Professional Documents
Culture Documents
Future for Scottish Education: Commission on School Reform Achieving Excellence in Scottish Education
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Michael Russell MSP Cabinet Secretary for Education and Lifelong Learning
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Dr Judith McClure, Convener, Scotland China Education Network Cllr Paul McLennan, Leader, East Lothian Council Frank Lennon, Head Teacher, Dunblane High School David Cameron, Education Consultant Morag Pendry, Development Manager, Co-operative Education Trust Scotland (CETS)
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My learner journey
Left school with 5 Highers and 8 O Grades/Standard Grades in 1988 Started at Jordanhill College in 1992 studying Community Education VP Jordanhill at USSA 1994/95 Depute President NUS Scotland 1995/96 President NUS Scotland 1996/97 BA Community Education, University of Strathclyde, 1998 Students Officer, Chartered Society of Physiotherapy, 1998-2000 School Governor, 1999-2000 Training Officer/Consultant, SFHA, 2000-2004 Member of SHEFC, 2002-2004 Director NUS Scotland, 2004-2006 National Official (Scotland), ATL, 2007 to present MA Education, Edge Hill University, 2010 Now a parent of a child about to start school in August... www.new2teaching.org.uk
Beyond Donaldson et al
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Key themes
Structural change
Regional boards with 3-18 curriculum focus; but cant lose democratic links with local authorities School Governors; taking best from English system and adapting and adopting in Scottish context Reform of school calendar
Improvement
Measuring and benchmarking Class size obsession
Innovation
East Lothian LA: community trust schools City of Edinburgh Council: rotating Headteachers
ATL. The Education Union www.new2teaching.org.uk
Commissions Recommendations
6. There is a need to sustain and intensify efforts to raise standards of literacy and numeracy...
Read all about it, TESS 22 March 2013
http://www.tes.co.uk/article.aspx?storycode=6325616
31. Attention should increasingly be focussed on evaluating the effectiveness as opposed to the implementation of educational policy
37. Investment in professional development associated with
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Collaboration+++++
The capacity to think, learn and adapt The commitment to sustained enquiry or task The ability to choose, and use, the tools for learning, life and work
''One looks back with appreciation to the brilliant teachers - but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material - but warmth is the vital element for the growing plant and for the soul of the child.' Carl Jung
And
Focus on learning Supporting and challenging learners Whatever you do, doing it right, consistently and persistently
Improvement comes through systems, priority for practice and looking at the needs of individual learners
Effective Qualities
Sharing the management of learning with pupils
Promoting the belief that attainment can improve Using a wide range of sources of information Identifying a range of needs Responding to needs Giving and receiving feedback Using a range of sources of support
What we teach must work for all the children and tap all their potential talents, not just some of them.
The curriculum that we offer must be broad, balanced and progressive. It must reach out and touch all children in a way that makes sense to each individual child. It must motivate each child, involve each child, inspire and enlighten each child. It must be a curriculum that recognises that there are many kinds of knowing, feeling and expressing truth.
Rethinking Curriculum
State the purposes Identify the elements skills, concepts, knowledge, activities Analyse what we offer now Identify the gaps/shortcomings What we do or how we do it? Build forwards as well as backwards Discuss and agree standards and assessment milestones
Key Principles
Change should only be driven by self-evaluation, provided that self-evaluation is realistic and takes account of economic and social changes If all learners were experiencing the best practice in our schools, we would not be talking about system change
Key principles
Staff work best when they are enthusiastic about what they are teaching
Reschooling?
Education through consortia involving
Schools
Colleges
HE
Employers/workplaces Communities Less emphasis on transition and more on pathways within integrated provision
Moving Further
Different priorities in accountablity Different kinds of partnerships Different models of engagement
Thoughts
The dogmas of the quiet past are inadequate to the stormy present.
"The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew, and act anew Abraham Lincoln
Smart kids pass tests Its the last question that holds the key to high achievement It is not our job to enable young people to fail, it is our task to give them the tools to succeed Aspirations are the options young people can consider with some confidence
You dont make savings by failing to invest in the future You dont make improvements by repeating mistakes Why are we here if not to make a difference in difficult times
Adding value is not enough for some of our young people, we need to challenge their destinies. We are not editing life stories, we are creating new narratives and seeking the spirit level
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