Accredited Professional Recognition Programmes

Studies in Mindfulness MSc

Develop best practise in the safe and effective implementation of a mindfulness strategy in your classroom to enhance learning and wellbeing

Suitable for both primary and secondary teachers, this fully online academic and experiential course takes you through key fundamental principles and underpinning theory and science to equip you to safely and effectively implement mindfulness in your classroom and develop your mindful presence in the classroom.

This is for qualified educators who want to utilise mindfulness safely and effectively in the classroom without the need to train as a mindfulness teacher. Teachers participating in the programme and gaining GTC Scotland Professional Recognition in Mindfulness, will integrate mindfulness practice, the facilitating and modelling of mindfulness in the classroom, as a significant aspect of their teaching, professional development and professional achievements.

You will be informed and aware of the purpose, benefits and science behind a range of mindfulness practises and able to evaluate the strengths and limitations of a range of mindfulness resources and apps by drawing on neurobiological research and underpinning theory.

Covering best practise in areas such as ethics, safeguarding and dealing with adverse and religious affects you will gain understanding and ideas to safely implement mindfulness and enhance classroom wellbeing.

Using the mindful practises to build a mindful teacher presence in the classroom to enhance learning and address teacher stress.

Alongside your mindfulness knowledge and experience you will be developing your self-evaluative, reflective and critical thinking skills in the practise of reflective journaling and the professional enquiry project.

Throughout the course you develop your professional enquiry and evaluation skills to develop an informed engagement with plethora of information, resources and apps and the complexity of delivering mindfulness safely and effectively in today’s classroom.

You may take up to 2 years to complete this course, with a minimum of 1 year required.

Please see course website for more information

Course Aims

• Enable teachers to investigate and evidence the impact of mindfulness on learners and professional practice.
• Develop knowledge and expertise to implement mindfulness safely in the classroom and lead and share best practise with others.
• Develop skills of rigorous and critical thinking, reflection and self-evaluation.
• Develop enquiring professionals who understand and critically engage with the complexities of delivering mindfulness in the classroom in today’s diverse society

What will I study?

Your course is divided into 4 stages:

Stage A: Discovering mindfulness (online 12 week course or approved equivalent)
Stage B: Mindfulness Practice and Reflection self-study: Journal based reflection (6 months)
Stage C: Mindfulness in the Classroom: Core module (online 12 week module)
Stage D: Continuous Professional Development: Professional Enquiry Project (6-12 months).

Stage A and C online courses offered through the University of Aberdeen’s learning platform. These courses will take you through a range of academic and experiential modules, developing your knowledge and experience in both mindfulness and how to implement mindfulness strategies in the classroom. Some examples of modules taken: Cultivating mindfulness and heartfulness practises, best practise in implementing mindfulness in the classroom, and integrating mindfulness. (It is possible to replace the Discovering Mindfulness course with a course from an approved provider.)

Stage B is a period of reflective journaling allowing you to deepen your personal practise and understanding of the potential impact of mindfulness practises. Stage D is a professional enquiry into an area of personal interest in the field on mindfulness in the classroom, allowing you to develop your enquiry and critical thinking skills.

How you will study

This course is delivered part-time, 100% online. You can study with us anywhere and manage your study hours to suit you. Your teaching is delivered through MyAberdeen, our online Virtual Learning Environment (VLE). It holds all the materials, tools and support you’ll need in your studies. 

You can access your learning materials on computer, smartphone and laptop, 24 hours a day. You’ll find a range of resources at your fingertips, including:

• Scorm interactive materials
• videos
• video lectures to stream and download
• reading materials
• the online resources of our award-winning Sir Duncan Rice Library
• discussion boards with colleagues and tutors.

The Programme:

• Provides Professional Recognition for suitably qualified and experienced teachers, which will enhance and sustain the development of mindfulness in the school environment;
• Extends the knowledge understanding and skills of teacher implementation of mindfulness in the classroom
• Increases professional expectations and rigour with regard to criticality in mindfulness;
• Provides quality assurance in the safe implementation of mindfulness in Scotland’s schools and helps to ensure that professional standards are met;
• Creates a platform for continuing professional development in mindfulness for teachers and other adults;
• Contributes to Professional Update
• Links to the Standard for Career-Long Professional Learning and professional values

Apple Learning Coach

Apple Learning Coach is a free professional learning programme that trains instructional coaches, digital learning specialists and other coaching educators to help teachers get more out of Apple technology. It’s a dynamic mix of self-paced lessons, workshop sessions and personal creative projects.

Once accepted onto the programme, Apple Learning Coach candidates engage in an online course, with self-paced modules and two days of virtual workshops with Apple Professional Learning Specialists. This experience provides a cohort of fellow coaches, as well as Coaching Journals and actionable takeaways.

The learning experience builds to the creation of a Coaching Portfolio, which candidates submit as their final assessment at the end of the course.

Each Apple Learning Coach will develop a Coaching Action Plan specific to the needs of their school or local authority. By the end of the course, they’ll have defined:

Coaching Goals
Actionable goals for how to improve coaching at their school or local authority
Coaching Activities
Specific activities to achieve their coaching goals
Evidence of Success
Explanation of how they’ll measure the successful achievement of their coaching goals
Timeline
Steps they’ll take along the way to achieve their goals

Each Apple Learning Coach will gain a deeper understanding of how to support different teachers as they integrate technology into learning. This person will be the in-house expert, so teachers have a coach who can help them realise the full potential of their Apple technology — and the full potential of their students.

Contact: Apple Learning Coach EMEIA: applelearningcoach_emeia@apple.com

Literacy/Dyslexia Secondment Programme

Teachers completing this course gain Professional Recognition in Support for Learning (Literacy/Dyslexia)

Rationale

L/DSS has 3 aims:

• To increase awareness in schools of strategies to support pupils with severe literacy difficulties/dyslexia.
• To support schools in the effective use of the CEC Literacy and Dyslexia Guidelines.
• To support and develop the learning of pupils with severe literacy difficulties/dyslexia.

The Secondment model:

• A training opportunity for teachers from all Sectors that ensures CEC schools can best tailor and target resources to the needs of individual children.
• Allows L/DSS to put a continually refreshed resource into schools in the form of trained L/DSS Teachers
• These staff, provide a direct response to meet the needs of children with severe literacy difficulties
• They train other staff (PSAs; SfL Teachers) to enable the intensive intervention they begin with a pupil to continue on Service withdrawal.

Seconded teachers enhanced knowledge and understanding, skills and abilities in the areas of Literacy and Dyslexia also enable them to develop their own school and cluster practice.

Training

Successful candidates are Seconded to the Service for one full day per week from September to June.

Sept-Nov – Intensive initial training period.

October – Teachers begin collaborative practice in the school setting, working with individual children referred to the service, with relevant staff and parents.

Oct-June – Teachers:

• build up the number of children they are working with.
• undertake further relevant training activities.
• critically reflect on professional reading linked to practice.

May – Teachers have opportunities to evidence their professional learning by:

• presenting on own relevant area of interest.
• leading CEC staff CPD on ‘Literacy/Dyslexia – teaching Phonics’

Assessment arrangements

Continuous, embedded within the programme as L/DSTs undertake their role. Teachers are also asked to:

• maintain a profile of Professional Action, (Professional Portfolio Supported by use of Reflective Journal) containing examples of each course element.
• include a short critical discussion and reflective analysis on the impact of each activity
• on completion, undertake self-evaluation against the GTC Scotland framework to identify knowledge/ experience gained

Contact

Hilary Aitken (Main Trainer) Hilary.aitken@ea.edin.sch.uk

Sandra Milne (DHT SfL Service) Sandra.milne@ea.edin.sch.uk

This national programme is run by WOSDEC, ScotDEC, the Highland One World Centre and One World Centre Dundee.  It is designed to deepen understanding of Learning for Sustainability, specifically with a focus on enhancing practice in Education for Global Citizenship. Through a hybrid approach of face to face and in person training, professional reading and practitioner enquiry, by the end of the course teachers will be able to:

• articulate their personal and professional rationale for Sustainability within Scottish Education
• critically analyse academic and practitioner perspectives on Global Citizenship within Education
• plan, implement and critically evaluate a series of new experiences for learners exploring key themes of Global Citizenship
• demonstrate how the course had challenged their own values and assumptions, and informed new approaches to both planned curricular learning experiences, and various whole school Global Citizenship initiatives
• share professional learning and course experience with wider school community, in order to collectively plan next steps for whole school development

Please contact charlotte@scotdec.org.uk for further information.

Teaching Reading

Originally accredited in 2015, this course was designed to build capacity within the Education Department of Dundee City Council. Ongoing development and the reaccreditation process are reflected in the fully updated course; the latest research and local and national policy updates have been incorporated, the course input has expanded to 6 twilights and one meeting incorporated into participants’ PRD, the course runs over two school sessions. The course includes contextualising Dundee’s Literacy policy within the national policies and links professional practice with very close alignment to The GTC Scotland Standard for Career-Long Professional Learning and Education Scotland National Model of Professional Learning.

The Course

The course comprises six twilight sessions. It is designed for Reading Leaders, Literacy Leads and Class Teachers. Support and challenge are differentiated to meet needs. It is suitable for both Primary and Secondary teachers.

Attendance at all sessions and evidence of professional reading is a requirement to complete the course.

Participants will develop and apply their deep subject knowledge, and enhanced curricular and pedagogic practice to lead learners and colleagues to carry out a practitioner enquiry to develop the teaching of reading in their setting. Throughout the training sessions, co-operative learning activities support professional discussions. These are observed as part of the assessment arrangements. The use of an online platform further strengthens the collaborative aspects of the course.

