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18Just not good enough to have lit and maths ethics,

Facilitator note.

Go over slide and encourage discussion if time.For many colleagues this is a challenging goal especially in the context of reorganised and wide remits.

This slide acts as a link between what we want for our children- our dreams goal aspirations and how we achieve them.

PTs cannot achieve this on their own. Their impact is through, that is mediated by, the teachers for whom they have responsibility.

As facilitator you are raising the question here to what extent each PTs work directly impacts on Learning and Teaching. Refer to the dreams list on the flipchart and raise the issue that they as PTs can only achieve their goals for their pupils for the most part through effective Learning and Teaching and this is primarily about what happens in the classroom. This means that the PTs impact is mediated through other people. Getting the people for whom they are responsible to change and improve what they do.

But this is hard. Elmore, the famous Harvard educationalist, argues that the further away you are from the classroom the harder it is to effect or affect change in classroom. Imagine the role of HT, Director, Cabinet Secretary. The PT is trying to get change in classrooms for which they are not directly involved on a daily basis. It is hard enough changing your own teaching practice in your own classroom. Much harder in trying to get change in the practice of others!

Continued on next slide

18Session 1

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.23CANT REPLY ON A TOP DOWN SYSTEM : YOU NEED TO DEVELOP CAPACITY AMONGST THE STAFF TO PARTNETSHIP AND CHANGE

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2525Equalizing the relationship

Where I want you to go with this is around lesson observationyour view about how effective it is and what happens next

Lesson observation is a powerful tool when done properly and combined with a number of other approachesIf we are to deliver the promise of CfE we need to get colleagues at all levels into classes to observe the practice of Land T.

Traditionally much of this observation top down Head to colleague.

One arrowwhat happens next?Often Technical if commenting on AifLlearning intentions, traffic lights, wait time, increasingly seeing deep conversations about learning and teaching

And see this in peer And triads

In learning round we are interested in the discussion that take place between individuals around learninga number of heads and their colleagues now use template on page.to support their discussions.

Learning rounds is on this continuumit is not a replacement for it and our work encompasses how people observe, as individuals and groups

Option 2 in John Ravenscroft

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29`What is being done here is that colleagues are breaking down the privacy of practicePrivacy of practice role of CT is to break down this privacy of practice

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313131Key messages:GIRFEC affects all services for children and is about improving outcomes for all childrenIt involves transformational change and is strongly connected with the Early Years FrameworkGetting it right for every child is the foundation for work with all children and young people,

Including adult services where parents are involved.

It builds on universal health and education services, and is embedded in the developing early years and youth frameworks.

Developments in the universal services of health and education, such as Better Health Better Care and Curriculum for Excellence, are identifying what needs to be done in those particular areas to improve outcomes for children.

Children will: feel confident about the help they are gettingunderstand what is happening and whyhave been listened to carefullybe appropriately involvedbe able to rely on appropriate help and have a streamlined and co-ordinated response.

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323232Key messages:Four capacities central to Curriculum for Excellence and in outcome agreementsRelationship between each is important in GIRFEC practice

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