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How do you find and protect the time for networks? There is a lot of willingness for these, however the reality is very challenging. There is limited capacity at school level. Access to supply in rural areas is limiting also.

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Meeting online has helped with travel issues (however, even this is proving difficult due to capacity issues).

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Example of Practice: Regular HT Meetings

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Example of Practice: Regular HT Meetings

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Regular face to face meetings with inputs from external speakers which school leaders are expected to attend.

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Designing CLPL sessions which are responsive to need, which participants find easy to access in ways which work for them.

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School leaders want easy access to the information and support which is out there.

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Grassroots Change - CLPL from Experts in System  

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Grassroots Change - CLPL from Experts in System  

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Utilise the expertise we have in the system ie practitioners and school leaders share and mobilise practice.

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Moving Forward: Recruiting teachers to work in rural areas

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Moving Forward: Recruiting teachers to work in rural areas

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Even when sufficient funding is available and there is flexibility in how to use it, there can be a lack of interest in teaching posts in some areas. This needs to be addressed in order to increase capacity.

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Need more and better ways to share the learning from CLPL beyond probationers.

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Great opportunities through EiH and EiH Stretch. Examples of collegiate work within and across authorities. HTs leading within the authority and collaborative, e.g. on Consortium and College partnerships.

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The opportunity for HT to meet representing a variety of schools across all sectors. Both at a local and national level.

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Supporting empowerment could be more of a priority in some areas.

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Across the country, there are so many different contexts, size of school, role expectations, formal management teams, etc., which brings a wide range of views of empowerment. What is our understanding of a HT?

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Joined up collaboration ACROSS the system 

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Joined up collaboration ACROSS the system 

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Education Scotland /RICs and Local Authority to ensure coherent CLPL for staff in response to need. Not duplication!

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Linked partners working together to provide quality CLPL.

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The obvious financial and staffing constraints can present barriers, but there are opportunities presented through working online to meet colleagues

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We are trying to provide access to a range of professional learning through the Professional Learning Portal of The Inspiration Hub: https://clpl.theinspirationhub.co.uk/

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The Forth Valley and West Lothian Regional Improvement Collaborative was established to facilitate shared working for educational improvement: Clackmannanshire Council, Falkirk Council, Stirling Council and West Lothian Council. This hub brings together shared developing practice from across the RIC and a directory of qualifications.

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Reading that informs policy should be filtered down to LAs and staff. This would enable more joined up thinking.

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Re-focus on empowerment within LA and opportunities to support leadership of change

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The opportunities presented by EiH and EiH Stretch, particularly now through online collaborative events and the opportunity to share knowledge and experiences

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How are HTs voices heard within LAs and SG?

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Using funding within RICs to support learning and collaboration.

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Where is our seat at the tables of influence? It's a done to system not a down with system

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Take out some of the clutter within the HT role e.g. HR side of it…..how can we be the HR manager and also the staff well-being champion? These roles clash and if time was freed for HTs to focus more on collaboration this this would be highly beneficial.

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Agree that a programme of CLPL for school leaders which is perhaps a level below Into Headship and Excellence in Headship. These are excellent programmes but are a massive undertaking in terms of workload, and once they have been completed what happens next. Further CLPL accessible for leaders which is accessible and allows for access to material and speakers would be valuable.

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Challenge- Pry to Sec. moderation and planning together.

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Challenge- Pry to Sec. moderation and planning together.

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How can we improve and share planning ? 32 Councils sharing L3 non SNSA Subjects ?

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Challenge:
Process and Procedures can empower or it can be a barrier to empowerment. There is a need to give flexibility to support empowerment

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Our RIC Heads of Establishment reference group plan our Heads of Establishment meetings to ensure they are relevant and useful. Often led by grassroots expertise across our RIC and beyond.

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Making Empowerment Real
We need to make sure we are at the centre of early planning for the imminent changes in Scottish Education. This strengthens our position to lead and deliver change and improvement.

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Local Authority Engagement with the RICs

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Local Authority Engagement with the RICs

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Local Authorities to showcase high quality practice beyond their own locality - RICs have a role in this. This gives empowerment and agency to those who contribute to improve the wider system.

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Faculties Working as Teams on Enquiries https://blogs.glowscotland.org.uk/glowblogs/seicollabportal/research-schools/  - Unpromoted staff Empowered to choose themes (not directed).

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Faculties Working as Teams on Enquiries https://blogs.glowscotland.org.uk/glowblogs/seicollabportal/research-schools/  - Unpromoted staff Empowered to choose themes (not directed).

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 Five new SEIC Research Schools for Phase 2, were selected in October 2020, joining the existing five who joined in December 2019. Across the phases there are 3 secondary schools and 7 primary schools. 120 staff are engaged in research in phase 1, with 150 staff in phase 2, ranging from nursery staff, learning assistants, class teachers, principal teachers, heads of department and all 10 Research Schools' Senior Leadership Teams.

These schools have the potential to impact on the learning of 5050 students. Emerging qualitative data from teacher sharing sessions and monthly SLT progress meetings, shows clear evidence of collaboration within schools, across schools, Local Authorities and partners; the embedding of research theories in practice; and evidence of the research leading to improved outcomes for learners.

Our most recent event, (Nov 2020) welcomed and connected the new SEIC Research Schools with each other, as well as phase 1 schools. This online event shared and showcased research progress from phase 1 schools and introduced the new phase 2 schools to the research engagement progress.

All ten SEIC Research Schools are engaged in the research process. Evaluations and sharing of impact from two schools St Joseph's RC Primary School, Fife and Ormiston Primary School, East Lothian, are now available on our website.

Both Schools have made the commitment to continue to embed research and enquiry as a key driver for school improvement in 2021-22 and beyond.

Looking ahead we have planned an online event for May 2021, where all 10 schools will celebrate and share their journeys along with evidence of improved outcomes for learners. This will provide our Research Schools with the chance to share, celebrate and network as well as enthuse the next phase of Research Schools.

We are looking forward to welcoming 5 more schools, to embark on their research journey, in August 2021. Applications for phase 3 Research Schools are now open, downloadable application forms can be found in the link below. Please contact your line manager and local authority SEIC QIO to discuss your application. Please return completed applications to christine.rednall@midlothian.gov.uk
Research schools application phase 3 August 2021-June 2022

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 Five new SEIC Research Schools for Phase 2, were selected in October 2020, joining the existing five who joined in December 2019. Across the phases there are 3 secondary schools and 7 primary schools.

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Paid apprentice scheme for trainee teachers. Utilise staff in school eg Classroom Assistants, to complete PT/Block - paid teacher degrees.
Reduce teacher shortage,