Headteacher & Depute Headteacher Report 2016 final

Logo used in when seperate from standard EIS logo

HT & DHT Network Conference 2016

‘Leading from the Middle, Closing the Gap’ Conference Report

7th October, George Hotel, Edinburgh

#EISHTDHTs16

“Very useful, very reassuring and also thought provoking – lots of ideas and points to take back to SMT and school.”

“Variety of keynote speakers’ backgrounds and stances was appropriate. Was useful that colleagues were given opportunities to question at the time.”

“Interesting variety and thoughts. Good that each speaker had their own agenda.”

Keynote speaker feedback

How useful did you find the presentations by the keynote speakers?

“Excellent. Raising awareness of a number of key issues. Forced to rethink current beliefs and attitudes.”

“Very useful start setting the EIS views clearly.

Good to have questions to John Swinney. G. Hamilton – great to get the update at SCEL and to see its vision. Ended superbly with Brian who can bring the room alive just before lunchtime!

Heartening to make us aware that we have been improving.”

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‘Leading from the Middle, Closing the Gap’

‘Leading from the Middle, Closing the Gap’ Conference Report The EIS hosted a conference for Headteacher and Depute Headteacher members in The George Hotel in Edinburgh on Friday 7 October 2016.

Key themes identified by the EIS HT & DHT Network for discussion within the conference through keynote presentation, workshops and panel discussion were: • Closing the attainment gap • The National Improvement Framework • Educational leadership • Early Years education

The Conference was attended by EIS member delegates from across Scotland, as well as by leading figures from academia, Scottish Government and the wider education community.

• Using the new HGIOS 4 self-evaluation tool • Implementation of the Named Person Service

President’s Welcome Margaret Smith EIS President The Conference opened with a warm welcome from President Margaret Smith who set the scene for the conference and outlined the many challenges that require to be addressed by senior leaders in schools and which the conference aimed to cover.

The President underlined the speed with which recent change had occurred across the education landscape: the success of EIS industrial action in securing reduction in SQA-related workload; the publication of the Delivery Plan for Scottish Education by the Cabinet Secretary; and the commencement of the education Governance Review.

Encouraging delegates to enjoy the day, to consider and submit questions for the afternoon panel session, and to take up the opportunities for networking, debate and discussion, Margaret then got into the business of the conference itself.

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Keynote Speaker

published advice and to learn to say no to activity that is superfluous to enhancing the quality of learning and teaching.

Larry Flanagan EIS General Secretary The General Secretary began his address by welcoming John Swinney, Cabinet Secretary for Education and Skills, and expressing appreciation of him having found the time to be attend the conference in the midst of a period of Scottish Government hyper-activity since the publication of the Delivery Plan.

In the context of this, Larry stressed the need to get the decisions about the way forward for Scottish education right rather than to make them quickly: decisions made in haste previously have left the system behind. Time must be found aside for engagement and genuine dialogue with teachers, he said, if we are to succeed in taking forward the ambitions for the education system in Scotland.

Referring to the recently published guidance from Education Scotland and the letter to the profession by John Swinney expressing commitment to tackling workload, the General Secretary highlighted the challenge of turning rhetoric into reality and paper agreements into practice. Creation of time and space is essential for teachers to focus on what makes a difference in the classroom, in place of excessive box-ticking and accountability-driven bureaucracy. Education Scotland, Scottish Government and the SQA were identified by the General Secretary as contributors to the burden of bureaucracy upon teachers. He emphasised the need for the profession to grasp the nettle in relation to the newly

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Key areas of CfE listed by the General Secretary as requiring realignment of thinking were transition from the BGE to the senior phase; S4 curriculum architecture and the need to create space for greater breadth and depth of learning; and the need to create parity of esteem between academic and vocational qualifications within the system.

Equally, he argued, in Primary education, curriculum messages related to streamlining are very important; publication of the Literacy and Numeracy Benchmarks may be useful but there are still dangers to be considered in terms of how they are used in practice.

The General Secretary went on to highlight the disproportionate focus given to standardised assessment within discussions around the National Improvement Framework. He stressed the need to preserve the centrality of teacher professional judgement to the assessment process while reminding that standardised assessments are only a useful tool in a larger toolbox. Larry outlined the EIS position with regards to data collection: it should be to support learning, not to benchmark the system for political purposes. We, and the Scottish Government, need to see pupils as pupils, he said, not just as dots on a graph within a bureaucratic report.

Regarding the Governance Review, the General Secretary made clear the EIS view that following this initial phase of consultation with which EIS members were in the process of engaging, there should be a further second phase of

consultation on specific proposals. Larry emphasised that a debate around who runs schools- local or national governmentis a waste of energy and a distraction from the key issue of how the pedagogical process is to be supported and the OECD recommendation around leading from the middle realised. Regarding the matter of direct funding to schools, he indicated that the EIS have argued for additional funding for schools in the past, that such an arrangement may be a means by which to protect education budgets from austerity measures but that the EIS is opposed to anything that puts a bigger burden on HT & DHTs. Another aspect that would provide greater stability within education the General Secretary argued, is the introduction of a national minimum staffing standard, the current agreement around teacher numbers not going far enough to ensure equitable standards of provision for all.

Finally in reference to the Governance Review, the General Secretary expressed the need for it to address the function of Education Scotland, which, since the merging of LTS and HMIE, and in the context of the disappearance of curriculum advisors and dwindling numbers of QIOs within local authorities, has been lacking in its support to schools.

The General Secretary concluded by expressing appreciation of the opportunity to engage with the Minister on a range of education matters while reminding that there are more questions than answers now with regards to closing the attainment gap- questions that are important to answer if we are to get things right for the future.