Assessment Arrangements

Observation of professional dialogue during twilight sessions. During the final training session, participants will annotate a ‘Simple View of Reading Model’ and answer reflective questions to show their knowledge and understanding of the teaching of reading.

Homework tasks and annotated evidence files will be moderated.

All participants will complete the application form for Professional Recognition.

In addition to the requirements regarding training and practice, participants will read, critically analyse, reflect on practice and link research papers and national policy documents to the Dundee City Council Children and Families Service Literacy Strategy.

Outcomes

Participants will be able to explain the rationale for effective approaches to teaching reading referring to local and national policy and research which will lead to improvement within their own settings and beyond.

By engaging with research and policy papers participants will further develop their professional judgement and curricular and pedagogic knowledge in order to have a positive impact on outcomes for pupils.

Transitions between settings and across groups and classes will be improved by detailed subject knowledge and enhanced professional actions. Where appropriate participants will share information with Parents and Carers, Students, NQTs and the wider school community.

Assessment criteria are taken from the GTC Scotland Standard for CLPL. By engaging with all the professional actions set out in the document and completing the application form participants will articulate their reflection on practice and provide robust evidence for Professional Update.

Participants will be encouraged to lead learning across the city.

Impact

The research findings of current award bearers have been fed back into the system supporting a continuous, contextualised cycle of improvement within their schools and across the authority.

Read more about the impact of the course in this SWAY

Partnership Arrangements

Reading Leader Meetings and relevant CLPL courses have been provided by Dundee Educational Psychology Service, Bilingual Pupil Support Service, Sensory Services, School Library Services, Ruth Miskin Training and Scottish Book Trust. Following re-accreditation current award-bearers will be invited to support future cohorts.

Contact

Gail Stirling, Education Support Officer
gail.stirling@dundeecity.gov.uk

Graduate Diploma in French/German/Spanish by Distance Learning

Our Graduate Diplomas distance learning courses start in September every other year (2020, 2022 etc.) and run for two years. We have many years of experience teaching languages, both with students at the University of Dundee and via distance learning. The Graduate Diplomas aim to provide the challenge of an undergraduate curriculum in the relevant applied language. They carry a rating of 120 SCOTCAT points (SCQF Levels 9-10). The diplomas are accredited by GTC Scotland. The Spanish Graduate Diploma is supported by the Spanish Ministry of Education. These courses are delivered over the internet, (using Blackboard, the University of Dundee “virtual learning environment”). Language speaking and listening are practised via online sessions (such as Skype).

For more information Visit the Dundee University Website

Testimonials

I have found the whole Diploma very interesting and stimulating. I feel that I have re-awakened a lot of my French grammar through the written work and also the Skype sessions. […] The tutors have always been encouraging and supportive, which has kept my enthusiasm going. Overall I feel that the 2 years have been very worthwhile! Thank you. (2016-18 French Graduate Diploma student)

The lecturer was extremely responsive and always very prompt to get back to me. The skype hours were always enjoyable. The materials were totally relevant as I need the course for teaching and the topics match that very well. I really enjoyed doing the course and would think about doing it for French (down the road)! (2016-18 German Graduate Diploma student)

I really enjoyed completing the Graduate Diploma in Spanish and feel it has made a lot of difference to my overall confidence and ability in Spanish and, [… ] The tutors were supportive but also I felt challenged to improve based on their feedback and suggestions, and their guidance during weekly Skype sessions really helped to consolidate knowledge and clarify any doubts. I am very glad that I enrolled to do this course and would recommend it to others seeking similar language development. (2016-18 Spanish Graduate Diploma student)

Contact

humanities@dundee.ac.uk 
01382 384763

MEd Programme Named Pathways

Accredited June 2019 – Named Pathways

The Master of Education (MEd) is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance professional practice and aims to build upon the competencies developed throughout working life. Through a suite of postgraduate modules (SCQF Level 11), we reach out both nationally and internationally to build the capacity and expertise of professionals across all fields of Education. All modules are delivered through online and blended learning and are supported by using online resources with optional local sessions. Particular emphasis is placed on developing a strong learning community to support professionals in their studies throughout the programme.

The MEd is inquiry-based and provides a flexible route in:

• Leading Learning and Teaching

As well as named awards in:

• Inclusion and Learner Support
• Nursery/ Early Education
• International Education
• Educational Leadership

All awards have exit points at Certificate and Diploma level.

The programme is approved by GTC Scotland. The full MEd and bespoke pathways are also recognised by the International Baccalaureate (IB) as meeting the professional development requirements of the IB Advanced Certificate in Teaching and Learning Research, the IB Certificate in Leadership Practice and IB Advanced Certificate in Leadership Research.

Contact

Kristi Herd, Masters Coordinator:

k.l.herd@dundee.ac.uk

Dyslexia and Inclusive Practice Professional Recognition Programme

Dyslexia Scotland is a national Scottish charity, which aims to inspire and enable people with dyslexia, regardless of age and ability, to reach their potential in education, employment and life. In 2018, Dyslexia Scotland received GTC Scotland’s Professional Learning Awards for Organisations.

We work closely with partners such as the Scottish Government, Education Scotland and GTC Scotland. Significant collaborative resources include the online Addressing Dyslexia Toolkit and a series of online Dyslexia and inclusive practice modules for Scottish teachers.

We were a key partner in a national collaborative working group taking forward the 5 interlinked recommendations of an important 2014 Education Scotland review, ‘Making Sense: Education for children and young people with dyslexia in Scotland’ and in the development of its final report (2020). The rationale for our Dyslexia and inclusive practice PR programme stems from the gap identified in the report of high quality, accessible, Masters-level professional learning on dyslexia and inclusive practice for teachers that is set specifically within the Scottish context.

From 2017-2019, we delivered a GTC Scotland Professional Recognition pilot, run in partnership with GTC Scotland, the Scottish Government and Education Scotland. Ten of the 30 participants applied for Professional Recognition and received their Awards from GTC Scotland in January 2020 by the Deputy First Minister. This programme builds on the learning from that pilot.

The pilot demonstrated that the programme:

• Is a creditable and effective way to deepen Scottish teachers’ knowledge, understanding and practice to support learners
• Meets a need within our educational system, builds capacity and creates a free sustainable route to high-quality professional learning, to increase the number of GTC Scotland registered teachers with dyslexia and inclusive practice professional recognition

Testimonials from pilot participants “I thoroughly enjoyed the course and would like to be involved in any follow up to it. I regularly share what I learnt with pupils, parents and colleagues. I have encouraged teachers and support staff to complete the modules online.”

“ I found the people leading the pilot extremely supportive and the process very rewarding.” “Really appreciated and valued the collegiate aspect and speaking with others who have similar professional interests and impetus.” “[For me the PR Award has meant] recognition for the work done within my whole team and confidence boost to parents on knowing this has been achieved within our authority.’”

Programme structure (The course lasts one year)

• Three Masterclasses (September/October; February/March; May/June). Participants are expected to carry out intersessional study, practitioner enquiry and collaboration with peer learners between each masterclass, as set out below
• Participants’ own study: online Open University Dyslexia and inclusive practice Module 3. When doing the modules, learners are encouraged to use a Reflective Log
• Practitioner enquiry, involving personal reflection as well as collaboration with colleagues and their school community; this is linked to Module 3, on the broad topic of dyslexia and inclusive practice, with individual areas of research to be agreed and explored as part of the programme discussions, taking into account existing research and emerging gaps including the ‘bank’ of evidence and learning from pilot practitioner enquiries
• GLOW Team space for sharing ideas and practice
• One Professional Recognition Reflective Support day
• Submission of Professional Recognition application

Contact

Cathy Magee, Chief Executive of Dyslexia Scotland

cathy@dyslexiascotland.org.uk

Coaching and Mentoring Diploma

The organisations in this partnership have responded to the national coaching initiative, promoted by the government several years ago, by developing a coaching culture in their organisations. This programme was developed with that purpose in mind.

A key principle of this programme is a non-directive approach, which encourages individuals to find their own solutions, stretching and prompting others to take responsibility for their development, to set goals, take action and grow. Coaching is an essential part of the ongoing supportive PRD professional relationship and professional dialogue a teacher had throughout the year. This has become increasingly important with the embedding of Professional Update and the GTC Scotland Professional Standards which encourage individuals to find their own solutions, stretching and prompting others to take responsibility for their development, to set goals, take action and grow.

The overall aims of the programme are to:

• develop essential skills for non-directive coaching
• explore the application of non-directive coaching as a tool for enhancing personal development as well as the development of staff and peers
• assess and understand the impact of coaching upon performance
• identify strengths and development areas for personal leadership styles

The programme overview includes:

• 4 taught days (28 hours) – also delivered in varied model of half-day/twilight
• Coaching practice between taught sessions with co-coach taking forward elements of the taught programme
• Reflection on coaching approaches – personal and professional
• Reflective learning journal capturing the impact of research and literature, taught days, co-coaching and other coaching interactions and approaches
• Professional reading from the recommended reading list
• Final reflective assignment

Contact

Jayne Rowe, Glasgow City Council, 0141 287 4967

The Councils in the South East Teacher Education Partnership have responded to the national coaching initiative, promoted by the government several years ago, by developing a coaching culture in their organisations. This programme was developed with that purpose in mind.

A key principle of this programme is a non-directive approach, which encourages individuals to find their own solutions, stretching and prompting others to take responsibility for their development, to set goals, take action and grow. Coaching is an essential part of the ongoing supportive PRD professional relationship and professional dialogue a teacher had throughout the year. This has become increasingly important with the embedding of Professional Update and the GTC Scotland Professional Standards which encourage individuals to find their own solutions, stretching and prompting others to take responsibility for their development, to set goals, take action and grow.

