1. SCEL Framework for Educational Leadership

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. Key features of the
SCEL Framework for Educational Leadership

11. 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

12. 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

13. 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

14. 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.

15. 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.

16. 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

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

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

19. scelframework.com