‘Leading from the Middle, Closing the Gap’

Keynote Speaker John Swinney MSP Cabinet Secretary for Education and Skills The Cabinet Secretary began by outlining his intention to spend his time in office delivering for Scottish Education, specifically in relation to closing what has been a persistent attainment gap that not enough has been done to tackle.

This, he said, will drive everything that he does. He stated that he was clear on what needs to be done to realise this aim within the next 10 years, indicating that there will be decisive action in the next 5 years towards it.

Mr Swinney stated the need for absolute alignment across Scotland in this endeavour: links are needed between Health and Education, from birth to Early Learning to Primary to Secondary, and through widening of access to Higher and Further Education. He stated that the only test that he cared about is that all young people can fulfil their potential, including the young people within the care system whose educational outcomes are particularly poor. All the focus, he said, should be on learning and teaching.

With this in mind, he said, he has been listening to the profession and has sought to tackle some of the obstacles

to teaching and learning, one of which is the layers of bureaucracy that have grown up around the implementation of CfE. Expectations on local authorities to reduce bureaucracy have been reinforced through recent activity by the Inspectorate, and progress will be monitored ongoingly. Mr Swinney acknowledged the recent contribution of the EIS and EIS members towards reducing the burden of senior phase assessment, and concurred with Larry Flanagan that National 4 now needs attention. He went on to reiterate the messages from the recent correspondence to schools: ’Teachers must ask, is this relevant to the child’s learning? Yes? Then do it. No? Then don’t,’ citing the flexibility within CfE to accommodate such an approach. He indicated that there is an obligation on HTs and DHTs to enable this in schools.

Regarding the OECD recommendation around leading from the middle, the Cabinet Secretary also stated his view that it is about leading from schoolscreating space for collaboration between schools and eliminating false borders between schools and local authorities.

Some schools are showing how closing the attainment gap can be done, he said, and we need to share that good practice.

In terms of the importance of teacher professional judgement, he said that it must be sufficiently informed by reliable data. The government believes that

standardised assessments are necessary to create a data rich profession, to inform professional judgements that are open and transparent. He argued that without such an approach, Scotland would not be able to close the attainment gap.

Acknowledging the importance of teacher professionalism, and the importance in the past couple of years in strengthening the profession through the work of SCEL, he announced that the government will continue to fund professional learning for school leaders within the Into Headship programme. Referring to the proposed additional funding to schools, Mr Swinney outlined his vision for Headteachers as leading educational performance across Scotland, enhancing and developing education. Scottish Government, he said, will invest in Headteachers to enhance their skills and expertise to close the attainment gap and to meet the needs of our young people.

In concluding, the Cabinet Secretary sought to reassure delegates that the Governance Review is not about Scottish Government running schools but about finding ways to enable schools to decide how best to meet young people’s needs in that locality and to allow them to reach their potential. “I’ve seen far too many people in the country who have not been able to fulfil their potential and I want to disrupt that pattern over the next 5 years.”

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Question and Answer session The Cabinet Secretary then took a number of questions from the floor: Q. Over a ten-year period, there has been a steady reduction in the number of qualified teachers in Early Years. Do you plan to change that?

A. I am going to align Health and Education. This will include pre-birth care through which we need to ensure engagement with parents. Educational content in the Early Years system is of key importance though local authorities make different judgements about how this is delivered. We are committed to make sure educational professionals are in Early Years as entitlement is expanded. Literacy difficulties among some parents is an issue being addressed by schools.

Q. Does the government acknowledge that it has had a role to play in the reduction of teacher numbers in Early Years by maintaining legislation that allows local authorities flexibility regarding the employment of teachers within these settings?

A. Scottish Government has ensured protection of teacher numbers overall.

Decisions about nursery staffing are Council decisions. We agree that there is a need for strong educational input within Early Years- there is a debate to be had about channelling of resources towards this.

Q. On the basis of concern about standardised assessments and the priority that they are given within NIF versus professional judgement, can we move away from the idea that standardised assessment is most important to Scottish Government?

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A. It will be teacher judgement that will form the outcome of NIF not crude test results. We need to be better informed about progress so that we can provide additional support where needed.

Standardised assessments can be administered at any point within the school year- decisions around how and when are for local authorities.

Q. Would you accept that it is not always essential to use standardised assessment where assessment policy is sound, resulting in teacher judgements that are also reliable?

A. I don’t accept that view. In all Local Authorities there is some kind of standardised assessment happening. We need a comparative framework across all local authorities- national standardised assessments are a crucial data source.

Q. The recently published guidance declares that teachers should be able to say no to unnecessary bureaucracy but what one colleague feels is beneficial, another colleague may not. If I feel as a Headteacher once decisions are made after the Governance Review that they are a bad idea, can I say that this isn’t relevant to teaching and learning and tell you no?

A. The Governance Review is an open consultation. If we agree that teacherpupil interaction is a crucial element, then it’s about what adds value. Not all local authorities are adding value and that is not good enough. Opportunity needs to be available to all in every part of the country. Please engage with the consultation. Tell me what would be an asset and what would be a hindrance for you to lead your school.

Q. The pace of change is too quick.

We are speeding. Parents can’t keep up. The tight deadline for the Governance consultation means that we are disenfranchising people. We need to tackle bureaucracy for HTs and classroom teachers but the speed of change will continue to add to bureaucracy. Regarding standardised tests- consistency doesn’t necessarily mean coherence. Thoughts?

A. We need to get on with closing the attainment gap. It has been going on for too long. I’ll take due care and listen to people. These reforms need to be well- founded and add value. I don’t want to burden Headteachers any further. If you’re a leading bureaucrat you can’t be leading education. Standardised assessment is to enable us to respond to need no matter where it presents in the system or the country- this is consistency. We need to ensure we are providing support and intervention when needed to fulfil our commitment to young people. Coherence rests in the fact that the assessments are aligned to CfE and their design has been informed by a strong profession.

