School Leadership - A Scottish Perspective

Let me say at the start of this post that I was a school leader for over 18 years and I loved almost every minute of it. School leadership was challenging, intellectually, emotionally and physically at times, but that was always a part of the allure for me. I entered teaching wanting to make a difference. I became a school leader to be able to make more of a difference, for more learners and families. I am not alone in this view and I have met, and worked with, many colleagues who feel exactly the way I do, about their role, the challenges and the opportunities it presents. Yet, we have a problem in Scotland, and elsewhere, in that we are struggling to get people to apply for school leadership positions, especially headteacher ones. Why? is a question many of us within the system, and our employers, have been asking for some time now. When school leadership roles become available, there is often a dearth of suitable applicants.The answers people have come up with point to the nature

John Swinney has today made his long expected announcement regarding the governance structure he wishes to introduce into Scottish education. This announcement followed a consultation on his proposals and his determination that Scottish education needs to improve, and part of the way of achieving this is by giving headteachers, teachers and parents more say in what goes on in their schools, As you can imagine, there has been a lot of resistance to his proposals, especially from local authorities, who have an almost 100% responsibility for public schools at the moment. When he stood up in the Scottish parliament, Mr Swinney announced that his new governance structure would be underpinned by three 'key pillars. These are to be enhanced career and development opportunities for teachers combined with a Headteacher Charter, Regional Improvement Collaboratives and Local Government. The 'statutory Headteacher Charter' would sit at the heart of these reforms he said and this wo

I have not been posting much recently, as I am concentrating on the book I am currently writing about practitioner enquiry. However, I am still keeping an eye on things via Twitter, and through one or two groups and organisations I am working with. Last week I was considering professional learning as part of my own writing, but also because of a group I am working with was considering Professional Standards in Scotland, and a Twitter chat I took part in about teacher engagement with research. When these were combined with latest pronouncements from Scottish Government and Education Scotland, I thought I needed to post something before another 'initiative' built up too much of a head of steam or momentum with little comment. Some of the most respected names in educational research have had their say about what the best professional learning looks like in education. Helen Timperley has said, ' It is no longer acceptable for professionals in schools to do their individual