Presentation to the Association of Chartered Teachers Conference in Stirling - February 2013.

1. Paul Campbell
Primary 3 Class Teacher
Clarkston Primary School, North Lanarkshire

2. But I don’t claim to
have a panacea, to
know everything
Provocative and
about meaningful
challenging
professional learning
ideas/questions?
and development or
to have all the
That’s a promise!
answers to the
questions being
raised.
- Japanese Proverb

4. • Commitment to professional learning and development that has a
meaningful contribution to my own development and children's
learning and achievements.
• Recognition and understanding of wider policy area and implications
on practice.
• Wanting the ‘new professional’s’ voices to part of the discussion.
• Engagement with the wider education debate.
• Share, discuss, challenge ideas, engage with a wider demographic
of partners in education.
• Share what I see as important and key next steps for progression
and improvement.

5. • Curriculum for Excellence (CfE) – Building the Curriculum
• Getting It Right For Every Child (GIRFEC)
• Advancing Professionalism in Teaching – McCormac
• Teaching Scotland’s Future – Donaldson
• Commission on School Reform
• Quality and Improvement in Scottish Education Report
• Curriculum for Excellence Impact Reports
• Report of the National Partnership Group

6. WHAT?
WHO?
HOW?
• The Journey from Good to Great to Excellent
• Involvement, expectations and rights of the relevant partners in the
education and learning of our children and young people

13. Expertise
“Yeah, your CV
is enhanced, but
“Every university it is so much
should have a more than that.
CPD society!” It’s about
shaping Cross-sector
education!” “ The
opportunity to
Cross-career stage meet, share
good practice
“The CPD society and discuss
creates education issues
opportunities for with other
Consultation CPD which are professionals”
easy to access
and participate
Collaboration
in.”
Cross-faculty

14. 21st Century Professional Practice and Effectiveness
and Learner Achievements
Leadership
Management
Responsibility
Ownership
Lifelong
learning
Commitment
Dedication
Improved
Professional Growth and Children’s Learning and outcomes
Personal Development Experiences

15. National National
Education Education
Bodies/ Bodies/
Agencies Agencies
OR
Continually
Continually growing
growing professional
professional

17. • Time
• Family circumstances
• Geography
• Lack of confidence
• Unfamiliarity
With barriers come ideas and approaches that can
overcome them. But it takes time, as well as active and
sustained dialogue between relevant stakeholders with a
practical focus on improving experiences, achievements
and outcomes of all learners.

18. • System wide variation:
Healthy but practically there are wide unfortunate
variations.
How do we embed the key elements – agree the key
elements?
• Agreed broad national framework to allow for local
interpretation:
Positive and necessary but can be a potential challenge.
• Sharing local innovation – lots of strong examples.
• Redefining the policy-maker – a must.

19. • How well do the point raised resonate with your own
experiences?
• Are any of the principles discussed applicable or
demonstrated in practice you are aware of or are a part
of?
• What challenges or opportunities do you see as a result
of the examples discussed?
• How transferrable are these approaches/ principles?

20. • Establishing effective practice at local levels with mechanisms to
collaborate a share between professionals, parents and community
partners, devised, developed and sustained locally.
• Broader range of communication tools and mechanisms advocated
and in place; harnessing the full potential of technology and social
media.
• Move beyond the ‘call for evidence’, ‘opportunities to respond’,
‘representatives from all parties’ to a model of localised community
partnership working/implementation (and interpretation)/review
groups
(e.g. curriculum, qualifications, assessment, reporting, partnership
mechanisms)
…with regular meaningful opportunities for feeding back to national
groups/bodies.

21. • We know it’s right.
• Our children deserve the best; better than we are doing.
• Reconceptualising the learning process – there is still
work to do. Not just at policy level, but practically and
meaningfully.
• There is an abundance of excellent examples to learn
from, but how do we ensure people can learn from them
and use elements of these to initiate their own
approaches?

22. • Peer-initiated and led professional learning
networks
• Openness to new ideas and approaches
• Engagement in the wider policy debate
• Commitment to career long professional
learning and development

23. • What are the next steps for your own context, institution
or sector?
• What are the biggest challenges?
• What are the biggest opportunities?
• What is the next step in the journey?

24. There isn’t a
Reflection.
panacea, there aren’t
Ideas.
answers to all the
Communication.
challenging
Evaluation.
questions. But there
Revolution.
are actions to go with
Transformation.
visions.
- Japanese Proverb

25. ‘Had I the heavens’ embroidered cloths,
Enwrought with golden and silver light,
The blue and the dim and the dark cloths
Of night and light and the half light,
I would spread the cloths under your feet:
But I, being poor, have only my dreams;
I have spread my dreams under your feet;
Tread softly because you tread on my dreams.’
W Yeats (1865–1939)
.B.
"He Wishes For the Cloths of Heaven"
from the Collected Works of W.B. Yeats