Q. I would welcome direct funding to schools so long as funding is linked to levels of deprivation. School needs to be in charge of schools not local authorities or Scottish Government. How will funding to schools be calculated?

A. I think schools are best placed to decide what schools need. Schools will be empowered to take decisions.

Formula will be related to eligibility for free school meals. FME is not a perfect mechanism for making such calculations but in the absence of a better data source currently, this is likely to apply.

SG is open to discussion on the matter, however.

‘Leading from the Middle, Closing the Gap’

Keynote speaker Gillian Hamilton CEO, SCEL Gillian’s presentation outlined the implications of the challenges captured by the conference for HT & DHTs, and the role of SCEL in supporting teachers at all levels to meet such challenges.

She underlined SCEL’s vision to work in partnership with the profession and other national organisations to deliver an education system in Scotland in which every teacher and Early Years practitioner benefits from excellent leadership learning and development, to make a direct difference to young people and society. We used to focus too much on making a difference for teachers but not to the outcomes of pupils in their care- this has changed, she said.

Referring to the Governance Review, Gillian encouraged delegates to consider what Headteacher autonomy means and to ensure that their thoughts about what it means from their perspectives, get through. Bureaucracy is not an important element of good leadership, she said, making a difference is and teachers and school leaders are key to changing the narrative around this.

Moving on to focus specifically on the work of SCEL, Gillian indicated that the new national Into Headship qualification, open to new Headteachers and those in the first 18 months of headship, will become mandatory in 2019. The focus is on developing career pathways, and on supporting the professional learning of senior leaders, with the aim of building capacity and supporting leadership of strategic change, all of which is for the benefit of learning and teaching. At the end of this programme, Gillian explained, all participants engage in professional interviews to show they have met the requirements. If they have, they become a SCEL fellow.

The qualification is being further developed to look at excellence in headship, professional learning opportunities, community links, and international work and knowledge exchange.

Having sought the views of teachers and Headteachers on professional learning, SCEL found the following:

• Teachers want transparency across the system • Recognition is important to teachers, not just financial reward • Teachers report that they miss their mentors after their probation year • We need to work collectively on creating time.

Gillian stressed the importance of senior leaders in building the professional capacity of those who work in their schools, in addition to devoting time to their own professional learning. She said that teachers at all levels, including Headteachers and Deputes, need to make time within the working week for professional learning and that this should be embedded in every-day activity.

If we can harness our power as a profession and work collectively, she concluded, we will be unstoppable.

Decide what matters, she urged, and protect what matters.

• Headteachers want to engage in professional learning • Teachers are enthusiastic about professional learning

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Keynote speaker Brian Boyd Emeritus Professor, University of Strathclyde Professor Boyd began his presentation by declaring that teaching and learning should be about love, echoing Maya Angelou’s view that the classroom should be about ‘loving children to understanding’.

Brian argued that with regards to closing the attainment gap, the Deputy First Minister underestimates the enormity of the task and suggested that just wanting to ‘get it done’ would not suffice in achieving success. He drew comparison with Norway, Sweden and Finland where performance is high and levels of educational inequality are low- crucial to this comparison is that they have twice as many teachers.

He posed two questions: what is the gap and do we want to close the gap, conjecturing that some do not.

In addressing some of the current rhetoric in relation to Scottish education, he was critical of politicians’ use of research, comparing it to drunks using lampposts - for support rather than illumination. Expanding, Brian made reference to the wealth of research evidence that demonstrates the high correlation between poverty and educational underachievement. The reality, he reminded, is that other things have to happen to change this interrelationship: education alone cannot alter it.

Professor Boyd stated as mythical the view that Scottish Education was once the best in the world and now

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is the worst. He argued that Scottish Education has been improving as a system from one generation to the next and challenged the view of there once having been a golden age of education in Scotland, now lost. To illustrate the point, he highlighted the poor education of his parents, that education for his generation was also poor- albeit that some young people were afforded more opportunities- while education for his son’s generation was much better, characterised as it was by more depth and more variety. Our education system is good, and is getting better, he argued, but change on the scale that the Cabinet Secretary has outlined, cannot happen in 5-10 years. This will take generational change that will only occur if bold, radical steps are taken- like in Finland, where there is a philosophy not a system, which has insured outlawing of private education, abolition of inspections and emphasis on family learning.

A number of important contextual factors were identified. Taking account of the political context, how do we ensure that there is continuity of approach to education beyond one or two parliamentary terms? Consideration needs to be given to cultural and historical factors, also. Lasting change takes time. What is unique about Scotland? What is simply myth with regards to the development of our education system? In terms of the legal context, everything needs to be viewed through the prism of children’s rights.

Crucially, he said, attention needs to be paid to the current educational context.

Do we believe that education can wholly compensate for society in which poverty and inequality are related to health, housing, employment and aspiration?

Professor Boyd argued that schools

can make some difference but that collaboration between them is needed rather than the competition that emerges from a culture of tests and league tables.

We need to look at groups of schools as ‘families’ of people and schools- this a better model than individual schools and Headteachers being held accountable for progress.

Professor Boyd went on to highlight a number of changes that are needed in terms of educational principles and practice: • Positive and additional action where there is disadvantage, otherwise the gap will stay the same • Co-operation among schools, and improvement as a shared endeavour • Focus on achievement- attainment is merely a subset of achievement • All children being and feeling, valued equally • Pedagogy as the key to improving learning.

Brian concluded with further suggestions for how real progress might be made towards closing the attainment gap: increasing and redistributing funding across Early Years, Primary and Secondary; incentivising the best teachers to work in the most disadvantaged schools; abandoning plans to reintroduce national standardised testing; trusting teachers within a culture of intelligent accountability; abolishing the setting of classes by ability- there is no evidence to support it as an approach; and funding family learning.

Brian’s presentation was very warmly received by delegates.