The overall aims of the programme are to:

• develop essential skills for non-directive coaching
• explore the application of non-directive coaching as a tool for enhancing personal development as well as the development of staff and peers
• assess and understand the impact of coaching upon performance
• identify strengths and development areas for personal leadership styles

The programme overview includes:

• 4 taught days (28 hours) – also delivered in varied model of half-day/twilight
• Coaching practice between taught sessions with co-coach taking forward elements of the taught programme
• Reflection on coaching approaches – personal and professional
• Reflective learning journal capturing the impact of research and literature, taught days, co-coaching and other coaching interactions and approaches
• Professional reading from the recommended reading list
• Final reflective assignment

Contact

City of Edinburgh Council:  Mhari-Louise.Teden@edinburgh.gov.uk

East Lothian Council: mcunningham@eastlothian.gov.uk

Fife Council:  Alison.Dakers@fife.gov.uk

Midlothian Council  annabel.bates@midlothian.gov.uk

Scottish Borders Council:  CHowieson@scotborders.gov.uk or sliddle@scotborders.gov.uk

West Lothian Council:  abi.adam@westlothian.org.uk

Developing Leadership through Leading a School Improvement Project

The Developing Leadership through Leading a School Improvement Project is designed for principal teachers (PTs) and aspiring principal teachers (APTs).  Participants will lead a whole school project that enables them to “develop a vision for change, which leads to improvements in outcomes for learners and is based on shared values and robust evaluation of evidence of current practice and outcome”. (GTCS, 2021, Standards for Middle Leadership – SfML).  The project is vehicle that enables participants to develop their knowledge, understanding, skills and practice as a leader. This aligns to the SCQF level 11 (Masters) framework and the Professional Learning Model in relation to SCQF Level 11:

Characteristic 1 Knowledge and Understanding; the programme challenges the participants thinking and understanding of various specialised theories, concepts and principles.

Characteristic 2 Practice Applied Knowledge, Skills and Understanding; participants demonstrate via the written report and professional conversation that they have used a significant range of professional skills, techniques, practices and/or materials associated with leading a school improvement project.

Characteristic 3 Generic Cognitive Skills; through the use of the success wheel, the written report, learning log/reflective journal, participants can critically review, consolidate and extend their knowledge, skills, practices and thinking in relation to leadership.

Characteristic 4 Communication, ICT and Numeracy Skills; the school improvement project and professional conversation are vehicles that enable participants to develop their written and oral communication skills using appropriate methods, to a range of audiences with different levels of knowledge/expertise.

Characteristic 5 Autonomy, Accountability and Working with Others; the six month follow up from the programme gives participants an opportunity to demonstrate through a learning conversation how their behaviour as a leader has developed and how they have made an identifiable contribution to change.

Contact

Staff Development staffdevecs@eastlothian.gov.uk

MSc Inclusive Education

The MSc Inclusive Education is designed for teachers and other education professionals who want to make a difference to the lives of children and young people.

Our distinctive approach presents a reimagined future for learners and teachers, where responding to human diversity is recognised as the point, not the problem, of education. The programme responds to the need for professionals with the capacity to respond to the increasing cultural, linguistic and developmental diversity of school communities and the pressure to achieve high academic standards for everybody, while safeguarding the inclusion of those who are vulnerable to exclusion and other forms of marginalisation.

The programme offers a range of core and optional courses that cover inclusive classroom pedagogy, ways of working with other professionals to remove specific barriers to learning, as well as teacher’s engagement with broader social justice issues, and acting as agents of change in their school communities.

The core content of the programme draws from the disciplines of education, sociology, psychology, disability and childhood studies to enhance knowledge and understanding of the issues related to inclusion

Testimonial

The experience of engaging with the MSc Inclusive Education has been a life-changing one, both personally and professionally. Studying at Moray House has provided me with a range of opportunities which have encouraged me to critically reflect on my teaching practice, engage with other teaching professionals and develop my academic writing skills. Through research and engaging with theory on a deeper level, I have enjoyed making links between theory, policy and practice; however, have also been professionally challenged by the gap between academic literature, Scottish Government policy and day-to-day practice in Scottish schools. This has largely guided my research as I have been interested in the lived experiences of teachers in Scottish education, which I explored in numerous essays and also my dissertation.

Qualifications available

You have the choice of applying for a full or part-time MSc programme or you can apply for a part-time Postgraduate Certificate or a part-time Postgraduate Diploma. If you choose the Postgraduate Diploma, you will also have the option of specialising in a specific pathway. You can also apply for some stand-alone courses via our Professional Learning provision.

More Information

More information about the programme is available at our website.

Contact

Programme Director Dr Nataša Pantić 
natasa.pantic@ed.ac.uk.

Change Leadership

Our Change Leadership Programme is intended for middle leaders in all sectors – PTs/PTCs, Deputes and dependent on experience, role & remit some class teachers will be considered. It is designed to support colleagues in developing their understanding of aspects and models of leading in a strategic change initiative.

The course allows colleagues to reflect and evaluate the impact of their change leadership over a full school session. The course is built around one core text (Leading in a Culture of Change, Fullan 2001) and also includes additional reading of professional literature and current educational policy to inform participants’ rationale for leading an aspect of strategic change. It has been developed in response to the findings outlined in Teaching Scotland’s Future (Donaldson: 2011) and the Professional Standards for teachers in Scotland (GTC Scotland: 2012). The course also aims to build colleagues’ awareness of key policy context around leadership of change e.g. by considering and reflecting upon 1.2 Leadership of Change in HGIOS 4. We recognise that the development of our middle leaders is vital in ensuring that our colleagues can develop their pedagogical leadership skills alongside their strategic leadership skills in preparation for roles within establishments and the creation of future headteachers. It is designed to build on an enquiring stance by ensuring that staff understand and are aware of the importance of enquiry, data and evidence in continuing to lead pedagogical and strategic change which has a positive impact on our young people.

Contact

Lesley Henderson (Professional Learning and Leadership Development Office)

lesley.henderson-edu@fife.gov.uk

Middle Leadership Development Programme

Our Middle Leadership Development Programme is intended for middle leaders in all sectors – DHT, PT/PTC and dependent on experience, role & remit some class teachers will be considered. It is designed to support colleagues in developing their critical thinking around the specificity of middle leadership with a focus on the key skills, attributes and actions of a middle leader.

The course allows colleagues to reflect and evaluate the impact of their middle leadership journey over a full school session. The course is built around one core text (Leadership Matters, Buck (201) and also includes additional reading of professional literature and current educational policy to inform participants’ thinking in terms of the key aspects of middle leadership, including leading strategic change, leading and managing people and resources, leading learning, teaching, assessment and pedagogy and the professional learning of others.

Throughout their journey our participants are encouraged to self-reflect on their own skills as a leader to identify strengths and next steps. As part of this process participants complete a 360 evaluation at the beginning of the programme along with self-reflection against the Standard for Middle Leadership (GTC Scotland, 2020 DRAFT) which informs their next steps for development over the course of participation in the programme which is reflected in their Professional Development Leadership Plan (PDLP).

The programme has been developed in response to the findings outlined in Teaching Scotland’s Future (Donaldson: 2011) and the refreshed Professional Standards for teachers in Scotland (GTC Scotland 2020 (DRAFT)). The course also aims to build colleagues’ awareness of key policy context around the key drivers within the National Improvement Framework and outlined through the quality indicators within HGIOS4 and HGIOELC.

Contact

Lesley Henderson (Improvement Officer – Professional Learning and Leadership)

lesley.henderson-edu@fife.gov.uk

Leading Learning through Practitioner Enquiry Programme

The course is intended for teachers across all sectors in schools. Fully registered teachers can engage in this course at any stage in their career to support them in developing a deeper understanding of aspects of teaching and learning approaches. This course can be standalone or provide the basis for our Professional Learning and Leadership pathway in Fife.

In Fife Council Education and Children’s Services we recognise that enquiry should be at the heart of all our self and school improvement activities and be used to inform current and future priorities. Skills in engaging effectively in the process of enquiry are key to the professional learning and ongoing development of the professional practice of teachers in a range of roles within the organisation.

This course, together with ongoing discussion with their line manager, aims to support participants in identifying professional learning priorities, concurrent with self-evaluation against the CLPL Standards, and the specific needs of the learners that they are currently engaging with. The course will support participants to plan and implement an enquiring approach to addressing these needs and professional learning priorities, and to identify the impact of their learning on professional practice and on outcomes for learners.

Our intention is that participants make connections from theory to practice in an ongoing, organic way as their engagement with current literature and policy, and ongoing discussion with colleagues and line managers, informs their enquiries into the impact of a specific pedagogical approach(es). A key objective of this course is that the findings from the enquiry enhance participants’ professional knowledge and understanding leading to professional skills and abilities being applied in a more critically informed way.

Contact

Angela Logue, Education Officer:
angela.logue@fife.gov.uk

Teacher Leadership

Our Teacher Leadership Programme is intended for teachers across all sectors in Fife’s schools. It is recommended for teachers with around three or more years of experience and it is designed to support them in developing their understanding of aspects of teacher leadership through facilitating a collaborative enquiry.

