ELL 09 10 CPD Activity Report Dec 2010 by twK0Ey

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									CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010




Continuing Professional
Development Provision
                     2009-2010


           Activity Report
                       December 2010




 EDUCATION & LIFELONG LEARNING




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      CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010




                           Scottish Borders Council

                     Education and Lifelong Learning

           Continuing Professional Development Provision

                                     2009-2010



Contents

1. Introduction

2. Use of central fund and allocation of funding to schools and
   specialist groups

3. Breakdown by Learning Communities

  3.1.    Berwickshire
  3.2.    Cheviot
  3.3.    Eildon East
  3.4.    Eildon West
  3.5.    Teviotdale and Liddesdale
  3.6.    Tweeddale

4. CPD initiatives carried out by A-T Lawrie (Depute Head -
   Teaching & Learning) across the Learning Communities

5. Summary


         “The range of CPD being undertaken across our
         learning communities is really impressive. The
         commitment shown by staff to undertaking
         professional development and to working together
         collaboratively is excellent and builds our ability to
         learn, grow, develop partnership approaches and
         provide excellent services.”

         Glenn Rodger
         Director of Education and Lifelong Learning
         January 2011




J Morley CPD Manager



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


1.   Introduction
1.1 Aim of CPD Funding Report 2009-2010
The purpose of this report is to provide information for the Department of
Education and Lifelong Learning on the use and allocation of the CPD fund for
2009-2010. It gives an overview of the CPD activities and provision across the
portfolio, which are linked closely to National initiatives, the Education and
Lifelong Learning Strategic plan, the school improvement plans and
individual development needs arising from the Professional Review and
Development processes.

1.2 Role of CPD Management Group
The central CPD Management Group looking at primary and secondary school
needs meets regularly to undertake the remit of guiding, advising and
ensuring the CPD provision is coherently managed. Part of this remit is to
review previous year‟s CPD activity and this report sets out this review. (The
remit of the group is set out in more detail in the CPD policy document.)

CPD Management Group
Primary                                          Secondary
Sandra Paton, Eildon East (Earlston)             Scott Steele, Berwickshire HS
Mo Brown, Eildon East (Selkirk)                  Paul Samson, Selkirk HS
Shirley Bean Tweeddale                           Jill Lothian, Hawick HS
Sandra Davidson, Eildon West                     Kevin Ryalls, Galashiels A
Kath Easton, Berwickshire                        John Clarke, Earlston HS
George Gilchrist Cheviot                         Judith Brotherton, Kelso HS
Ann Clarke Teviot and Liddesdale                 Joan Farrell, Jedburgh GS
Helen Ross, Primary Schools Manager              Donna Moretta/Paul Fagan, Peebles
                                                 HS
                                                 Robin Chapman, Eyemouth HS


1.4 Review of CPD activity 2009-2010

This will be presented in three areas

 1. Use of the CPD central fund and allocation of funding to schools and
    specialist groups
 2. CPD initiatives across the Learning Communities
 3. CPD initiatives across carried out by A-T Lawrie (Depute Head for
    Teaching & Learning) across the Learning Communities




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


2. Use of central fund and allocation of funding to schools
and specialist groups
2.1 Use of the CPD central fund and allocation of funding to schools
and by FTE

The funding distribution has been based on the provision set out in the CPD
guidelines and is based on a division which provides 40% to teachers for
individual use, 40% to schools to support whole school CPD priorities and
20% which is held centrally. Teachers can be allowed a one-year carry over of
funds. Thereafter, funds are placed at the discretion of whole school CPD
activities.

The table below details the funding allocations to schools, to other staff and
the amount held centrally. The central fund is used to create the post of CPD
manager with the remit of coordinating the CPD initiatives across the
portfolio, provide for the CPD online Management system, publication of the
monthly CPD calendars, provide CPD funding for supply teachers, to support
for small schools CPD and to provide for centrally funded courses.

Central initiatives this year have included the following:

   Online CPD management system development to include shared
    feedback, better publicity for courses and improved course
    management.
   Increased provision of courses e.g. Are you ready to Lead? Interviewing
    Skills for promotion, Leadership - getting the best person for the job,
    Leadership - managing difficult people programme, Leading the
    learning and teaching etc.
   Increased provision of courses in response to PRD feedback and
    collation of CPD needs arising e.g. Teaching and Learning: Making a
    Difference in Your Classroom - Action Research, Storytelling - story
    rhyme and rap, etc.
   Development of Action Learning sets to support coaching initiatives
   Building a professional CPD library to cover Chartered Teacher, SQH,
    Creative Learning, Feuerstein, etc.
   Partnership working for course provision with NHS Borders, East and
    Mid Lothian
   Support for supply teachers network including creation of Supply
    Teachers Handbook, INSET provision
   Chartered Teachers Network and associated CPD provision
   Provision for Small Schools Budget for CPD
   Development of online PRD pilot




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


Central CPD Course Provision

Across the period from August 2009 – June 2010 nearly 250 CPD
opportunities were offered through our online CPD Directory www.sbc-
cpd.co.uk These were attended by 1798 participants of which over 92% of
those providing feedback, reported these activities as having developed or
improved their skills /knowledge that would enable them to carry out their
remits more effectively.