‘Leading from the Middle, Closing the Gap’

Afternoon Workshops Following the lunchbreak, a series of workshops were held, with each delegate having the opportunity to visit two.

• The impact of cuts on schools’ ability to get it right for all children- fewer social workers, speech and language therapists.

Nancy Henderson Scottish Government

remains uncertainty about the role of Named Person for SMT and who takes responsibility as head Professional in multi-agency meetings...”

• The need for enhanced clerical support in order that schools can deliver the functions • Continuing misunderstanding of the role of the Lead Professional in relation to that of the Named Person • The role of school leaders in embedding GIRFEC • Difficulties of multi-agency collaboration

Ms Henderson gave an overview of workshop content and asked participants to discuss what had inspired them to become teachers. This was followed by a discussion in which participants raised the following issues: • Additional workload demands on schools arising from the Named Person Service

“The input was timely as there

• Variations in local authorities’ readiness to implement Named Person legislation Ms Henderson suggested that many of these issues could be addressed by more creative thinking on the part of local authorities and schools, and stressed the benefits of the Named Person Service- greater streamlining of approaches across agencies, avoidance

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Named Person

of duplication and enhanced trust of other agencies such as Social Work in the referrals that are made by schools.

An update of the Supreme Court judgment was also provided. The Court had ruled that the policy of providing a named person did not breach human rights and is compatible with European Law, and that its aims were unquestionable legitimate and benign.

The issues lay solely with the information sharing elements of the Act and these were judged incompatible with Article 8 of the European Convention of Human Rights and that changes to these provisions were required before the Act could be commenced.

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and partnerships, collaboration and selfimprovement.

School leadership is a vital part of equity and excellence in education. It is second only to the quality of a school’s teachers as within-school influence on educational quality and outcomes. The most important responsibility of school leadership is leadership for learning.

Elizabeth also stressed the importance of self-evaluation and decisionmaking having a positive impact on children’s outcomes. She outlined the characteristics of leadership at each level that succeeds in this as outlined in the document.

Elizabeth outlined the aims of the workshop to : • Increase understanding of the national context • Increase knowledge and understanding of effective selfevaluation using HGIOS 4

‘Teacher leaders are passionate about caring for children and young people.

Through informed and innovative practice, close scrutiny of pupils’ learning needs and high expectations they play a fundamental role in improving outcomes for children and young people.’

• Explore self-evaluation for selfimprovement • Support on-going professional dialogue about self-evaluation and improvement She went on to outline the main focuses of the HGIOS 4 document- on learners and their families; equality, inclusion and wellbeing; equity and closing the gap;

Consultation on NIF Statutory Guidance Hazel Crawford Scottish Government

“Excellent. I really enjoyed it and

found it extremely useful and glad I had been allocated it.

Ready to go back and share with my teams my clarity of understanding.”

She highlighted the importance of leadership in realising the kinds of improvements that will deliver excellence and equity within a school, quoting the OECD:

‘Middle leaders are key drivers in ensuring positive outcomes for all learners. Through working collaboratively with school leaders, members of their teams and partners they devise and contribute to the school’s vision and

Hazel outlined the main elements of the Guidance, followed by discussion in which the issues of time and workload were raised by workshop participants.

values and ensure that the strategic direction of the school is communicated effectively with all stakeholders.’

‘School leaders are central to the creation of excellent, successful schools which improve the life chances of children and young people. School leaders lead their whole school community in establishing, sustaining and enhancing a positive ethos and culture of learning enabling every learner to achieve their full potential.’

‘System leaders have a strategic role in enhancing Scottish education and society and have a shared sense of mission and responsibility to improve the larger system. System leaders build effective relationships and collaborations within and across organisational boundaries to enable children and young people to have the best chance to succeed.’

The workshop concluded with a summary of the kinds of questions that should be asked during the self-evaluation process.

“Very informative. Helpful in understanding the new legislation.”

Headteachers in both Primary and Secondary were of the view that more time is required to consider the implications of the Guidance for dayto day practice before the legislation is implemented.

Concerns were also shared about the potential increase in workload for Headteachers, including around communication overload, especially by email.

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Elizabeth Morrison Education Scotland

‘Leading from the Middle, Closing the Gap’

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HGIOS 4

“inspirational and challenging in equal measure.”

• Delivering shallow or profound learning?

Willie Wight Headteacher, Hillhead High School, Glasgow

• Restrictively motivating them (fear) or constructively motivating them (desire)?

• Catching them failing (blame culture) or catching them winning (praise culture)?

• Encouraging compliance or creativity?

• Playing it safe or thresholdadventuring?

• Cherishing their heads or their hearts?

Willie, himself an EIS member, asserted that the most important elements in closing the attainment gap are teachers, investing financially in the early years of learning, and paying people properly for what they do.

He went on to outline that, for Headteachers, there are parameters to what can and cannot be done. For example, when it comes to employing a teacher in a school, there should be an emphasis on knowing firstly whether the person can teach and the Headteacher should be able to include evaluation of this in the recruitment process. However, this must come from a place of valuing people, valuing teachers and this shouldn’t be lost at any stage.

If we are going to succeed, we must be serious about achieving greater equity within the system, Willie stressed. Overall there has to be an holistic approach to teaching children, and positive action, he said, is essential.

Turning to his own school, he stated that Hillhead High is doing well and has done for many years. Such success, he explained, has been achieved through many initiatives but none better than the ethos inspired by Sir John Jones who asks us some tough questions. For our young people, are we: • Preparing them for a test or for life?

• Teaching them or helping them to learn?

• Fitting them to the system or fitting the system to them?

Children will forget most of what we make them think, Willie asserted, but they will never forget how we made them feel. Consideration must be given to this in addressing the issues related to the attainment gap.

