Tag Archives: CPD

Perth and Kinross Council: Learner Profiles and Profiling Guidance⤴

from @ Education Scotland's Learning Blog

The following documents provide guidance and support materials  developed  by Perth and Kinross Council to support the profiling process and the creation of  learner profiles:

  1. PKC Profiling and profiles 3-18
  2. Perth and Kinross: ‘A Skills Framework – creating a standard together’

 

 

Kingussie High School: Profiling employability skills and wider achievement⤴

from @ Education Scotland's Learning Blog

This DYW ‘interesting practice’ exemplar provides a synoptic overview of the profiling format adopted by Kingussie High School. It also outlines its systematic approach of capturing and reporting learners’ wider achievement both within and out with the school in recognition of its significant contribution to the development of employability skills.  This is part of the school’s wider DYW implementation plan with the aim of supporting learners’ progression towards sustained and positive destination.

This case study has been developed to contribute to professional learning for practitioners at all levels working with children and young people from 3 – 18. It is structured to both inform and to support reflection on existing strengths and areas of development around profiling within the context of DYW.

The  exemplar focuses on three specific elements:

  • E-Portfolios
  • Wider Achievement Reporting
  • Visual CV’s.

What was done and why?

Profiling is a key component of a student’s development at Kingussie High School. It built E-Portfolio through Google Sites which allows student to store a variety of pieces of information about themselves, their learning and their skill development, digitally. In recognition of significant impact of wider achievement on the development of skills the school records and reports on this regularly.  The information contributes to the wider profiling and reflection process of learners.

In order to support learners in articulating their skills and career aspirations the school has developed visual CVs linked to their skills framework.

What is its impact?

The above components are part of the school’s wider DYW ambition to foster career aspirations and increase the employability of learners. It also contributes to the wider attainment of learners, which has significantly increased over the last 3 years.

This ‘DYW Interesting Practice’ exemplar has been summarised in the following document: Interesting Practice in Skills DYW – KHS – Version 1

This PowerPoint presentation offers an overview of the development work in this area: ESProfilingDYW_AB_KingussieHS (2)

Reflection:

You are invited to use this exemplar to reflect on the following questions:

  • To what extent do I engage children and young people in meaningful discussions about their skills development and assist them in profiling to support their career journeys?
  • How does my/our current practice relate to the profiling guidelines expressed within the CfE Briefing notes ‘Profiling and S3 Profiles’?
  • To what extent do I make use of relevant digital and online resources, in particular My World of Work?
  • How well do I use profiling with children and young people to discuss their progress particularly at transition stages?
  • To what extend do I support children and young people in the planning of future learning and envisaging career pathways?

Scottish Power Energy Network – CPD event for teachers and practitioners: 28 March 2018⤴

from @ Education Scotland's Learning Blog

This is the first in a series of four opportunities which allows DYW representatives, teachers and educators to gain in-depth insight into what SP Energy Networks look for in candidates.

 The event will take place on 28 March 2018 and will run twice on that day. Attendees will have the choice of either a morning slot from 9-12 noon or an afternoon slot from 1-4pm.

The programme as follows:

  • Two sessions per day AM/PM with 32 places open for registration on each.
  • 30 minute presentation/interaction session on SP Energy Network activities and talent pipelines we have including Graduate, Craft Apprenticeship, Power Engineering, Engineering Foundation and Year in Industry programmes.
  • 1 hour tour of the training centre inclusive of a hand skill and overhead line demonstration.
  • Concludes with a 30 minute question and answer session.

 

The event will take place at the SPEN Training Centre in Cumbernauld:

ScottishPower Energy Networks,  Dealain House,  72 Napier Road, Wardpark, Cumbernauld, G68 0DF

 Booking should be made in the first instance through the Marketplace website. If you do not have access to Marketplace then please register your interest by contacting Alison Nimmo, DYW West Lothian at: Animmo@dywled.org 

Future events are being planned for the following dates: 13 June, 14 Sept, 16 Nov 2018.

 

Skills development through outdoor education: Fully funded CPD opportunity⤴

from @ Education Scotland's Learning Blog

The Outward Bound trust (Loch Eil) is offering a free CPD opportunity to for teachers /practitioners and employers to explore partnership working around skills development and employability .  