The course considers the key aspects of collaborative enquiry and encourages reflection on what teacher leadership looks like on a daily basis. The course has been developed in response to the findings outlined in Teaching Scotland’s Future (Donaldson: 2011) and the Professional Standards for teachers in Scotland (GTC Scotland: 2012), in particular the Standard for Career-long Professional Learning. The course contains an element of reading professional literature and current educational policy to inform participants rationale for their collaborative enquiry, professional learning and continually evolving perspective.

The course is designed to ensure that the focus is on developing staff confidence, awareness and ability within the specific role of teacher leadership. It is designed to build on an inquiring stance by ensuring that staff understand and are aware of the importance of enquiry, data and evidence in continuing to lead change which has a positive impact on our young people. The course includes a combination of activities and learning around key leadership qualities such as vision, values and aims and also the requirements for a successful collaborative enquiry as well as the opportunity to develop practical skills which will support participants in leadership roles in the future.

Contact

Alison Dakers (Professional Learning Development Officer)

alison.dakers@fife.gov.uk 

Glasgow’s Improvement Challenge: Glasgow Counts and Literacy for All Programme

In order to meet the variety of learning needs of our children and practitioners, Glasgow has adopted a holistic and creative approach to the Scottish Attainment Challenge – Glasgow’s Improvement Challenge (GIC). Glasgow has used the funding to allow practitioners to be released as ‘Challenge Leaders of Learning’ (CLoLs) to take forward targeted interventions. Glasgow has chosen to adopt a model of professional learning that builds professional and social capital and has a focus on addressing the poverty-related attainment gap. The GIC team empowers programme participants through Literacy for All (LfA) and Glasgow Counts GC) pedagogy and leadership training sessions, the establishment of professional learning networks and practical support. LfA and GC are research-based, evolving frameworks which build capacity and develop an understanding of Literacy and Numeracy as transformational tools. Programme participants are kept abreast of current research and engage in dialogue around the contextualisation and enactment of local and national policy. The GIC programme aims to develop consistency across Glasgow’s establishments, raising achievement and engagement through examining what works and how best to support our learners.

We ensure that CLoL participants are well equipped to carry out their clearly defined leadership role. This role entails fostering an environment of professional engagement, dialogue and collegiate working in their establishment; CLoLs leading learning across their establishment, e.g. staff training, team teaching and modelling and CLoLs share within and out with their establishments how they have improved practice and outcomes. Another integral element is the development of skills to utilise data effectively to identify areas for development, engage with measurement tools to gather evidence and share impact and next steps by writing evaluatively.

The programme has also had a positive impact on participants’ self-evaluation and reflection on their leadership, with a number of CLoLs moving from class teacher primary roles to promoted posts. The programme was awarded GTC Scotland ‘Excellence in Professional Learning’ in 2018; highlights included the collaboration embedded in the programme and the depth of knowledge and skills exhibited by those who take part.

More Information

More information on Glasgow’s Improvement Challenge

Improving Our Classrooms

Accredited December 2012

Improving Our Classrooms was developed to focus on classroom practitioners and support them in conducting a practitioner enquiry. It focuses explicitly on improvement through self-evaluation to identify aspects which can be changed and developed to promote improvement for learners.

In Glasgow, it is recognised that the quality of learning and teaching is the key to meeting the needs of learners and this course encouraged depth of learning over an extended period of time for class teachers. The key questions were not only ‘How well are we doing?’ but more crucially, ‘How do we make it better?’ Participants had to be clear about the actions that would be taken to make an improvement in learning and achievement.

The course was originally designed for primary teachers, but as a measure of its success, it was developed and piloted this year for secondary colleagues. Next session approximately sixty secondary teachers will take part. There have already been around one hundred and eighty primary graduates. Glasgow City Council was successful in having the primary course accredited for professional recognition and it is the intent to follow the same process for the secondary course. This will provide strong evidence for teachers’ professional update.

Contact

Jayne Rowe, Education Officer.

jayne.rowe@glasgow.gov.uk

PG Cert/ PG Dip / MEd in Inclusive Education: Research, Policy and Practice

Inclusion and equity are global priorities in education according to the United Nations. The PGCert/ PGDip/ MEd in Inclusive Education: Research, policy and practice considers learner diversity (e.g. disability, linguistic and cultural diversity, social class, etc.) and encourages practitioners to engage critically with questions such as: Which learners are disadvantaged or excluded in our education systems? How can we develop socially just practices, policies and research, that support the access, participation and achievement of all learners?

Why this programme?

• This programme encourages practitioners to develop and deepen their knowledge and experience in the area of inclusive education by engaging critically with research, policy and practice.
• Our courses will support learners to engage critically with the concepts of Special and Inclusive Education and Additional Support for Learning (ASL) with a view to supporting practitioners who are committed to the development of equitable and socially just education contexts.
• Our research-informed courses cover topics such as disability, autism, behaviour, labelling, gifted and talented, dyslexia, inclusive pedagogy, curriculum, Universal Design for Learning, equity and educational disadvantage.
• The learning processes are intended to assist practitioners to gain confidence in their ability to create positive, inclusive environments for learners in current, rapidly changing educational contexts.
• You can tailor research projects to provide the maximum relevance and benefit to your interests and work.
• The MEd/ PGDip/ PGCert in Inclusive Education: Research, Policy and Practice has been designed to meet the needs of national and international practitioners who can complete their degrees as full-time or part-time students, face-to-face or online.

Testimonial

What I most enjoyed about the programme was the comprehensive scope of what inclusive education is all about and the fact that we could direct our work towards the areas that we were most interested in. It challenged me to question all my beliefs in this area and encouraged me to question and critically analyse traditional forms of education in order to find out what was outside the box.

This programme’s delivery is flexible and designed to meet your needs, you can decide to study full-time or part-time, online or face-to-face. Also, you can apply for the PGCert and then progress onto the PGDip and the Master’s degree (subject to grades obtained), or, you can apply for the Master’s and leave, if desired, after completing a PGCert or PGDip with professional recognition from GTC Scotland.PGCert

You will take two core courses and one optional course.

Professional Recognition from GTC Scotland in Inclusive Education.

PGDip

You will take three core courses and two optional courses.

Professional Recognition from GTC Scotland in Inclusive Education: Practitioner Enquiry.

MEd

You will take four core and two optional courses, as well as complete a dissertation.

Core courses

• The evolving concept of inclusion
• The learner and the curriculum
• Practitioner enquiry: developing inclusive pedagogy (PgDip and MEd PT)
• Introduction to educational and social research (MEd FT only)
• Modern educational thought (MEd FT only)

Sample optional courses

• Developing literacy
• Highly able learners
• Identities, relationships and behaviours
• Inclusive classrooms, inclusive pedagogies

For more information about the programme check our webpages for the PGCert/ PGDip and MEd.

Contact

Programme Lead Dr. Ines Alves 
ines.alves@glasgow.ac.uk

Lead Teacher in Outdoor Learning and Teaching in Nature

The Teaching in Nature programme supports teachers to use wild and natural places as a context for learning. Using simple ‘place responsive’ planning and questioning, teachers and their learners will use regular visits to a location to meet many CfE and learning aims.

The course is collaborative, participants sharing planning, successes and challenges. The course is also active – participants get outside to experience the learning tools and processes first hand. Participants complete a simple, reflective learning log as evidence of their learning.

This course was developed in 2012 by Greg Mannion of Stirling University, and has proved incredibly popular. Quotes from previous participants include ‘A sea change in teaching and learning’ and ‘the best course in 12 years of teaching’.

A Teaching in Nature course comprises of two complete days, three half days and a commitment to take learners outdoors over the course of an academic session.

The Lead Teacher in Outdoor Learning programme is aimed at using school grounds and local, accessible green spaces as a place to extend learning. The course is packed with practical lesson ideas and activities, from across the curriculum. The phrase ‘do something different, don’t do more’ applies to much of the learning opportunities.

The course is collaborative, with teachers sharing planning, activities and experiences with other course participants. The process also challenges teachers to consider why they would choose to use outdoor learning, and the benefits that taking different approaches to learning brings. Participants complete a simple, reflective learning log as evidence of their learning.

This course has been running since 2009, having been developed by teachers in Scotland. Previous participants have gone on to take the lead in outdoor learning or learning for sustainability in their setting.

Lead Teacher in Outdoor Learning usually takes place over two full days and three half days across an academic session.

Contact

Matt Robinson, Outdoor Learning Officer.
gfl@ltl.org.uk 
01786 465 934

12 month modern languages immersion and methodology programme

Accredited 2015 – Languages

A 12-month programme that includes a one-week residential course held in Spain or France, to enable teachers to gain GTC Scotland Professional Recognition for their expertise in the Teaching and Learning of languages.

The courses are intended for qualified primary and secondary teachers who wish to review and reflect on their professional actions in the field of language teaching and learning. The programme has been designed in line with the new Scottish Government 1+2 Language Initiative 2013-2020 and aims to enable teachers to:

• engage in professional learning and reflect on their professional practice
• explore new methodology in the teaching and learning of Spanish/French, including the effective use of technology
• update their knowledge of French/Spanish language and culture
• work collaboratively with their peers and support the learning and teaching of languages in their school/local authority
• And, specifically during the one-week Immersion Course (the “taught element of the programme”)
  
  • improve their competence and performance in Spanish/French
  • develop their cultural awareness and understanding of contemporary Spain/France
  • gain new ideas and materials for use in the classroom
  • use ICT, songs, media and other resources in the teaching of Spanish/French
  • learn from and share good practice with other teachers from around Scotland and beyond

The courses are held in various locations in Spain or France and are delivered in the target language, providing teachers with the opportunity to immerse themselves into the language and culture.