In practical terms, while acknowledging the disparity in thinking with regards to school uniform, Willie indicated his belief that it helps in removing inequity amongst young people and improves how they feel about themselves.

In considering issues of deprivation related to postcode, thought needs to be given to what that really means for young people and to how we change it, by looking at the curriculum.

Echoing Brian Boyd’s presentation, Willie concurred that we must move to acknowledging the wider achievement of our children – schools are not exam factories; education is about the whole child. Hillhead commits to 3 hours a week development of the whole child, regardless of age or stage.

Willie explained that teachers are also asked what they need for their own development and the school facilitates movement around areas within and out with the school to accommodate. As much as we need to inspire and value children, Willie stressed, we also must do the same for teachers.

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• Focusing on content or life skills?

‘Closing the Gap in Secondary’

• Introducing a translation service – there are 44% of Hillhead pupils for whom English is an additional language.

Willie explained that improvement planning is ongoing. Time is set aside to identify how to tackle bureaucracy for students and teachers alike, and the school has also been involved in the Attainment Challenge. Projects have included work on literacy which involved English teachers being used in targeted teacher support for pupils with difficulties in this area. A pupil leadership academy has also been developed and has been extremely successful. Willie’s view is that while the programme has benefits for individual pupils such as the reward of a graduation trip to London, pupil leadership drives up standards for all.

In terms of pedagogical process, as part of the Attainment Challenge, the school has developed a culture of “critical friendship” for staff which involves peer learning visits focused on areas of shared interest.

Although Willie has worked in the Secondary sector all of his career, his view is that an essential part of the whole process in closing the attainment gap, which can’t be overemphasised, is investment in early learning for children.

Here is where funding and support is key to the success of our whole education system, he argued.

Before the workshop was brought to a close, a short video was shown of the footballer, Ian Wright, being surprised by his old teacher- Syd Pigden- who’d had such a positive influence on his life. This can be found on YouTube: https://www. youtube.com/watch?v=omPdemwaNzQ Overall, this workshop was extremely well received by those who participated.

In terms of achievement, Hillhead has performed strongly for the last five years for many reasons, according to Willie: • Employing a teacher of Health and Wellbeing • Involvement in partnership working with organisations such as the Bethany Trust

• Championing cognitive ability or multiple intelligences?

• Sorting winners from losers or making them all winners?

• Changing the ways in which parents and parents’ organisations are involved to ensure a more valued process

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provision; and current legislation around employment of teachers within nursery.

Professor Dunlop stated her view that quantity alone in terms of the number of hours of early years expansion, would not deliver excellence or equity.

Similarly, while the decision to invest in non-teaching staff is important this should not be used as a replacement for teachers, as evidenced by the Sustaining the Ambition research.

Aline-Wendy Emeritus Professor, University of Strathclyde

Key findings from the research: • A very good bridging role is required across early learning level-this is critical to good education

Education Convener, Susan Quinn, welcomed delegates to the launch of the EIS ‘Sustain the Ambition’ publication, which summarises the key messages from the more detailed research published earlier in the year, on the role and contribution of GTCS registered teachers in Early Years.

“Very pleased that this piece of

work has been undertaken. This is an area I feel passionately about and am keen to be active in promoting the need for teachers in our Early Years setting.”

• They are key to supporting transition that involves collaborative working with children and families • Specialist training on early childhood learning needs to be increased

• A very good understanding is required from nursery into primary if we are to close the gap, and trained nursery teachers have this knowledge

• GTCS should collaborate with schools of education to support students on nursery placements –need to investigate ways around solitary working

• We need to halt the expectation of some that we have to dumb down the sector in order to close the gap

• We cannot afford any further attrition of numbers of teachers in the early learning sector.

• Nursery teachers have the essential knowledge of the curriculum

Susan introduced Professor AlineWendy Dunlop who had led the research conducted by the Child’s Curriculum Group, and emphasised the importance of early learning and of the research having been produced. She emphasised the EIS commitment to Early Years education and pride in having been part of the project. While much of the surrounding discussion, she said, had been around the importance of minimum access to a teacher, it was important to ensure that it is understood that this is in the context of teachers working closely with other Early Years workers.

Professor Dunlop then delivered a presentation, beginning by setting the project within the historical context of Scotland having been a pioneer of early education since it was introduced at New Lanark by Robert Owen and David Dale. With this in mind, Early Years experts were pleased to see a role for early learning within CfE, albeit that the four capacities should have had greater prominence than curriculum organisers.

She went on to outline the current context within which the research had been conducted- the Scottish Government ambition for Scotland as the best place in the world to grow up; the drive to close the attainment gap; the absence of any Scottish-based research into this area; expansion of free childcare

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Sustain the Ambition The Contribution of GTCS - Registered Teachers in Early Years

Sustain the Ambition

The Contribution of GTCS - Registered Teachers in Early Years

‘Leading from the Middle, Closing the Gap’

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‘Sustain the Ambition’ Publication Launch

The final session of the afternoon comprised a panel session, chaired by the President. Questions submitted by delegates over the course of the day were put to Larry Flanagan, Professor Brian Boyd, Gillian Hamilton, Professor Aline-Wendy Dunlop and Willie Wight, each providing interesting perspectives in response to the questions raised.

Q: What needs to be happen to enable ‘leading from the middle’?

BB: Need for clarity of meaning and understanding that leadership doesn’t always come from the top; should be about collaboration, not competition, tests and league tables; moral obligation to share knowledge of what works; requires collective sharing of responsibility for everyone to do well.

GH: Working together and building capacity at system level; challenges exist currently in terms of the way that the system is structured; need to build confidence to take risks in addressing those current challenges.

decisions about school estate, repairs, school meals important but more important for Headteachers are decisions around pedagogical leadership; need to create networks that allow professional dialogue to take place beyond the immediate school environment; need to create time for teachers to talk to teachers about practice; hierarchical system is not helpful in this.

