# data[].attributes.body
Are we clear about what we want to accomplish, can we articulate it in clear language?

# data[].attributes.body
Do we have a shared understanding of the problem and who/where/when has been considered?

# data[].attributes.body
Do our suggested strategies directly respond to the problems identified?

# data[].attributes.body
Can we describe what success looks like?

# data[].attributes.body
Local Authority improvement priorities led by HTs. HTs linking to LA officers and ES.

# data[].attributes.body
Need to allow greater autonomy for middle leaders and teachers. Unleashing through reducing 'hand holding'. Need to build confidence to take on autonomy. Importance of setting the right culture - shifting from intention stating rather than asking for permission. Allowing for mistakes to be made.

# data[].attributes.body
More relevance to school improvements chosen to drive by ourselves - often identified at school and Cluster level ...seeking more empowerment from HT's to lead the change

# data[].attributes.body
Guidance becomes dictate and often feeling micromanaged- align with mainstream .... difference in sectors how leaders are managed and supported ..for example staffing across two systems ( lived example from a leader with responsibilty for both secondary and primary)_

# data[].attributes.headline
Is draft documentation moving to final statement re Empowerment?

# data[].attributes.subject
Is draft documentation moving to final statement re Empowerment?

# data[].attributes.body
Opportunities for sectors to work with chosen partners .

# data[].attributes.headline
Language of empowerment needs clarification?

# data[].attributes.subject
Language of empowerment needs clarification?

# data[].attributes.headline
needing a clear understanding of what empowerment means and looks like

# data[].attributes.subject
needing a clear understanding of what empowerment means and looks like

# data[].attributes.body
Need the time to think and plan as well as to do. Think flexibly around a learning week.

# data[].attributes.headline
lack of clarity in what it looks like in reality.Is it same as agency? Is there research to validate the use of the word "empowerment" over the use of "agency"?

# data[].attributes.subject
lack of clarity in what it looks like in reality.Is it same as agency? Is there research to validate the use of the word "empowerment" over the use of "agency"?

# data[].attributes.headline
are we waiting to be told to be empowered rather than making it happen?

# data[].attributes.subject
are we waiting to be told to be empowered rather than making it happen?

# data[].attributes.body
Operational differences in a sector primary and secondary ....working relationships with parents ,,,, how to reduce offers of direction - taking what is working well and building on this ...more opportunities to learn from others ..

# data[].attributes.body
VSE model working well in Aberdeenshire, however challenges exist around staffing and funding particularly for small schools.

# data[].attributes.headline
Will empowerment bring greater context-specific agency on staffing and finance, without making us HR executives or accountants. Allow us to remain as empowered leaders of teaching and learning.

# data[].attributes.subject
Will empowerment bring greater context-specific agency on staffing and finance, without making us HR executives or accountants. Allow us to remain as empowered leaders of teaching and learning.

# data[].attributes.body
Acceptable risk taking, not to ask permission for improvement but take the lead for improvement.

# data[].attributes.body
Some HTs have much more flexibility around funding and management structures than others depending on the LA. More flexibility in secondary than primary.

# data[].attributes.headline
Need for psychological safety in admitting we don't know it all

# data[].attributes.subject
Need for psychological safety in admitting we don't know it all

# data[].attributes.body
Build greater trust amongst HT - able to be fallible ... culture is not psychological safe for HT to be able to ask for help/support both with colleagues and LA's. Problem is not wanting to admit dont know it all.

# data[].attributes.headline
Greater collaboration across the system - school /LA / RIC wide to avoid duplication of workload.

# data[].attributes.subject
Greater collaboration across the system - school /LA / RIC wide to avoid duplication of workload.

# data[].attributes.body
Particularly for headteachers of multiple schools, being able to be at the heart of the community and not always present

# data[].attributes.body
Need to allow HTs to be able to make more decisions with finance and staffing within a framework. This approach can also apply to unleashing middle and teacher leaders.

# data[].attributes.headline
empowered focus on curriculum in relation to the needs and context of the learning community

# data[].attributes.subject
empowered focus on curriculum in relation to the needs and context of the learning community

# data[].attributes.body
Some sectors have opportunities to work with chosen partners and this has changed the curriculum- how it is shaped and how it is experienced by learners ..... outward looking opportunities including the Curriculum Innovation team.

# data[].attributes.body
A shared understanding of goal and empowering staff when you are a cluster head teacher.

# data[].attributes.body
Trust in all teaching staff, growing their confidence to make decisions and be, in turn, empowered

# data[].attributes.body
Need to really understand the unique context of a school in its community and the unique staffing complement

# data[].attributes.body
Being spread too thin - struggling to manage time when you are a cluster head teacher in a rural location and the schools are up to 2 hours apart travel wise.

# data[].attributes.headline
when there is evidence of equity across all sectors and LAs  in opportunities for CLPL  and evidence of impact from that

# data[].attributes.subject
when there is evidence of equity across all sectors and LAs  in opportunities for CLPL  and evidence of impact from that

# data[].attributes.headline
Revolutions do not wait for legislation they emerge from what people do at the ground level.

# data[].attributes.subject
Revolutions do not wait for legislation they emerge from what people do at the ground level.

# data[].attributes.body
training/graduate training to capture potential new staff; build capacity and build sustainability.

# data[].attributes.headline
evidence of consistency across LAs joining up where's there a need, a transformed and targeted system

# data[].attributes.subject
evidence of consistency across LAs joining up where's there a need, a transformed and targeted system

# data[].attributes.headline
School leaders being influenced by fellow professionals over and above policy makers in their willingness to undertake school improvement initiatives.

# data[].attributes.subject
School leaders being influenced by fellow professionals over and above policy makers in their willingness to undertake school improvement initiatives.

# data[].attributes.headline
Reduce the variation of autonomy across the country 

# data[].attributes.subject
Reduce the variation of autonomy across the country 

# data[].attributes.body
There should be a more consistent approach to school and headteacher autonomy nationally.

# data[].attributes.headline
when RICs are core to collaborating and nurturing quality PL- grassroots from expert practitioners out

# data[].attributes.subject
when RICs are core to collaborating and nurturing quality PL- grassroots from expert practitioners out

# data[].attributes.body
We need an empowered system and not just headteacher empowerment.

# data[].attributes.body
Empowerment takes time and there is a tension with the need to achieve change quickly.

# data[].attributes.headline
evidence and validation that we have a sustainable, self-improving system

# data[].attributes.subject
evidence and validation that we have a sustainable, self-improving system

# data[].attributes.headline
That every stakeholder in the system can articulate the impact on them- learners, colleagues, communities

# data[].attributes.subject
That every stakeholder in the system can articulate the impact on them- learners, colleagues, communities

# data[].attributes.headline
the word empowered sounds like something that is "gifted" to us by a higher authority, which gives concerns that it can also be taken away. A clear definition is required.

# data[].attributes.subject
the word empowered sounds like something that is "gifted" to us by a higher authority, which gives concerns that it can also be taken away. A clear definition is required.