During a 2 day seminar the team at Loch Eil will demonstrate how the outdoor context can develop core skills relevant in supporting young people to realise their  future aspirations and career pathway.   The seminar will make reference to skills development in relation to the Career Education Standard, attainment and wider achievement. 

More information about the seminar and how to sign up here.

Contact:

Freda Fallon,

EDUCATION PARTNERSHIPS – SCOTLAND

The Outward Bound Trust

Loch Eil Centre, Achdalieu

Fort William, PH33 7NN

T 07919 887716

W outwardbound.org.uk

Also:  Access the Outward Bound interesting practice exemplar here.

Mathematical Mindsets – Jo Boaler.⤴

from

I am working on (and shall be over the summer holidays) an online MOOC – Mathematical Mindsets, run by Jo Boaler.

If you haven’t come across Jo before, find her on the Twitter, google her or read her books. I love her methods for maths and the way she links them with growth mindsets.

I intend publishing some of my work here.

In my first piece, Jo shared three pieces of research onto brain growth with us and asked us to share our feelings about how this should impact schools.

 

Taxi Driver Evidence.

“You may have seen me show the evidence from London black cab drivers who have to undergo complex spatial training, at the end of which, they have a significantly larger hippocampus in the brain. At the end of being taxi drivers, when they retire, the hippocampus shrinks back down again.”

 

Taxi driver response:

This research shows that a brain that is being used develops and grows and that when the brain is not being used it regresses to its initial state. So in school I guess this means that we need to keep children thinking about their maths. The children who probably end up thinking about their maths are the mid-ability ones upwards who, if we are not careful are fed a diet of ‘more of the same with bigger numbers’. These are the children who are ‘high fliers’ who then plateau in their maths learning.

We need to use real-life challenging problems and investigations and games with all learners to ensure brains keep growing.

 

 

Half-Brain Case-study. “You may also have seen me show the girl who had half her brain removed. The doctors expected her to be paralyzed for many years or even for her whole life, but she shocked them by regrowing the connections she needed in a really

short space of time.”

 

Half-Brain response:

This research shows that the brain is a wonderful thing which scientists are still understanding…slowly in some cases.

In school we need to encourage our children to make connections within their brains to ensure that they keep developing. Brains don’t get full! We need to share this learning about re-wiring of brains with the children so they come to associate hard learning with something like a gym visit or fitness training – a development; and improver.

 

Stanford Case Study: “They brought 7 to 9-year-old children into the labs at Stanford, and half of them had been diagnosed as having mathematics learning disabilities, and half of them hadn’t. And they had these children work on maths under brain scans.

And lo and behold, they found actual brain differences. And the children diagnosed with learning disabilities actually

had more brain activity than the other children, more areas of their brain were lighting up when they worked on maths.”

 

Stanford response: Initially, this research seems to show that pupils who are thought have learning disabilities are working harder to keep up with (and by definition be not as good at maths as) their peers. Their brains are working harder, which means they will feel more tired during a maths lesson, be more stressed and require more breaks. We need to think in schools how we treat these children who are working harder, and it’s certainly not good enough to say X is not good at maths. It also suggests that schools need to find time to work closely with our ‘poorer maths attainers’ to get an understanding of where there learning is and to give them strategies to learn and develop their maths. – In an ideal world this can be done through group work and talk partners also.

Google Education Roadshow @kingussiehigh #NDLW17 #digitaldifference⤴

from @ OllieBray.com

Kingussie Event - OB Keynote

Well it is the end of National Digital Learning Week in Scotland (#NDLW17).

I started the week by hosting and keynoting the Scottish leg of the Google in Education UK Roadshow at Kingussie High School and finished the week by having my latest resource 'Leading a Digital Learning Strategy' published by the Scottish College for Educational Leadership (SCEL) as part of their Framework for Education Leadership. More about that here.

The Google Event had a real buzz about it on Monday and it was great to have an opportunity to work with the wider roadshow team, who are currently touring the UK as part of the Google in Education Fuel the Future Tour. A special shout out must go to Louise Jones, Oli Trussell, James Leonard and Dean Stokes for their excellent presentations - I certainly learnt a lot and realised that there are lots more features within G-Suite for Education that we could be exploiting at school.

It was also great to have 20 local authorities represented at the event and a good blend between practitioners, local authority advisors and policy makers. I am interested to see what G-Suite looks like within Glow when it becomes available as part of the productivity suite in August this year.