Feedback Overview 01/08/2009 - 30/06/2010

Number of Courses: 156
Number of Instances: 249
Number of Delegates: 1798
Number of Delegates who provided Feedback: 892 (49.61%)
     Online: 892 (100.00%)
     Offline: 0 (0.00%)


Staff Category

       Option                                              Total             Percentage
       Primary School Teaching Staff                        491                55.61%
       Primary School Support Staff                         53                 6.00%
       Secondary School Teaching Staff                      257                29.11%
       Secondary School Support Staff                       22                 2.49%
       Business Services                                     0                 0.00%
       Community Services                                    3                 0.34%
       Integrated Children's Services                       19                 2.15%
       Other SBC                                             3                 0.34%
       Quality Services                                     18                 2.04%
       Schools Services - Central Provision                 17                 1.93%


As a result of attending the course, have                  If 10 is excellent, please give an
you developed or improved                                  overall rating for the course
skills/knowledge that will enable you to                   between 1 and 10
carry out your remit more effectively?

    Option              Total         Percentage               Answers:
    Yes                  795            92.12%                 Average: 8.30
    No                   68             7.88%



Why did you book a place on this course? Please indicate source of need.

       Option                                                        Total       Percentage
       PRD/PPDPP                                                      431          51.13%
       Pupil/client support                                           171          20.28%
       Establishment/group/department/learning community              128          15.18%
       improvement plan
       ELL Improvement Plan                                            6           0.71%
       National Priority                                              16           1.90%
       Mandatory                                                      91           10.79%




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                      CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


              Funding distribution:



                            Category of Staff                     Staffing                                        Total Grant
                             ALLOCATION
               Budget for 2009-10                                                                                    £298,646
               Less CPD Manager Costs                                                                                 £48,558
               Balance of grant                                                                                      £250,088
               20% of balance of grant for central fund                                                               £50,018
               Less available to devolve                                                                             £200,070


                                                                                                 Additional for
                                                                                                 Management
                                                                                                   Group Rep
                                                                              allocation based   Cover - to be         Total
                                                                                 on £160 per        paid in 2     allocation for
   Code                  Balance to vire per FTE                  Total FTE        1.0FTE         instalments         08-09
                                                                                    160
EC2**217314    Primary & Nursery                                    481.31          £77,010           £4,725          £81,735
ED2*7417314    Secondary Devolved                                   516.43          £77,465           £6,075          £8,3540
EF116817314    Cross Schools Secondary                                               £5,597               £0           £5,597
EE169917314    Primary Learning Support Staff                        27.35           £4,376               £0           £4,376
EF111717314    Quality Improvement Officers                           6.00             £960               £0             £960
EC199117319    Curriculum Support ART                                 2.60             £416               £0             £416
EC199117319    PT's Art & Drama                                       3.00             £480               £0             £480
EC199117319    Curriculum Support Music                               9.03           £1,445               £0           £1,445
EC199117319    Curriculum Support PE                                 16.76           £2,682               £0           £2,682
EC199117319    PT's PE                                                1.00             £160               £0             £160
EF130617314    Instrumental Instructors                              11.00           £1,760               £0           £1,760
EF131417314    Curriculum Support Drama                               0.00               £0               £0               £0
EE****17314    SEN Staff Primary                                     53.02           £8,483               £0           £8,483
ED2*7417314    SEN Staff Secondary                                   43.28           £6,492               £0           £6,492
EG110117314    Outdoor Education                                      1.00             £160               £0             £160
EG210417314    Sports Co-ordinators                                   0.00               £0               £0               £0
EF114617314    ICT                                                    1.00             £160               £0             £160
EF111517313    Contingency (TCS fund)                                10.00           £1,600               £0           £1,600
               TOTAL FTE                                          1,182.78      £189,245.39        10,800.00      £200,045.39




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      CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3. CPD Activities session 09-10 – Learning Communities
3.1 Berwickshire Learning Community

Berwickshire Learning Community CPD Report (Primary Schools)

The main focus for CPD activity has been Curriculum for Excellence. All
schools in Berwickshire came together in November 2009 at Eyemouth High
School to focus on Active & Collaborative Learning. Bloomer was keynote
speaker, this was followed with a varied choice of workshops which were
examples of good practice from both primary & secondary teachers within the
Learning Community. This was followed up with teachers planning together
to ensure Active & Collaborative Learning is incorporated into lessons.