Contact

Ros Main

immersions@lfee.net

Immersion Courses with LFEE Europe (France and Spain)

Accredited May 2014 – Languages

An intensive three-week residential programme held in Spain or France to enable qualified teachers to meet the GTC Scotland standard residency requirements.

The course is intended for qualified secondary teachers who have gained a qualification as a language teacher and who wish to improve competency and performance in the teaching of Spanish or French. The course has been designed in line with the new Scottish Government 1+2 Language Initiative 2013–2020 and aims to enable teachers to:

• build upon their experience in the teaching and learning of their first foreign language and enhance their methodological expertise in the teaching and learning of Spanish/French;
• improve their competence and performance in Spanish/French at all levels;
• develop their cultural awareness and understanding of contemporary Spain/France;
• gain new ideas and materials for use in the classroom;
• use ICT, songs, media and other resources in the teaching of Spanish/French;
• learn from and share good practice with other teachers from around Scotland and beyond.

The course will be held in Malaga (Spain) or Lyon (France) and delivered in the target language, providing teachers with the opportunity to immerse themselves into the language and culture. S

Contact

Ros Main

immersions@lfee.net

Learning through Landscapes

Outdoor learning is a context that all teachers in Scotland are expected to use regularly and progressively in their practice. Our pupils are expected to engage with local communities, the natural world and their own playgrounds as an opportunity for authentic learning and agency.

Learning through Landscapes (Scotland) has developed a series of long-term, collaborative courses which use action research and teacher reflection to maximise learning. Proven over a decade and many hundreds of teachers, the programmes have evolved over time to support the real needs of teachers and schools.

Our programmes all integrate with the UN Global Goals for Sustainability, Curriculum for Excellence and GTC Scotland Professional Standards.

Teaching in Nature / Learning in Local Greenspaces uses green spaces and places within walking distance of schools. We engage with ‘place based learning’ – using the spaces, people and nature to inform our learning, matching to curriculum and outcomes as we progress. Teachers often describe real engagement from learners, as they spend time learning in places and spaces that are meaningful to them – and then putting something back into that space.

Lead Teacher in Outdoor Learning – makes use of the school playground and some local spaces and places. We cover various areas of the curriculum, showing how taking a different approach to teaching and learning can lead to more motivation, a deeper and more memorable learning experience. Often a case of “don’t do more, do different”. The course also ranges into areas such as playground improvement and supporting colleagues as they take first steps outdoors.

Every course consists of training days, time to put the learning into practice and co-reflection on the teachers’ own learning – as well as impact on pupils. At the end of a programme, any candidate wishing to be recommended for Professional Recognition in outdoor learning can submit a reflective piece of work, highlighting practice, impact and professional learning.

A few words from participants:

“Children respond to the unpredictability of the outdoors and learn to adapt and creatively respond to situations. I have learned to embrace this opportunity, improving the learning experience for all my pupils.”

“A sea-change in my teaching and learning approach”

“The best CPD I have taken part in – in my 15-year teaching career. Being able to try new ideas, reflect and share (successes and tears!) with peers in such a supportive way has been wonderful.”

The programme is often ‘hosted’ by a local authority, occasionally funded and run as a regional programme.

Contact

01786 465 934
training@ltl.org.uk

In recognition of the complex leadership role of secondary middle leaders, this programme is grounded in practice to enable secondary middle leaders to collaborate as they develop in capacity to support and lead other adults. Participants are invited to apply their research-informed learning in context to build a sustainable model of leadership that will impact positively on their practice, those they lead, and the learners they serve.

Reading Recovery

Reading Recovery is a research-based, accredited, early intervention, which targets the lowest attaining six-year-olds. The Reading Recovery training course is designed to develop teachers’ ability to reflect upon, and critically evaluate, teaching decisions, in order to determine the most accelerative moves for individual pupils; a hallmark of Reading Recovery teaching.

A Global Citizenship Approach Programme

This programme is designed to deepen understanding of Learning for Sustainability, specifically with a focus on enhancing practice in Education for Global Citizenship. Through in-depth training, professional reading and practitioner enquiry, by the end of the course teachers will be able to:

• articulate their personal and professional rationale for Sustainability within Scottish Education
• critically analyse academic and practitioner perspectives on Global Citizenship within Education
• plan, implement and critically evaluate a series of new experiences for learners exploring key themes of Global Citizenship
• demonstrate how the course had challenged their own values and assumptions, and informed new approaches to both planned curricular learning experiences, and various whole school Global Citizenship initiatives
• share professional learning and course experience with wider school community, in order to collectively plan next steps for whole school development

Testimonials

“Thank you all so much for such a wonderful opportunity – this has facilitated a huge change in my practice and inspired and furthered a passion for Global Citizenship, sustainability and action for change. This year has been an absolute treat and I have already recommended it to my colleagues and other teaching professionals – Taing mhor dhuibh uile [grateful to all].” 2016-17 participant from Primary sector.

“I signed up for this course to improve my Knowledge and Understanding of an area I was asked to oversee in school. I have got so much more out of it than I thought I would! Enjoyable, informative, challenging, inspiring. I feel I have changed on a personal level as a global citizen too. Thank you!” 2016-17 participant from Secondary sector.

More information

Visit their website here.

Contact

sally@oneworldcentre.org.uk

Osiris Teaching Intervention

The Osiris Teaching Intervention (OTI) exists to create an effective professional learning programme for teachers in order to accelerate their knowledge and understanding of pedagogy and then apply it in their classroom practice, so improving outcomes for all children. OTI uniquely works teacher by teacher and reconnects them with why they went into teaching. Through a series of learning cycles, grounded in their day to day practice, they secure the development of pedagogical knowledge and understanding. This directly impacts their learners in terms of outcomes and enjoyment, them in terms of longevity and efficiency in the classroom (reduced stress and workload) and their willingness to engage with ongoing career-long professional learning.

OTI is designed to focus on learning and growth of teachers from their own starting point and the context of their own school, regardless of the age of the class. The structure and content of OTI aims to:

1. Develop the knowledge, attitudes, skills and habits (KASH) or teachers in the classroom
2. Provide structured opportunities for teacher to learn collaboratively through dialogue, enquiry and reflection

The design of the OTI provides iterative structured opportunities for teachers to engage with key aspects of pedagogy, plan the implementation of the change in their classrooms, and then test out and reflect on the impact of the changes. This cycle of ‘plan, test through enquiry, and reflect’ for teachers over the course of two terms is key to ensure that teacher learning about new approaches becomes embedded in their day-to-day practice. There is a three-module structure – engaging learners, feedback, challenge. Each module follows the same structure. Teachers will work through an iterative cycle of plan, test, and reflect in each module. There is a professional learning session, between 3.5 and 5 hours long, where they carefully plan their unique change journey based upon research, strategies and tools.

The structure of OTI ensures collaborative practice is at the core of making meaning, sharing learning from enquiry and testing out the teachers’ new learning in their own classrooms as well as the reflections on the impact of these changes. Collaboration enhances the meaning made of new learning and how this can be best applied in the context of the school and the community it serves. Professional learning sessions are deliberately highly discursive thus providing opportunities for teachers to analyse cause/effect relationships of their teaching on the learning of their classes. The processes and structure of OTI align closely with the national model for professional learning; one that focusses on teacher-as-learner and creating an environment where teacher learning leads to a deepening of their knowledge, skills and understanding.

Contact

oti@osiriseducational.co.uk

01790 756 731

First Steps into Leadership

All teachers are leaders, ranging from leading learning in the classroom to leading a large number of staff. Many professional learning opportunities are available for teachers in promoted positions, however there are a limited number of opportunities for non-promoted staff to engage in programmes which will allow them to further develop their leadership and management skills, reflect on their practice, share their experiences and give them the confidence to apply for their first promoted post.

This programme is delivered in partnership with the Local Authority and is aimed at aspiring leaders within schools who wish to develop their skills and confidence as a leader and apply for their first promoted post.

Programme Overview

Learning Outcomes

To achieve Professional Recognition participants will be required to evidence the following learning outcomes:-

• Critically review and extend knowledge, skills and practice through professional dialogue with course participants
• Develop self-awareness of personal motivations, leadership styles and further develop communication skills, by completing the Strength Deployment Inventory
• Provide the opportunity for self-reflection and identification of personal development goals in relation to the GTC Scotland Standard for Middle Leadership.
• Draw on relevant sources to inform knowledge of leadership, associated approaches and apply a range of these professional skills and techniques to your school context
• Evaluate and critically analyse the relevance of leadership theories, concepts and principals in relation to your own professional learning
• Identify measures of success for the leadership project and evaluate the impact on staff and students
• Take significant responsibility for an area of school improvement and make an identifiable contribution to change
• Confidently lead peers and staff to achieve the desired outcomes of the leadership project
• Establish a process to collate data to measure the impact of and disseminate information from the project
• Achieve GTC Scotland Professional Recognition by fulfilling the assessment criteria
  • Induction (0.5 day)
  • Understanding & Developing Yourself as a Leader (1 day)
  • Leader as a Coach (1 day)
  • Developing People (1 day)
  • Leading and Managing Change (0.5 day)
  • Learning Journey Presentations (0.5 day)

PG Cert and Professional Recognition in Engineering STEM

Who is the programme for?

• Early Years Teachers
• Primary Teachers
• Secondary Teachers

This Post Graduate Certificate and Professional Recognition course take place across 2 modules, over a 9 month period, therefore allowing you to develop a critical and reflective approach to your practice. Teachers will develop their skills and confidence to deliver meaningful STEM activities, through engagement with at least one of our one-day CPD courses. This is extremely important, as highlighted in the recent Skills 4.0 paper (SDS), as we focus on encouraging meta-skills development in teachers who can support that same development in their own pupils. They will work alongside and develop professional networks with industry professionals and academics, as they critically analyse and reflect on their practice. They will complete an action research project, using a Primary Engineer programme, which allows them to create and embed innovative pedagogical approaches to teaching and learning. The results of these research projects indicate a huge positive impact across many areas, such as creativity, problem-solving, pedagogy, collaboration and careers-related learning.