Q: Name one thing that is required to close the gap.

BB: Abolish setting by attainment LF: UK government-driven austerity as the creator of poverty, coupled with ineffective mechanism through which funding goes to schools; need to challenge the notion that schools can close the gap unilaterally.

AWD: One strong attachment relationship.

WW: Abolish the Attainment Fund and invest strategically; instead of windowdressing invest in teachers, administrative and support staff, and, crucially, Early Years education.

WW: Collaboration and working together; networking; need to invest time in this, for example, providing staff with half a day to visit other schools in to share dialogue across and within geographical areas and sectors.

GH: Investment in professional learning across the profession and opportunities for teachers to engage equitably.

AWD: There are many ‘middles’; let the child lead the way- be at the centre of communication for early childhood staff.

GH: Conversation is needed about the barriers and challenges- the Governance Review gives an opportunity for this.

LF: Term lacks definition; it’s about making decisions at school level but caution is needed- not all decisions are appropriate for school level; many

WW: We need to create opportunities for leadership; valuing, investing in, supporting and listening to staff is essential- this can be done through

(LF) Larry Flanagan (BB) Professor Brian Boyd (GH) Gillian Hamilton (AWD) Professor Aline-Wendy Dunlop (WW) and Willie Wight

Q: How can leadership be effective in the context of cuts?

“Very informative and gave a space to think and consider a variety of issues that other DHT / HT’s have raised. Very useful professional challenge and dialogue.”

feedback

Question Time

working groups, for example; creating opportunities for leadership among parents and pupils is also important.

LF: Delegates’ membership of the EIS reflects their sense of themselves as part of a team; an issue for the EIS is how we support leadership more effectively through the professional learning offer; in school, Headteachers need to be able to say no to things; need to model good work-life balance, sometimes setting aside projects where there simply isn’t time/ staffing/ resource to overtake them; need to embrace distributed leadership and collegiality- this has a positive correlation with wellbeing, as demonstrated in the most recent EIS survey of teacher wellbeing.

AWD: Need teachers to lead from the middle and to create opportunity for collegiate working based on dialogue and in a proportionate way.

BB: Creative solutions and practice can’t be applied everywhere; staffing levels in Scotland are low in comparison to other countries; cuts have impacted; but collegiality is key in schools and across clusters; a world class education system needs world class investment.

Q: Do you agree that protection of teacher numbers has resulted in cuts to other parts of the service that have impacted on the support that was previously provided for disadvantaged children?

WW: Strategically we need to get it right regarding funding- some money going to those who don’t need it; money should follow the people, not the schools.

‘Leading from the Middle, Closing the Gap’

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BB: Research into inclusion finds that teachers are in favour of inclusion in principle but not in practice because, for example, there isn’t enough support staff; protection of teacher numbers is right- numbers should be increased, in fact; support staff are also of high value in the system, however, and this should be recognised.

AWD: If teacher numbers are not protected, this will simply widen the gap.

GH: The decision in terms of staffing should never be either or. For example, as a consequence of ability groupings, some of the least able children spend least time with the teacher and most time with support staff.

LF: Councils drive wedges between groups of workers; EIS supports other unions in defending their workers; we advocate a national minimum staffing standard and the ring-fencing of numbers of teachers as with health and policing; 4000 teachers’ jobs have disappeared since 2007 so teaching has not been untouched by cuts; myth that there would be no other cuts if teacher numbers weren’t protected; decent public services need to be funded- the answer to this lies in taxation.

Closing remarks Lorraine McBride EIS HT & DHT Network Convener In bringing the Conference to a close, Lorraine highlighted the work of the Network and encouraged delegates to consider joining in the event of there being vacancies within their Local Associations. She stressed the importance of the Network in helping the EIS to support HTs and DHTs and encouraged colleagues to challenge the myth that the EIS does not accommodate the needs of staff at this level.

Lorraine acknowledged the commitment of delegates in attending the Conference amidst the many demands that they face day to day, which she hoped had been reflected well within the conference programme.

Thanks were given to all speakers, panellists, and workshop providers, Conference chair, hotel staff and to the EIS staff who had contributed to work on the event.

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‘Leading from the Middle, Closing the Gap’

Biographical Notes

Larry Flanagan

General Secretary, The Educational Institute of Scotland ................................................................................................................................

Larry Flanagan took up the post of General Secretary in April 2012. Prior to that he worked for 33 years as a teacher.

Larry, a graduate of the University of Stirling, started his teaching career at Blantyre High School before moving to Penilee High School as a Senior Teacher. In 1996, he was appointed Principal Teacher of English at Hillhead High School in Glasgow. He has also worked as an SQA Examiner and served for 8 years as a Councillor on Glasgow District Council.

Larry has a career-long association with the EIS at all levels. Before being elected to his current post, he served as a lay member on the union’s Executive Committee and was the Convener of the Education Committee. He represented the union on the Scottish Government Curriculum for Excellence Management Board through the formative years of Curriculum for Excellence’s development and continues engagement with such groups on behalf of the EIS as General Secretary. Larry is also a member of the General Council of the STUC.

Margaret Smith

President, The Educational Institute of Scotland ................................................................................................................................

Margaret Smith trained as a Primary Teacher at Callendar Park College of Education, graduating in 1977. She then gained an Associateship in Early Education in 1978. This kindled her career-long dedication to Nursery Education. A Nursery Teacher for 30 years in Central Region, Stirling and Falkirk, and an EIS member for the same number of years, Margaret became Local Association Secretary for Falkirk in 2011.

She has served on the EIS National Council, on the Executive, Education and Employment Relations Committees, and as Vice President. This year Margaret Smith was appointed as National President of the EIS.

John Swinney MSP

Deputy First Minister and Cabinet Secretary for Education and Skills, Scottish Government ................................................................................................................................