Across the Learning Community, schools are beginning to share good practice.
Peer observation, both within schools and across schools is also developing.
Across the Learning Community, a number of staff are developing a wide
range of leadership development through Future Leaders, coaching
qualifications and as trainers for the Principle Teacher Toolkit Training
Package.

EYEMOUTH
 3 working groups have been developing CfE, Personal Learning
  Planning in the early years, music, in particular singing and ICT across
  the curriculum.
 Sharing Success – school based approach to provide a structured
  format for staff to work collaboratively and share good practice and
  develop professional dialogue.
 VCOP writing approaches using West Dunbartonshire materials.
 6 further members of staff undertook Feuerstein training and the
  development and successful delivery of Parents‟ Modules for Nursery
  and P1
 Nurture Group Approaches – 5 staff trained
 GLOW

COLDINGHAM & COCKBURNSPATH
 Main focus on Active & Collaborative Learning
 VCOP writing approaches
 Feuerstein
 Development of spelling
 Learning Logs
 Planning Science.

GREENLAW & SWINTON
 ICT
 Storytelling
 Active & Collaborative Learning




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


COLDSTREAM & ECCLES/LEITHOLM
 In response to a change of a Shared Headteacher, “Ease the Load” has
  been a valuable development resulting in staff working both
  collaboratively and efficiently.
 Eco-Schools – Green Flag to School Grounds providing reassurance to
  staff about achieving a Green Flag and ideas for the development of
  school grounds.
 Interview Skills providing staff with confidence and self awareness
  strategies, which have been transferred into the classroom and school.
 Drama – Living Room & Imagine. Fantastic ideas – great to start so
  many topics and key to tuning in kinaesthetic learners.
 ICT – Smartboard, Clicker, GLOW enabling staff to integrate ICT into
  the curriculum.

CHIRNSIDE
 New Initiatives
 Collaborative Learning
 Active Learning
 Eco-Schools

The above have had direct impact on classroom practice through improved
achievement of pupils.

   Collaborative & Active approaches promoting confidence and
    engagement in learning for pupils
   Focus on breadth & challenge of experience to all
   Recognising achievement
   Pupil leadership
   Development of pupils‟ self/peer assessment
   Improved pupil wellbeing
           o Embedding thinking around “Getting It Right for Every Child”
           o Promoting children being as active as possible
           o Developing partnership working with Integrated Children‟s‟
              Services

AYTON & RESTON
 Staff have undertaken professional reading to support the Learning &
  Teaching focus on Active & Collaborative Learning
 Staff have updated the Child Protection Training
 GLOW & ICT development training has been continuing
 Storytelling Approaches – Gunsgreen House, Eyemouth
 Locally delivered training by Behaviour Support Teacher delivering
  Understanding Aspergers training.
 Headteacher has taken part in a Coaching Master Class to support and
  develop staff during PRDs and beyond.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


DUNS
The majority of CPD hours were used within activities to understand and
share the standard, in particular the standard in writing.
Many activities involved other schools in the Learning Community.

Other areas reflected were:
 Active Learning in the early years and beyond
 Forest Schools and Outdoor Learning
 Using GLOW
 Supporting pupils with additional needs in learning & behaviour.


Berwickshire High School

General overview
In terms of learning and teaching, the focus of Berwickshire High School has
been on active/collaborative learning. At the start of the 09-10 session, the
Learning and Teaching Committee produced a document “Active and
Collaborative Methodologies” (based on methodologies from The Teacher‟s
Toolkit and Active Assessment series) which was shared with all teaching staff
as a starting point to explore such methodologies in the classroom. Four
copies of The Teacher‟s Toolkit have since been made available via a sign
out/in system in the CPD area of the staffroom. Each faculty has been given a
Flip video camera which can be used to film examples of active/collaborative
learning from the classroom.

In January, the Learning and Teaching Committee set up the Berwickshire
High School Learning and Teaching CPD website
(http://bhslearningandteaching.wordpress.com/) as an online CPD resource
for staff. The website has been developed for teaching staff to share learning
and teaching methodologies, resources (e.g. PowerPoint templates) and links
to useful websites. The site is organised by:
-    Active and Collaborative learning
-    AiFL
-    Curriculum for Excellence
-    Other

Working with our Learning Community, staff from Berwickshire High School
delivered and took part in a series of workshops exploring active/collaborative
methodologies during the November in-service day at Eyemouth High School.
Workshops delivered by staff from Berwickshire High School were:
-      Active/collaborative lesson starters and finishers
-      Active/collaborative revision techniques
-      Creating Songs” and Concept Cartoons.