What’s in it for me?

Enhanced understanding of how engineering can positively impact on children’s learning. The need for STEM expertise is in demand as Government and industry look to teachers to address the skills shortage and develop the next generation of STEM professionals and technicians. These course outcomes align closely with key aims for Scotland’s 5 year STEM strategy, the STEM education and Training Strategy and Developing the Young Workforce Programme.

Teachers will have the opportunity to:

• increase their understanding of the STEM ‘landscape’ through critical engagement with research.
• develop an understanding of their role within the STEM landscape.
• undertake critical reflection and evaluation of their current practice.
• develop a critical evaluation of the impact of project-based learning.
• increase their understanding of what engineering is and how it fits into the broader STEM area.
• establish stronger links with their peers, academics and local engineering industry to enhance STEM learning.
• develop pedagogical STEM strategies through engagement with research
• carry out action research that has a proven direct and meaningful impact on pedagogy, pupils, and wider community.

Introduction for Film Education

Film, and the moving image more broadly, are central to the lives of young people, and our Introduction to Film Education course develops the knowledge and practical skills of participants to be able to embed film in their practice and reflect on the ways film can be embedded within Scotland’s Curriculum for Excellence. Designed for teachers at both primary and secondary, as well as educators and filmmakers in informal education settings, the course introduces to the practical and theoretical knowledge, and research methods, to begin your journey in film education.

Find out more about Introduction for Film Education

MEd in Learning and Teaching in the Arts

This part-time 180-credit programme provides a unique opportunity for arts educators to upgrade their teaching qualifications and obtain a Masters qualification that has been designed to develop teaching skills for the arts. The programme is delivered on a part-time basis through a blended learning model, which includes a mix of face-to-face sessions, online sessions, one-to-one tutorials and independent study.

If you are a GTC Scotland registered teacher working in a Primary, Secondary or ASN school context, you can use this programme to build evidence of their commitment to your professional learning in:

• Music
• Drama
• Dance
• Art and Design

Over the first two years of the programme, you will join a diverse community of arts educators as you engage in a sustained professional enquiry of both your teaching practice and your arts practice, identifying and addressing your own developmental priorities within the following modules of study:

• Teaching the Arts (30 credits at SCQF level 11)
• Arts Context and Culture (30 credits at SCQF level 11)
• The Teacher as Researcher (30 credits at SCQF level 11)
• Artist Development/ Gaelic Artist Development (30 credits at SCQF level 11)

These modules are designed to help you develop your skills in providing inclusive, creative learning experiences that are informed by a deep knowledge of your arts practice and of your learners’ needs. Having completed these modules, you will gain the following award:

• GTC Scotland Professional Recognition in Creative Arts Education.

In year 3 of the MEd, you will engage in the 60-credit Final Project module, where you will design your own large-scale project designed to help you address a gap within the provision for your learners and to impact your sector.

The programme can be used as evidence to support your Professional Update, and can also be used to build credit towards an application for 2nd Subject Registration in dance, drama, music or art and design.

Click here for further information on the programme

Contact

Jamie Mackay, Head of Postgraduate Learning and Teaching Programmes and Academic Development
j.mackay@rcs.ac.uk

Leading Learning through Practitioner Enquiry

The Leading Learning Through Practitioner Enquiry programme in Scottish Borders is targeted at experienced class teachers committed to improving their own practice and willing to work collaboratively with others to bring about change and improve children’s learning. It is intended for staff not yet aspiring to formal leadership roles but ready to work with others in their department/faculty or whole school to undertake an investigation or enquiry as a means of advancing their professional learning.

The programme is founded on the revised Professional Standards for Career-long Professional learning and takes inspiration from a core text Professional Capital (Hargreaves and Fullan, 2012). Our intention is to support participants to make the connections between research, policy and practice over the course of a school session and to recognise how their reading of substantive literature and current policy links with their enquiry findings and, ultimately to apply their new knowledge with increasing confidence. Participants are also expected to access additional sources (policy and research) related to the focus of their enquiry.

Programme aims:

To promote career-long professional learning by:

• raising awareness of current issues and the interconnectedness of research, policy and practice
• supporting practitioner enquiry;
• developing critical reflection on theories, principles and practice;
• encouraging sustainable practice through leading and collaborating with others in the enquiry;
• delivering improvements likely to benefit a defined group of learners.

Programme Outcomes – Enhanced capability and desire to:

1. Demonstrate a critical understanding of a range of principles, ideas and theories, in both education policy documents and relevant literature.
2. Critically review an aspect of practice and develop a proposal for collaborative enquiry, outlining the scope and intended impact of the study.
3. Use new learning to lead and work with others in carrying out collaborative and planned enquiry.
4. Interpret evidence gathered, and evaluate the impact of the enquiry.
5. Interpret and communicate the findings of the enquiry in different and appropriate ways according to the needs of a range of audiences.

Programme Structure

The programme spans, for the most part, a school session: from September – June. There are seven face-to-face ‘taught’ sessions (two afternoons and five twilight sessions) plus two Action Learning Sets (ALS) also (twilights). The formal taught sessions include slide presentations, guest ‘witness’ input, discussions and workshop activities but although these are tutor-led, sessions are very much interactive and based around collaborative working. The two ALS sessions further emphasise the potential to benefit from collaborative working as is the norm with ALS format, the focus for discussion is chosen collaboratively within each smaller group.

In preparation for each taught session, participants undertake prescribed reading and activities (such as self-evaluation, reflection, journaling), and begin to identify their own enquiry focus as well as any professional literature likely to be relevant. They meet with others in their own department/faculty, school or cluster map strengths and development needs against the Revised Professional Standards, and agree on a possible focus for collaborative enquiry. From January to March participants will oversee the implementation of the group plan, working with colleagues to maintain their professional reading and ensure possible evidence of impact is gathered along the way. In April, the group is expected to reflect on the combination of evidence gathered and together draw conclusions about the impact. The findings from the collaborative enquiry will then form the basis of a presentation to be shared with other LLPE course participants at the May meeting and in a written report for a wider audience by the middle of June.

1+2 Languages Leadership Programme

The 1+2 Languages Leadership Programme (previously known as the Train the Trainer programme) is run in partnership by Education Scotland and SCILT, Scotland’s National Centre for Languages. The programme holds Professional Recognition in Leading Learning in Languages and is aligned to key aspects of the Professional Standards for Middle Leadership and Career-long Professional Learning.

The programme is ideal for practitioners with language skills who have or aspire to have, a leadership role in their school, cluster or local authority. The aim of the programme is to critically engage participants in a mix of policy, theory, strategy and classroom practice. The programme brings together presenters with a variety of expertise, working in a variety of settings and with experience in teaching a wide range of languages.

The programme comprises a Summer School followed by additional options. In the course of the programme, participants:

• Engage in critical reading of policy documents and literature about leadership and about the learning and teaching of languages.
• Have opportunities to question and challenge experts and peers on issues of policy and practice.
• Contribute to the implementation of the 1+2 language learning strategy in their context.
• Critically reflect on their professional learning and leadership development.

Places on the programme are offered at no cost to teachers working in local authority primary, secondary and special education schools, and to teacher educators at Scottish higher education institutions.

Contact

scilt@strath.ac.uk

Teaching in Nature Programme

The Teaching in Nature programme is managed by Scottish Natural Heritage (SNH). It has been accredited by GTC Scotland so that teachers successfully taking part are awarded Professional Recognition in Outdoor Learning. The programme matches teachers with a special place near their school and the people who know and love it (e.g. a manager or owner). Over the course of the programme, participants work collaboratively on-site, online and in-person to develop pupil visits that make the best use of their place and meet their learning intentions for their pupils. They integrate at least two visits to their special place with other indoor and outdoor class work, building outdoor learning into the way that they work across the Curriculum (as appropriate).

Participants reflect on their professional journey with reference to related research on place-based learning and the GTC Scotland Professional Standards. They collaborate with fellow participants and site staff to overcome challenges, share experiences, and extend their comfort zone.

The programme can take an academic year or longer and participants are expected to complete a Learning Log, which is submitted at various stages. The programme has been running since 2012 and is based on research carried out in 2010. Previous participants have commented:

“I have always associated Outdoor Learning with mainly Science or Health & Wellbeing. I think this project has made me realise that Outdoor learning has much more scope than this and that any curricular area can be covered outdoors.”

“I found Teaching in Nature to be exceptionally high-quality CPD… I am especially appreciative of the chance to meet with others in a ‘protected’ context so that we can really think, reflect and engage.”

“The children were more interested, got caught up in the excitement and actually their behaviour improved. The children managed to co-operate much more outdoors and work together. In the future I will make sure I incorporate Outdoor Learning into my termly plans.”

Contact

Sharon Cunningham, SNH project manager for Teaching in Nature,
01738 458 642
sharon.cunningham@nature.scot

Leadership in STEM Education

The SSERC Leadership in STEM Education programme is a 12-month professional learning (PL) programme that provides leadership opportunities at a whole-school level to educators across Early Years, Primary and Secondary settings and seeks to improve how STEM is delivered in their centre. Over the course of the programme participants will receive input across several areas including national STEM policy, leadership theory and practice in schools, STEM enrichment offers, and health and safety. Participants will also complete a professional enquiry on an area of interest relevant to them and their centre and present their findings at a showcase event at the end of the programme.