Kingussie Google Event - May 2017

The theme of this years National Digital Learning Week was making a #digitaldifference and for a little school in the middle of the Cairngorm National Park I think we certainly punch well above our weight in terms of making a #digitaldifference. The map below is a nice illustration of just some of our influence in the last week.18527383_10158619884970702_49681753105711023_o

 

Google Education Roadshow @kingussiehigh #NDLW17 #digitaldifference⤴

from @ OllieBray.com

Kingussie Event - OB Keynote

Well it is the end of National Digital Learning Week in Scotland (#NDLW17).

I started the week by hosting and keynoting the Scottish leg of the Google in Education UK Roadshow at Kingussie High School and finished the week by having my latest resource 'Leading a Digital Learning Strategy' published by the Scottish College for Educational Leadership (SCEL) as part of their Framework for Education Leadership. More about that here.

The Google Event had a real buzz about it on Monday and it was great to have an opportunity to work with the wider roadshow team, who are currently touring the UK as part of the Google in Education Fuel the Future Tour. A special shout out must go to Louise Jones, Oli Trussell, James Leonard and Dean Stokes for their excellent presentations - I certainly learnt a lot and realised that there are lots more features within G-Suite for Education that we could be exploiting at school.

It was also great to have 20 local authorities represented at the event and a good blend between practitioners, local authority advisors and policy makers. I am interested to see what G-Suite looks like within Glow when it becomes available as part of the productivity suite in August this year.

Kingussie Google Event - May 2017

The theme of this years National Digital Learning Week was making a #digitaldifference and for a little school in the middle of the Cairngorm National Park I think we certainly punch well above our weight in terms of making a #digitaldifference. The map below is a nice illustration of just some of our influence in the last week.18527383_10158619884970702_49681753105711023_o

 

‘Leading a Digital Learning Strategy’ – [A @teamscel Framework for Education Leadership Resource] #NDLW17⤴

from @ OllieBray.com

SCEL Framework

In recent months I have started to get more involved with The Scottish College of Educational Leadership including being accepted on their Fellowship Programme (which I have been very much enjoying and will get around to writing about eventually!). 

SCEL supports teachers' and early years' practitioners professional learning in leadership. It was established in April 2014 following recommendations in Teaching Scotland’s Future (or the Donaldson Report) and is an organisation committed to ensuring the best possible leadership at all levels across Scotland's schools.

As part of its many activities they have developed a Framework for Education Leadership. The Framework for Education Leadership is an on-line learning resource that supports professional learning in leadership for teachers at all stages of their career. The framework is centred on a research based model which consists of four key processes to support the professional growth of teachers: reflection on practice, experimental learning, social learning processes and cognitive development. 

There are six aspects of educational leadership which underpin all learning activities within the framework. These are leading change, collaboration, self-evaluation, learning and self and others. The framework links to the professional standards of the GTCS and the SSSC.

As part of my wider work, Jay Helbert and I have worked to develop a Framework Activity titled 'Leading a Digital Learning Strategy'.

Within the learning activity practitioners have the opportunity to:

  • reflect upon national educational priorities and the school’s current position in relation to digital learning and technology
  • develop your own skills and understanding of digital learning and what this means for employability and the future
  • consider the different ways that you can learn from others and develop others in all aspects of digital learning
  • evaluate the impact of digital learning within the context of school transformation

The learning activity is split into eight simple steps, which are:

  • Refresh your knowledge on the current national priorities related to digital learning in Scottish schools
  • Identifying learning purpose
  • Evaluating choices & deciding upon resource
  • Develop an implementation plan which includes evaluation of impact on learning
  • Developing leadership of staff through digital learning
  • Developing leadership of self and colleagues
  • Evaluating impact on learning & decide next steps
  • Consider the impact of this activity upon your professional practice

We launched the new resource as part of Scotland's National Digital Learning Week in Scotland (#NDLW17) on Friday and hopefully the Scottish Education Community will find it useful?

More details about the Framework and the many other learning activities within it here: https://www.scelframework.com 

‘Leading a Digital Learning Strategy’ – [A @teamscel Framework for Education Leadership Resource] #NDLW17⤴

from @ OllieBray.com

SCEL Framework

In recent months I have started to get more involved with The Scottish College of Educational Leadership including being accepted on their Fellowship Programme (which I have been very much enjoying and will get around to writing about eventually!). 

