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How good is our school?: The Journey to Excellence. j ourneytoexcellence.org.uk. Part 1: Aiming for Excellence Part 2: Exploring Excellence. Working with people – and permeating. Outcomes of A Curriculum for Excellence. Teaching for effective learning.
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How good is our school?: The Journey to Excellence journeytoexcellence.org.uk
Working with people – and permeating Outcomes of A Curriculum for Excellence Teaching for effective learning Strategies relating to Assessment for learning Permeating – Inclusion and Success for ALL, MCMC, GIRFEC
Learning & Teaching • Vision & Leadership • Partnerships • People • Ethos & Culture
Learning & Teaching • Vision & Leadership • Partnerships • People • Ethos & Culture • OUTCOMES
The indicators within How good is our school? focus specifically on the impact of schools in improving the educational experience and lives of Scottish pupils. The emphasis on impact and outcomes reinforces the principle that self-evaluation is not an end in itself. It is worthwhile only if it leads to: improvements in educational experiences and outcomes; and maintenance of the highest standards where these already exist.
To be successful, self-evaluation must be a reflective process based on a shared understanding of quality and a shared vision of aims at all levels of the school community. individual level; collegiate level; and whole school level.
It was great that it became better, but it would have been better had it become great. Mollehave Great The great challenge Good
Part 4 Planning for Excellence
Building on strengths in planning • Well-established cycles • Direct links to outcomes for learners • Bringing together external expectations and needs of learners • Professional reflection and teamwork • Involvement of school community
Identifying priorities, specifying outcomes and planning delivery Arising from school’s vision Expressed as outcomes for learners Taking account of CfE capacities Relating to a broad range of achievements Using dimensions and quality indicators Based on data Manageable number Capable of being evaluated
Role of EA • Help to formulate vision • Judge when to intervene to support schools • Support creativity and innovation • Make an active contribution at all stages • Make local and national priorities understandable, accessible and practical • Achieve appropriate balance between prescription and providing freedom for schools to respond to the needs of their own communities
Effective Planning - is based on the evidence of ongoing self- evaluation (JTE Part 3 – HGIOS3, TCAC)- focuses on delivery - builds on the positive and makes use ofexamples of excellent practice: JTE Part 2 and 5 (website) - is flexible and responsive to changing circumstances - results in demonstrable impact on learners
Professional Development packs – forthcoming titles .... • Effective self-evaluation • Working with parents to support / improve learning • Working with parents in the pre-school setting • Working in partnership with the community and agencies • Valuing and empowering staff and young people • Ensuring a focus on outcomes to maximise success for learners • Developing a common vision • Delivering high quality learning and teaching • Promoting well-being and respect
Next … CLD & FE QIO JtE events EA conferences EA rollout strategies Further filming Further Professional Development Packs Re-vamped DVD – Connected & HMIe Glow & JtE ………………………
The Journey to Excellence journeytoexcellence.org.uk hmie.org.uk ltscotland.org.uk S.Fulton@LTScotland.org.uk