The Leadership in STEM Education programme is open to educators across the entire 3-18 curriculum and whilst it will appeal to aspiring and existing school leaders, it is also entirely suitable for practitioners who simply want to lead highly effective STEM learning and teaching in their centre.

Course aims:

• develop a strategic and forward-thinking approach
• to facilitate, initiate and lead change for STEM improvement within an educational setting
• develop and apply knowledge and understanding of STEM pedagogy
• to inform practice, extend the use of critical enquiry, reflection skills and data analysis
• to evaluate and strengthen the impact of practices on self and others
• enhance interpersonal skills, confidence, and resilience
• to lead change and development develop skills that support and empower learning communities to effect change
• develop support networks for personal and professional development
• share, investigate, and exchange information on current national developments

The course has been benchmarked at SCQF Level 11 and is aligned to the GTCS professional standards for Middle Leadership and Career Long Professional Learning. SSERC is working with GTCS to gain Professional Recognition status for the course, meaning that delegates who complete Leadership in STEM Education will be recognised for the accomplished expertise they will gain via the depth of enquiry and increased knowledge, skills and abilities.

For more info or to make contact please visit the SSERC website.

Using Filmmaking to Develop your Teaching Practice Programme

The course is designed to upskill teachers in technical aspects of filmmaking as well as project management in film when working with a whole class. The blended learning model allows teachers to work in a flexible, independent and supported manner.

Teachers signing up to the course will benefit from professional development in film project management, including how to plan, shoot, and edit a film with their pupils. They will also learn about the benefits of creative learning as well as methods for monitoring and tracking impact of their learning as well as that of their pupils.

Learning resources, filmmaking equipment, and support from a dedicated film tutor are all offered as part of the 18-week course. No previous experience in film is necessary and the course and materials are tailored to different curriculum levels from Second Level to Senior Phase (P5-S6).

Pre-requisites: None required in terms of filmmaking. This course is suitable for those new to film as well as others that may have more experience, such as Media Teachers, for example. Teachers should be fully qualified and based in a school within the city of Edinburgh, working with pupils from P5-S6.

If you have any questions about the course please contact: laura@screen-ed.org or admin@screen-ed.org.

Teachers’ Reading Group Programme

Teachers’ Reading Groups, in association with Open University and the UK Literacy Association, have three specific aims:

• to foster children’s reading for pleasure through supporting teachers’/members’ own reading for pleasure and research-informed practice;
• to support the profession by building a professional community around reading for pleasure locally and online;
• and to share teachers’/members’ resultant development work as Examples of Practice on the OU Reading for Pleasure website/with colleagues across South Lanarkshire.

Practitioners attend sessions over the course of one academic year. These structured, directed sessions provide opportunities for participants to engage with research literature, audit their own practice, participate in professional dialogue, work collaboratively and plan for professional enquiry in their own settings, leading to changes in classroom or school reading cultures and environments.

Supporting Teacher Learning Programme

The course is aimed at those involved in the support of teaching professional learning at all stages of a teacher’s career including:

• student and probation mentors
• continuing professional development (CPD) coordinators
• professional review and development (PRD) reviewers
• school leaders
• local authority officers with responsibility for CPD and/or probationer and leadership development

It recognises a widening conception that the role of the teacher includes not only a central role in supporting pupil learning, but also recognises the important role that teachers can play in supporting each other’s learning. Previously, it was assumed that by virtue of knowing how to teach children teachers had also been equipped to support their colleagues’ learning. However, there is growing recognition (Donaldson, 2011; Kennedy et al., 2008) that this important role requires additional specific knowledge, understanding and skills, which form the basis of this Postgraduate Certificate.

The course can also be taken as three modules within a wider Masters programme or the Doctorate of Education (EdD).

• How Teachers Learn
• Contemporary Contexts for Teacher Learning and Teachers’ Work
• Supporting Professional Learning in the Workplace

These modules build through to a coherent set of learnings around supporting professional learning.

Structure of the PG Cert and the productive relationships between modules

Contact

Professor Kate Wall
University of Strathclyde
School of Education

kate.wall@strath.ac.uk

0141 444 8067

@kate_wall98
#StrathSTL

TEachers Learning to Teach Modern Languages: TELT

TEachers Learning to Teach languages (TELT) aims to increase and improve languages provision in primary schools. It is inspired by and contributes to delivery of the Scottish Government’s 1+2. Teachers simultaneously learn a new language and the skills to teach that language. Shortly after commencing their study of the new language, teachers begin teaching it in the classroom through by a series of tutor- and peer-supported application tasks during the course. TELT seeks to:

• bring together primary practitioners from across Scotland and beyond, as it is offered across the 4 UK Nations
• encourage the introduction of additional languages to primary by offering this course in four languages: French, German, Mandarin Chinese and Spanish
• establish a community of practice of primary teachers teaching languages across Scotland and beyond, including e-twinning with participating teachers and schools during TELT study
• teach students not only language and language teaching skills but also develop their intercultural and digital literacies.

How does it work?

TELT is a distance learning programme. There are two strands:

• The language strand is available in four languages at Beginners or Post-beginners level. Students can study the language of their choice, at the appropriate level, and can gain 15 OU credits contributing towards an Open Degree. The options are Beginners French, German, Spanish or Mandarin Chinese, or, Post-beginners French, German, Spanish or Mandarin Chinese.
• The pedagogy strand is taught at postgraduate level and teachers will receive a certificate upon its successful completion. In Scotland, teachers can additionally work towards a professional recognition award from GTC Scotland for their study.

TELT requires nine months’ of study in total, with around five hours of study each week. Most of this is done online at a time and place to suit the student, although optional face-to-face and online tutorials are available.

Participants also collaborate and share ideas and practice through course forums and social media.

More Information

More information about the programme is available on our programme website.

Contact

Programme director Dr Sylvia Warnecke, s.warnecke@open.ac.uk .

VIBE for Middle Leaders

Vibe:

Noun: a person’s emotional state or the character of a place as communicated to and felt by others

Verb: transmit or give put (a feeling or an atmosphere)

VIBE is a transformational leadership experience that strikes the balance of values-based leadership, theory, coaching and fun professional learning. The programme is designed to support Middle Leaders in schools as they move through their careers in education, easing the transition from reflective classroom practitioners to self-evaluative, enquiring leaders.

VIBE is grounded in the GTC Scotland Standards for Leadership and Management and applied positive psychology theory.

VIBE asks practitioners to examine their professional VIBE, fearlessly challenging mindsets and promoting an open, honest and critical evaluation of their practice. With a specific focus on demonstrating self-awareness and inspiring and motivating others, VIBE combines the following elements:

• Element 1: Workshops
• Element 2: Action Learning Sets
• Element 3: 1:1 Coaching Support
• Element 4: Practitioner Enquiry, Professional Poster (assessed) and Presentation
• Element 5: Reflective Journal (2 are compulsory and assessed)
• Element 6: Final Essay (1000 words compulsory and assessed)
• Element 7: Critical Friend (recommended)

Ideal candidates for VIBE for Middle Leaders include principal teachers, faculty heads, pastoral leads and aspiring leaders. We ask that delegates are sponsored by their SLT to participate in this programme as practitioner/collaborative enquiry forms a substantial element of VIBE.

VIBE accepts a maximum of 12 practitioners per programme from a range of local authorities, primary, secondary and further education settings. These conditions foster the perfect environment for deep critical reflection and professional dialogue (in a virtual or face-to-face environment), cross collaborative working, and supports the development of a strong professional network for the future.

Tree of Knowledge is currently accepting candidates for the next cohort of VIBE for Middle Leaders.

Contact

Email happy@treeof.com.

PG Cert in Primary Physical Education

This University of the West of Scotland postgraduate certificate programme has been designed to help registered primary school teachers extend their knowledge, understanding and teaching skills to support the delivery of high-quality physical education in the primary school setting. Designed in collaboration with UWS’ partner local education authority employers and teachers, the programme has been developed in response to increased local, national and international interest in children’s physical education, physical activity, sport and well-being. This programme is delivered on a part-time, blended learning basis. Participants are expected to attend campus for practical workshops across the academic year.

Offering primary educators a valuable professional development opportunity, graduates of this programme will be in a position to deliver high-quality physical education in primary schools, local cluster or education authority settings. As well as Professional Recognition, completion of the programme provides 60 Masters credits (for Professional Recognition, the whole certificate must be completed). The programme links with our Career-Long Professional Learning (CPL) programmes and could allow you to progress along several masters pathways within the suite of CPL qualifications offered. The three modules within the programme are:

1. Pedagogy of Primary P.E. (10 Weeks / 2 Hours per week)
2. Developing Quality Physical Education. (10 Weeks / 2 Hours per week)
3. Aspects of Learning in Primary P.E. (One Week / 4 Hours per day)

The programme aims to:

• Develop and enhance participants knowledge, understanding and teaching skills in primary physical education
• Support participants to think critically about your knowledge, understanding and teaching skills to enhance the delivery of quality physical education
• Help participants support the ongoing development of physical education within your primary school, local cluster or education authority
• Enhance participants’ abilities to critically reflect in an informed way on their own practice in primary physical education

For more information about the certificate please visit our website here or contact

Contact

Elaine McCulloch
elaine.mcculloch@uws.ac.uk
01292 886351

Global Storylines Programme

Re-accredited August 2023

“An excellent course, I would definitely recommend to others – great resources and ideas for teaching global issues – thank you, I now feel able to embed Global Citizenship into all areas of my teaching.” (Global Storyline teacher with Professional Recognition in Global Citizenship).