John Swinney is the MSP for Perthshire North. Born in 1964, he joined the Scottish National Party in 1979 and went on to graduate from Edinburgh University with an MA (Hons) in Politics. He has worked for the Scottish Coal Project, Development Options and Scottish Amicable.

Mr Swinney has held a number of other posts in the SNP in addition to those that he curently holds at local and national level, including as MP for North Tayside, deputy leader of the SNP, party leader between 2002 and 2004, and Cabinet Secretary for Finance and the Economy.

In May 2016, he was appointed as Deputy First Minister and Cabinet Secretary for Education and Skills.

Included in his remit are government strategy, school standards, educational attainment, qualifications and closing the attainment gap, the National Improvement Framework, school infrastructure and staffing, Named Person, early years education, child protection, children’s rights, higher and further education, student funding, youth work, and Skills Development Scotland.

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Gillian Hamilton

Chief Executive, Scottish College for Educational Leadership ................................................................................................................................

Appointed as the first Chief Executive of the Scottish College for Educational Leadership (SCEL) on 1 September 2014, Gillian Hamilton has worked in Scottish education for 26 years, and has held posts as Primary Teacher, Senior Teacher, Depute Head Teacher and Head Teacher in schools in Glasgow, North Ayrshire and East Ayrshire.

Prior to becoming Chief Executive of SCEL, Gillian was Head of Educational Services at GTC Scotland for three years where she led the revision of the Professional Standards and the pilot programmes of Professional Update.

She has been a member of a number of national education groups with a focus on professional learning and leadership, including the National Partnership Sub-Group and the National Implementation Board. She is currently a member of the Strategic Board for Teacher Education and the Advisory Group for Scotland’s Attainment Challenge. She contributes regularly to educational conferences, seminars and events in Scotland, the UK and overseas.

Brian Boyd

Emeritus Professor of Education, University of Strathclyde ................................................................................................................................

Professor Brian Boyd has worked in the Faculty of Education at the University of Strathclyde for 13 years after a career that saw him hold posts as Head Teacher, Education Officer and Education Advisor. He was a member of the Ministerial Review Group which produced the report ‘A Curriculum for Excellence’ in 2004. Brian is a co-founder of Tapestry, an organisation that promotes innovative thinking about learning in Scotland.

Aline-Wendy Dunlop

Emeritus Professor of Education, University of Strathclyde ................................................................................................................................

Aline-Wendy Dunlop is Emeritus Professor in the School of Education, University of Strathclyde. In this role, she has chosen to focus her current research and writing interests on educational transitions, children’s learning journeys, family engagement in education and practitioner identities, beliefs and practices. She is the Scottish Project Co-ordinator for an International Research Staff Exchange Scheme. She believes passionately in the importance of the Early Years education in Scotland.

Elizabeth Morrison

Education Scotland ................................................................................................................................

Elizabeth was very much involved in the development of How Good is Our School 4, having been a member of one of the Secondary teams which piloted the new quality indicators. In addition to inspecting schools, Elizabeth has responsibility for the implementation of the National Improvement Framework.

Having held since 1987 a number of posts within Education including teacher of Biology and Chemistry, Depute Headteacher, staff tutor and Education Advisor, Elizabeth joined Her Majesty’s Inspectorate in 2005. In addition to inspection duties in primary, special and secondary schools, local authorities and community learning and development, Elizabeth was also assigned to a number of different posts including national specialist self-evaluation for improvement; district inspector; lead inspector, education authority scrutiny and improvement; lead officer, community learning and development and third sector inspection and review. She was a member of the team which developed How Good is Our School? 3 and led the development of How Good is our Third Sector Organisation?

In 2014, she was appointed assistant director with responsibility for secondary curriculum; science, technologies, engineering, expressive arts and mathematics (STEAM); and the primary and secondary school inspection programme.

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‘Leading from the Middle, Closing the Gap’

Nancy Henderson

Scottish Government ................................................................................................................................

Nancy Henderson is an Implementation Adviser working with the Scottish Government’s Getting it Right for Every Child Policy Team.

Nancy worked in The City of Edinburgh Council’s Education and Children’s Services for over 20 years, moving to the Scottish Government in July 2016.

In the preceding four years, Nancy lead the strategic implementation of Getting It Right for Every Child for the City of Edinburgh and coordinating local joint working across schools, social work, health services, police and voluntary sector organisations, to help improve outcomes for children and young people.

Her experience covers a range of disciplines, she previously having managed services for self-evaluation and improvement, children’s partnership working, health service links, commissioning children’s services, young people’s engagement and business continuity.

Willie Wight

Headteacher, Hillhead Secondary School ................................................................................................................................

Willie Wight was born and brought up in Easterhouse, Glasgow. He studied Physical Education at Jordanhill and completed the SQH at Glasgow University. Willie Wight has had 40 years’ continuous service with Glasgow City Council. He has been the Head Teacher in Hillhead High School for 7 years and an EIS member for 43 years (3 years as a student).

“I have a passion for working with young people and aim to ensure that all the young people in my care fulfil their potential. To this end, I believe in valuing and respecting staff, supporting them and investing time, money and resources to support them to ensure that every young person’s needs are met. I want the school that I work in to ‘live’ courtesy and respect (four way) with the highest of expectations and outcomes for young people and staff.”

Lorraine McBride

Headteacher, Greenhill Primary School EIS HT & DHT Network Convener ................................................................................................................................

Lorraine McBride has been the Headteacher at Greenhill Primary School in North Lanarkshire for 6 years. She became Convener of the Headteachers’ & Depute Headteachers’ Network in March of 2016 for the three year session. Lorraine has been a member of the network for eight years, two as a DHT Rep and an EIS member for thirty years, twenty of them as a school EIS rep. Lorraine has also been an active EIS Council member for 15 years as well as being a longstanding member of North Lanarkshire’s LNCT. She is currently her Local Association’s Vice President.

