Inverclyde Professional Learning Community

Professional learning is at the heart of all that we do in Inverclyde to secure the best possible outcomes for our children and young people. The success of this is down to our models and frameworks which are all evidence-based and continually reviewed to equip professionals with maximum learning opportunities. We pride ourselves that all programmes are underpinned by the Professional Standards for Teachers, Scottish Social Services Council standards and other relevant standards and are also based on the National Model of Professional Learning including learning by enquiring, learning as a collaborative and learning that deepens knowledge and understanding.

Our Leadership Pathways continue to evolve as we introduce more opportunities and programmes. These were initially developed across a 4 Pathway Framework for Primary and Secondary practitioners whereby teachers place themselves on the appropriate pathway, register their interest and participate in a variety of self-led opportunities and specific leadership sessions. These leadership sessions include: masters study; Education Scotland programmes; Improving Our Classrooms; Uplifting Leadership; Cross-authority Coaching for Success; Pathway Networks and training courses. Not only do the programmes develop leadership skills through their content, but they also open up leadership opportunities as we strongly believe in a self-sustaining model whereby our more experienced leaders play a major role in developing others. This year we have developed Leadership Pathways for Early Years and are in the process of rolling out a similar model to upskill our Early Years’ practitioners, supported by the SSSC standards.

To meet the demands of the rapidly changing world of education and to support succession planning, we are responsive to needs and plan accordingly. This year we recognised that there was the need to upskill our Primary DHTs in a number of key areas, therefore in partnership with Education Scotland we have delivered a new programme, ‘Building the Connections’. Such was the success of this that we then adapted it as necessary and delivered it to our Early Years’ Deputes. These programmes are based on the development of knowledge and skills, working collaboratively and re-engaging at a later date to share the progress and impact of learning. Our next step is the delivery of ‘Making the Connections’ for Early Years’ Seniors to close the knowledge gap in our Early Years management structure, taking a similar approach.

Inverclyde has continued to further develop the use of data to support professional dialogue regarding pupil progress. The evolution of the data dashboard has provided opportunities for all staff across all establishments in Inverclyde to engage in quality professional learning targeted at effective interrogation of the data to inform and improve the decision-making process, leading to improved outcomes for children and families. The link between quality career-long professional learning (CLPL) and embedding informed practice continues to be the focus of building sustainable models of improvement. To further support and challenge establishments, the role of the Recovery Associate was established to enhance the professional learning of Senior Managers. Peer support encourages participation and leads to robust professional dialogue in rigorous, evidence-informed self-evaluation of practice.

To further support practitioners, Coaching & Modelling Officers funded via the Attainment Challenge Scotland fund (CMOs) deliver quality evidence-based CLPL on interventions that we know work. The CMOs provide two streams of quality support and professional development for all staff. The primary aim of the CMO is to support and improve quality first teaching and learning through targeted coaching and modelling sessions with teaching staff. A specific area for development is identified either by the teachers as part of their PRD process or by the SMT as part of the school self-evaluation processes. The CMO would discuss the needs with individuals/groups/whole establishments and then begin the modelling sessions, supported by ongoing professional dialogue. The coaching sessions would then follow, supporting the teachers and or establishment to reflect critically on the observed practice. The CMO would return after three weeks to discuss progress and reflect if the practice was now embedded. The process contributes to a learning culture that supports and facilitates professional dialogue, and debate and encourages constructive feedback. The second approach focuses on ensuring the delivery of quality, sustainable CLPL to all staff across the Local Authority. All CLPL sessions focusing on evidence-based interventions have been recorded and stored allowing all staff access to continually review and reflect on their own practice. Recently, all Inverclyde staff updated their training records allowing the creation of a training Dashboard for every school. This ensures that training can be targeted and linked to school improvement priorities.