectations

All teachers are leaders… “All teachers should have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with, and support the development of, colleagues and other partners”. Therefore professional learning in leadership is relevant for all teachers, not just those with a formal leadership role. This statement is taken from The Standards for Registration include and illustrates leadership for learning/ teacher leadership The need for all educators to work collegiately to develop others GTCS (2012). Standards for Registration: p2

Which aspects of leadership would you like to develop? Reflection: Which aspects of leadership would you like to develop? Reflecting on the Diamond 9 discussion, participants identify aspects of leadership they would like to further develop. They can then be given the list of learning activities on the SCEL Framework as a handout or as shown on the following slide.

SCEL Framework for Educational Leadership Learning activities   Teacher leadership Middle leadership School leadership System leadership Adopting a practitioner enquiry approach to developing classroom practice Effectively sharing practice and learning in public Exploring teacher leadership Involving learners in planning learning Leading a specific change project Leading a collaborative practitioner enquiry Leading learning through professional partnerships Planning and evaluating professional learning Professional partnerships Self-evaluation for professional learning Supporting the professional learning of a student or probationer teacher Undertaking reading of research, legislation and policy Ag àrdachadh dòighean-obrach proifeiseanta ann an ceannardas ann am Foghlam tro Mheadhan na Gàidhlig (FMG) Developing a collaborative culture Exploring middle leadership Developing an inclusive approach to improvement planning Leading effective pedagogy Leading professional review and development Optimising RC cluster and parish links Self-evaluation for middle leaders Using improvement methodology for school improvement Developing leadership capacity throughout an establishment Developing social and emotional learning across a setting Exploring school leadership Implementing a shared vision for improvement Leading a digital learning strategy Leading the professional learning of colleagues Leading teams for school improvement Self-evaluation for organisational improvement Using coaching approaches Transformative and pedagogical leadership for school improvement Exploring system leadership Leadership and legislation Leading cultural change to effect improvement Multi agency collaboration to improve health and wellbeing Self-evaluation for school and system improvement Self-evaluation to develop as a school or system leader Supporting collaboration between schools Understanding current legislation and national policy Using coaching approaches to lead colleague development Using data effectively to support improvement

Key features of the SCEL Framework for Educational Leadership

Key features An online learning resource, accessible at a place and time of your choice Includes online learning activities and information about a range of programmes that have been endorsed by SCEL

Maintains a personal record of progress Key features Learning activities are available for educators at all levels – you do not require a formal leadership role to benefit from the learning that the Framework offers. Activities are mapped to professional standards. There is an opportunity to capture learning in a summary document that can be uploaded onto CPD management systems. A more personalised user experience than before. Learning activities are recommended based upon information provided by the user during registration. The system maintains a record of completed learning activities and those in progress. Designed to build leadership capacity at all levels; teacher, middle, school and system Mapped to GTCS standards, activities support effective self-evaluation, PRD and Professional Update Maintains a personal record of progress

Key features School improvement and school leadership are identified as two drivers of improvement in the National Improvement Framework. Building the skills and professional capacities of educators through professional learning is recognised by researchers as an important means of achieving school improvement which leads to improved outcomes for children and young people. Emphasises professional learning as a key component in improving outcomes for children and young people

Independent learning You can complete learning activities at your own pace capture a summary of your learning to support Professional Review and Development and Professional Update The Framework is a self-directed learning resource, which is personal to the user. The user account and all content (e.g. answers to reflective questions) is confidential and can only be access by the user.

Collaborative learning Groups of staff could include teacher learning communities, departments, or stage teams and so on… Groups of staff can work through learning activities together, using the reflective questions as a focus for discussion.

Lead professional learning If you lead or support the professional learning of others you can direct colleagues to appropriate learning activities to address identified areas for professional development. It is also possible to use a specific learning activity to lead a professional learning event for a staff group. Direct colleagues to appropriate learning activities Use a specific activity to lead professional learning for a staff group

Task: Access the Framework and engage with your first learning activity…

Enrich your leadership learning journey: www.scelframework.com Register for free with your school / work email address or login Participants can be encouraged to register using a school or local authority email address or they can log in using Glow

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