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Delegate List Conference Chair

Aberdeen City Allison Kerr – Headteacher Carol Milner – Deputy Headteacher

Margaret Smith - EIS President Headteachers’ & Depute Headteachers’ Network Convener

Aberdeenshire Kim Hall – Deputy Headteacher Derek Thompson – Headteacher

Lorraine McBride

Argyll and Bute Stuart Clark – Deputy Headteacher

Keynote Speakers Larry Flanagan EIS General Secretary John Swinney MSP Cabinet Secretary, Education and Skills Gillian Hamilton Chief Executive, Scottish College for Educational Leadership

Dundee Lynn Cathro – Deputy Headteacher Leona Chacko – Deputy Headteacher Fiona Low – Deputy Headteacher

Brian Boyd Professor, University of Strathclyde Workshop Presenters Elizabeth Morrison, Education Scotland HGIOS 4 Nancy Henderson, Scottish Government Named Person Professor Aline-Wendy Dunlop, University of Strathclyde Early Years Education: ‘Sustain the Ambition’ Launch & Workshop Willie Wight, Headteacher, Hillhead Secondary School Closing the Gap in Secondary Hazel Crawford, Scottish Government National Improvement Framework Panel Members Larry Flanagan EIS General Secretary Brian Boyd Professor, University of Strathclyde Gillian Hamilton Chief Executive, Scottish College for Educational Leadership Aline-Wendy Dunlop Professor, University of Strathclyde Willie Wight Headteacher, Hillhead High School Stall Catherine Harvie STUC e-learning

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Dumfries and Galloway Sonia Little – Deputy Headteacher Joy Taylor – Deputy Headteacher David Tyson – Headteacher

East Dunbartonshire Garry Graham – Headteacher Lesley McLean – Deputy Headteacher East Renfrewshire Sarah Clark – Headteacher Edinburgh Lesley Baird – Deputy Headteacher Anna Hazel – Headteacher Clare McCusker – Headteacher Ian Porter – Deputy Headteacher Karen Scott – Deputy Headteacher Pauline Sharp – Deputy Headteacher Susan Shipway – Headteacher John Wilson – Headteacher Falkirk Kerry Drinnan – Deputy Headteacher Caitlin Leiper – Headteacher Evelyn Macdonald – Headteacher Francis McIntyre – Deputy Headteacher Glasgow Laurence Byrne - Headteacher Gillian Carlin-Kulwicki – Headteacher Vincent Collins – Deputy Headteacher Ishbel Drysdale – Deputy Headteacher Matthew Hodgman – Deputy Headteacher Christina Kelly – Deputy Headteacher Linda Kennedy – Headteacher Monique Kirkwood – Headteacher Margaret McFadden – Headteacher Lynn McSorley – Headteacher Sandra Meighan – Headteacher Janet Moffat – Headteacher Margaret Monk – Deputy Headteacher Jacqueline Montgomery – Headteacher Susan Quinn – Headteacher Maryann Rice – Headteacher Jean Waters – Headteacher

Highland Christopher O’Neill North Lanarkshire Margaret Brady – Headteacher Mark Cairns – Headteacher Jacqueline Hagerty – Headteacher Lorraine Hunter – Not Specified Lorraine McBride – Headteacher Michelle McMullen – Headteacher Nick Quail – Headteacher Scott Smith – Headteacher Teresa Verrecchia – Headteacher Frances Wilson – Headteacher Jillian Woodward – Deputy Headteacher Perth and Kinross John Devine - Headteacher Renfrewshire Colette Fraser – Deputy Headteacher Julie McCallum – Deputy Headteacher Jillian McGown – Deputy Headteacher Shetland Andrea Henderson – Headteacher Samantha Wishart – Headteacher South Ayrshire Fiona McAvoy – Headteacher Brian Sinclair – Deputy Headteacher South Lanarkshire Patricia Boyd – Deputy Headteacher Pauline Campbell – Deputy Headteacher Sandra Farrance – Deputy Headteacher Edward Morrison – Headteacher Alexandra Stark – Headteacher Louise Torrance – Deputy Headteacher West Dunbartonshire Amanda Shiels – Deputy Headteacher West Lothian Ann Kennedy – Deputy Headteacher Alison Lindsay – Deputy Headteacher James McCrory – Headteacher Matthew Shanks – Deputy Headteacher Suzanne Young – Deputy Headteacher

‘Leading from the Middle, Closing the Gap’

The EIS Headteachers’ & Depute Headteachers’ Network meets two to three times a year.

The Network is designed to be representative of SMT members in all Local Associations throughout Scotland.

It keeps the main body of the EIS advised of key developments relating to the work of Headteachers and Depute Heads, with the outcomes of Network discussions passed to the relevant Committee of EIS Council or to Local Associations as appropriate for the furtherance of EIS policy interests nationally and locally.

For further information on how to become a Network representative for your Local Association please contact your Local Association Secretary or contact Sonia at sleal@eis.org.uk.

Further information can be found by visiting our website:www.eis.org.uk/Become_Active/HTNetwork.htm

“First time attending as a newly appointed HT was a worthwhile day out of school.”

“I really enjoyed my first conference – venue and location were excellent. I particularly enjoyed the presentations by all the keynote speakers. Thank you!”

“The most productive and informative conference that I have attended in a very long time! Congratulations to all concerned.”

“I enjoyed the Conference both from a personal reflection as well as hearing some national messages view point”

feedback

“Excellent venue, handy location, great catering. Really worthwhile day! EIS events are always high quality and very relevant. Good use of social media to promote the day.”

www.eis.org.uk

Printed and published by The Educational Institute of Scotland, 46 Moray Place, Edinburgh EH3 6BH, December 2016