“Course content is fantastic, overall a great experience, I’d happily do another year!”

Global Storylines use a unique combination of the methodologies from Storyline, Process Drama and Education for Global Citizenship to explore global issues. The Global Storylines Professional Learning Programme is offered by WOSDEC through both local authorities and individual sign-up. Participating teachers attend training and are then supported to implement Global Storylines with their learners and critically reflect on the impact together as a community of enquiring professionals. The Global Storyline team provide a professional reading list and support the deepening understanding of Global Citizenship within the group by facilitating reflection sessions. Teachers must keep a portfolio of pupil work and a Professional Learning Journal to demonstrate the impact on the learners, on themselves and on their school and wider community. Those teachers who successfully demonstrate accomplishment and are connecting their prior work in this area are awarded Professional Recognition in Learning for Sustainability (Global Citizenship).

More Information

www.wosdec.org.uk/global-storylines

Contact

diana@wosdec.org.uk

Project Leadership

Accredited November 2019 – Project Leadership

Our children and young people deserve the best possible start in life and West Lothian Council are committed to achieving this outcome through the provision of high quality education and inspirational leaders in all of our education establishments. Development pathways for teachers ensure that the council identifies and motivates the right people to achieve qualifications and assume leadership roles.

West Lothian Council is nurturing leadership and management capacity at all levels through a flexible and participative range of development tools. The “West Lothian Introduction to Leadership Programme” is helping teachers to start their development as school leaders at an early stage of their career and supports the principle of distributive leadership, or leadership at all levels in schools. The programme allows people who are currently working at project leadership level and have further leadership potential to be identified, ensuring that they get the appropriate development opportunities to support them in their current role and prepare for future roles in middle school leadership.

This activity supports a national drive to promote and encourage coaching as an effective means of developing people, with a particular emphasis on leadership. The programme also aims to give an appropriate context for coaches to build up their skills and to further develop the culture of coaching in West Lothian.

Engagement activity with the National CPD unit identified an apparent gap nationally in the development opportunities available for class teachers to support their transition into middle leadership positions. The starting point for the course development was to simplify the Standard for Headship to make it more appropriate for middle leadership levels. The Programme has been developed specifically for classroom teachers who wish to continue their careers in school leadership and who have the potential to become Principal Teachers or Principal Teacher Curriculum and to support participant’s progression from “Project” to “Team” leadership. It is now in its fourth year was recently subject to an extensive review.

The aims of the programme were developed by the team which included staff from primary and secondary schools and the council’s Education CPD officer. All stakeholders were consulted through the development stage of the programme including senior council officers, head teachers, depute head teachers and class teachers. The aims are revisited each year as part of the team’s planning cycle at the beginning of the session.

The identified aims of the programme are to:

• increase leadership capacity
• create contexts and increase support for distributed leadership
• establish a coaching culture in West Lothian
• offer opportunities to develop coaching practice
• offer an enhanced professional development opportunity to both participants and coaches

The programme is based on the following principles:

• the programme consists of a number of key elements which all contribute to successful learning
• high quality professional dialogue is at the heart of professional development and encouraging an effective coaching relationship is critical
• coaching brings professional benefits to both the coach and participant
• the face to face session inputs form a comprehensive introduction to school leadership and management
• the tasks and coaching session allow knowledge and understanding to be deepened and opportunities to develop skills to be identified

The course is delivered via eight twilight sessions which are planned in advance. Each session covers an aspect of leadership and management that is relevant to the candidate’s stage in their learning. Guest speakers present to the group and have included West Lothian Council’s Depute Chief Executive, Head of Service and various head teachers and depute head teachers. The sessions also include activity based learning tasks, networking, remit analysis, case studies and problem-solving scenarios and the candidates can be asked to work in home groups, individually and in pairs.

Partnerships with schools are an essential part of the course and schools provide support, a context for the project that the candidates undertake and a named coach for the year. There is also an introductory session on coaching for those line managers who have no formal training in coaching to support this. The staff who have undertaken the West Lothian Coaching Diploma are now being given the role of coach to the leadership candidates.

The course is thoroughly reviewed at the beginning of the session and an evaluation is carried out at the end to ensure continued relevance to the changing national and local educational environment. Schools are integral to the success of the programme and are involved in ongoing support for each of the candidates. Candidates also submit a leadership project report, a reflective commentary on the impact of the project, a list of evidence that is available as part of a portfolio to support their claims and a formal self-evaluation. Headteachers also provide an endorsement of the candidates progress as part of the final submission which is also included as part of the review process.

This course has recently been re-accredited, with the following improvements noted:

• A focus on readiness for leadership.
• Enhancing teacher professionalism through embedding the co-creation of vision and values.
• Foregrounding relationships as critical to change.
• An increase in participant-led self-evaluation.
• Facilitating teacher empowerment through situating the course in a range of career pathways.
• Enacting national policy shifts related to professional learning, with particular reference to the National Model for Professional Learning and GTC Scotland’s Professional Learning Planning Cycle.
• Encouraging self-care for our professionals.

Participants’ projects reflect the key drivers and themes of the National Improvement Framework and impact has been noted in the local authority’s validated self-evaluation programme.

We are in a strong position now to re-align with the new GTC Scotland Professional Standards as well as work closely with the Forth Valley and West Lothian Regional Improvement Collaborative.

The programme also received a Bronze COSLA Award in 2014.

Contact

abi.adam@westlothian.org.uk

Supporting Inclusive practice through Practitioner Enquiry aims to provide candidates with the tools, knowledge and understanding necessary to enable them to lead and coordinate support for children and young people with additional support needs. This includes support for parents, carers, school colleagues and third sector services. Inclusion is at the heart of the course aims, with a strong commitment to all children being present, participating, supported, and achieving. We aim for each candidate to be empowered to create the organisational conditions for improvements in culture, systems, and practice through focussing on the 5 key roles of an Additional Support for Learning teacher, which are defined as:

• Consultation with colleagues, external agencies, parents, etc.
• Planning learning and teaching to aid overcoming learning barriers
• Identification and assessment of barriers to learning
• Partnership working with specialist services
• Contributing to professional development and sharing expertise

Changes to practice in this endeavour will be informed by and impact measured through practitioner enquiry which is woven throughout this course.

Woodland Activity Leadership Training Programme

Course Outline

This fun-filled, practical course will equip students with the skills required to be an inspiring, knowledgeable and safe Woodland Activity Leader. Students will learn the legal roles and requirements of leading groups of both teenagers and children in a woodland environment, in addition to:

• Kit use and maintenance
• Bushcraft skills (including fires, knots and tools)
• Conservation activities (and the leave no trace ideology)
• Naturalist skills
• Plant use and identification
• Animal identification and animal tracks and signs
• Foraging and preparing wild food.

Wild things! will also introduce learners to a plethora of different resources and methodologies that will help students create imaginative, inspired and educational outdoor learning sessions.

The course is structured over 48 guided learning hours with an additional 6 – 10 hours of home study. It is delivered in either a single 7-day block, in three blocks of two-day weekends, or in two blocks of four days and then two days.

Cost

£450

What does the fee include?

The fee includes tuition, assessment, accreditation registration fees, and all necessary materials required during the course.

What some previous WALT graduates have said:

“The WALT course exceeded my expectations. I learned much more in the space of a week than I thought I would.” WALT graduate 2014

“Thank you very much. Fantastic course and pitched at the correct level. Thoroughly loved every minute.” WALT graduate 2013

“I knew nothing about outdoor education at the start of the course. I now have the skills and knowledge to teach the subject.” WALT graduate 2012

“Thank you very much for a most informative and enjoyable course! Can’t wait to get started with my school groups again” WALT graduate 2015

More Information

For more information please click here

Contact

enquiries@wild-things.org.uk

01309 690450

Mindset Teams

Delivered by the charity Winning Scotland, Mindset Teams is a professional learning programme that enables development of a growth mindset culture in schools.

Teaching practitioners (‘champions’) and school management (‘leaders’) work together to form a ‘team’ of three or more to complete a one-year blended learning journey, ensuring growth mindset is implemented both in the classroom and at a strategic level across the school community.

Mindset Teams is suitable for early years, ASN/SEBN, primary and secondary school staff, with a choice of curricular focuses including health and wellbeing, numeracy, literacy or STEM.

About the course

Accredited by GTC Scotland and endorsed by Education Scotland, key areas of learning include:

1. Understanding growth mindset
2. Understanding school context
3. Applying mindset in your teaching

Participants then develop, implement and evaluate a growth mindset project in their school.

Upon completion of the course, participants are awarded 15 accreditation points at (Masters) Level 11 from Glasgow Caledonian University.

Contact

To learn more about Mindset Teams, visit our website or get in touch with Winning Scotland.

Global Learning Partnerships

Accredited in 2020 for Global Learning

Global Learning Partnerships empowers leaders of Learning for Sustainability (LfS) through an immersive professional and personal learning experience. During the month-long placement in Uganda and Rwanda, the cohort collaborates with local educators to deliver and develop context-driven professional learning. The network is involved in a number of interventions throughout their 18-month involvement with the programme, including pre-departure and post-placement weekend training sessions and support to achieve their Professional Recognition in LfS. More than 100 practitioners from 17 local authorities in Scotland are part of its active and collaborative network.

The programme is run by The Wood Foundation and delivered in partnership with Aberdeen City Council, Aberdeenshire Council, Moray Council and Angus Council.

Contact

Georgea.hughes@thewoodfoundation.org.uk