SCEL supports teachers' and early years' practitioners professional learning in leadership. It was established in April 2014 following recommendations in Teaching Scotland’s Future (or the Donaldson Report) and is an organisation committed to ensuring the best possible leadership at all levels across Scotland's schools.

As part of its many activities they have developed a Framework for Education Leadership. The Framework for Education Leadership is an on-line learning resource that supports professional learning in leadership for teachers at all stages of their career. The framework is centred on a research based model which consists of four key processes to support the professional growth of teachers: reflection on practice, experimental learning, social learning processes and cognitive development. 

There are six aspects of educational leadership which underpin all learning activities within the framework. These are leading change, collaboration, self-evaluation, learning and self and others. The framework links to the professional standards of the GTCS and the SSSC.

As part of my wider work, Jay Helbert and I have worked to develop a Framework Activity titled 'Leading a Digital Learning Strategy'.

Within the learning activity practitioners have the opportunity to:

  • reflect upon national educational priorities and the school’s current position in relation to digital learning and technology
  • develop your own skills and understanding of digital learning and what this means for employability and the future
  • consider the different ways that you can learn from others and develop others in all aspects of digital learning
  • evaluate the impact of digital learning within the context of school transformation

The learning activity is split into eight simple steps, which are:

  • Refresh your knowledge on the current national priorities related to digital learning in Scottish schools
  • Identifying learning purpose
  • Evaluating choices & deciding upon resource
  • Develop an implementation plan which includes evaluation of impact on learning
  • Developing leadership of staff through digital learning
  • Developing leadership of self and colleagues
  • Evaluating impact on learning & decide next steps
  • Consider the impact of this activity upon your professional practice

We launched the new resource as part of Scotland's National Digital Learning Week in Scotland (#NDLW17) on Friday and hopefully the Scottish Education Community will find it useful?

More details about the Framework and the many other learning activities within it here: https://www.scelframework.com 

Apple Teacher widens its reach⤴

from @ The H-Blog

Last year, when the iPhone 7 was launched I think, I had been reading about the new Apple Teacher program and got quite excited about signing up – only to find out that I couldn’t because it was for the United States only. It did give a page to keep checking back on that they promised to update as the program became available in other countries or regions – and I had even been remembering to check! The last time I checked it was after we came back from the Christmas holidays, and I was still faced with the single line of availability: United States

Anyway, last Thursday, I got an email notifying me that the Apple Distinguished Educator (ADE) programme was open to applications again. Remembering the heft of the application last time, I thought I would have a quick glance to see what was involved this time. Imagine my surprise to find that being an exisiting Apple Teacher was a prerequisite to applying to be an ADE !

 

When I dug deeper into things, I found that the list of countries had been updated (on January 24th, just in time for BETT?) and now included Australia, Denmark, Hong Kong, Ireland, Mexico, the Netherlands, New Zealand, Singapore, Sweden and the United Kingdom as well as the United States.

So obviously I had to go and have a look.

An early stumbling block you might face is to do with your Apple ID. The Apple Teacher site states pretty specifically that it’s your own personal Apple ID you’ve to sign up with, and not an ID provided by your establishment. That’s fine for people like me – who surf the wave of our copious IDs with ease – but for some other teachers it may prove a bit more challenging.

Once you are through the sign-up hoop, you will find yourself logged into the Apple Teacher Learning Centre. Pick your device of choice – esentially iOS or Mac – and there are a set of tutorials and quizzes for you to complete to become an Apple Teacher. I can’t speak for Mac, but the iOS ones were:

  • iPad
  • Pages for iPad
  • Keynote for iPad
  • Numbers for iPad
  • iMovie for iPad
  • Garageband for iPad
  • Productivity with iPad
  • Creativity with iPad

Having completed the quizzes for iOS, I can confirm that they are not pitched at “Expert” level, the main plank of evidence being that I managed to pass them all. I got a very nice, shiny email for my trouble:

 

Interestingly, passing quizzes opens up more quizzes and the interface itself is pretty user friendly – as you’d expect from Apple. I’m looking forward to seeing how the site and the program develop, that’s for sure.

If you’re interested, you can sign yourself up for Apple Teacher at:

http://www.apple.com/uk/education/apple-teacher/