The workshop on “Active/collaborative lesson starters and finishers” was
offered again to Berwickshire High School staff in January as a voluntary
lunchtime session and resources shared via the BHS Learning and Teaching
CPD website.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


Completing the programme of workshops offered by the AiFL Working Group
last session (on learning outcomes and derived success criteria, criteria-based
feedback and self and peer assessment), the Learning and Teaching
Committee organised a workshop on “Effective Questioning” which was
offered to teaching staff in March as a voluntary lunchtime session (with 34
staff attending and with representation from across all faculties). As part of
the May in-service day, all teaching staff took part in workshops exploring the
use of blogs in enhancing learning and teaching, with staff being taught how to
create blogs for use in their own classroom/department.

In addition to in-house and Learning Community based CPD, teaching staff
attended a variety of externally delivered courses to further explore
active/collaborative learning. These have included:
 Teaching and Learning: making a difference in your classroom – action
    research
 Active learning in Higher History
 Raising attainment in Geography

Following such courses, staff are encouraged to feedback to the Learning and
Teaching Committee through their faculty representative. Members of the
Learning and Teaching Committee can then feedback to members of their
faculty at faculty meetings. In this way, all teaching staff are included in the
sharing of good practice and ideas which come from external courses.

Examples of good practice
 BHS Learning and Teaching CPD website
   (http://bhslearningandteaching.wordpress.com/)
 Teacher/subject blogs (e.g. http://berwickshiremusic.wordpress.com/,
   http://adairmathsint1.edublogs.org/, http://thinkchemistry.wordpress.com/)
 Learning Community Active/Collaborative workshops in-service day
 Continued program of in-house, staff-led learning and teaching
   workshops (on AiFL and active/collaborative learning)
 Purchase of The Teacher‟s Toolkit for the staffroom and Flip video
   cameras for each faculty
 Staff attendance on external active/collaborative learning CPD courses,
   with feedback to all teaching staff through the Learning and Teaching
   Committee


Eyemouth High School

If 2008-9 had been a year of transition for Eyemouth High School in moving
to a new building, the focus of much of our work in 2009-10 was preparing for
the transition to a Curriculum for Excellence. Building on the work on active
and collaborative learning undertaken in the Berwickshire Learning
Community in the previous year, the main focus was on a presentation by Keir
Bloomer, followed by workshops by practitioners and time for curricular areas
and schools to work together in planning for the new S1 curriculum. The
evaluations of the day (held in Eyemouth) were extremely good, and led to
ideas and good practice being disseminated to teachers across the cluster.



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010




The CAT programme this year was managed so that teachers in their teams
had a large block of time – from November to February, to concentrate on
engaging with the outcomes and experiences and planning courses together.
We saw that as a vital part of the professional development tasks this year.
Other CAT sessions included:
  Using the Learning Log
  PRD online training
  GLOW
  Developing our website (now up and running)
  Using and developing an S1 Assessment Tool

Another major development has been our adoption of the Assertive Mentoring
programme. We chose to start the programme with S3/4, assigning mentors
and putting in place a rigorous target-setting, tracking, intervening and
checking programme. This took a lot of staff effort and time in a working
group, and then in whole staff training. Each curricular area has also taken
time to engage with the programme.

A great deal of staff activity and training has been through our working parties
this year. These groups are:

   Learning and Teaching Working Party
   Transitions – a group formed with primary staff input to develop our
    transitions programme. This led to the work being showcased at SLF.
   Curriculum Group – led In-service and developments around CFE.
    Planned new interdisciplinary projects.
   Positive Behaviour Group – have re-launched our Promoting Positive
    Behaviour Policy in school.
   Assertive Mentoring group – led the rollout of the programme in
    school.
   ICT Working Party – provided training and a focus for investment, and
    planned for website developments.

In addition, a number of staff attended courses and training. Of note were:
 First aid training for a significant number of staff
 We continue to support a number of staff through the chartered
    teacher programme
 Subject specific courses and attendance at professional organisations

CPD which has had a positive impact

   Time for planning and discussion in curricular groups was seen as vital
    in allowing teachers to prepare for the new S1 courses – this is
    something that we will be repeating in the coming year for S2 planning.
   Much of our development work in school is now being done in smaller
    working groups, with the occasional whole staff training. This seems a
    good model for engaging in professional discussion and encouraging
    staff to get involved in whole school issues and leadership.



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3.2 Cheviot Learning Community

Jedburgh Grammar

CPD activities have reflected an interest in a broad range of national, local and
individual pursuits. Common themes for CPD have been Mediated Learning
(learning community focus), GLOW, Seemis, IAF and Curriculum for
Excellence. This has taken the form of professional reading, attendance at
workshops and conferences / seminars, as well as time spent on hands-on
practical activities. There has also been a lot of effort put into research and
reading for curricular-based topics, e.g. China Club, finance topics for senior
pupils (in liaison with Royal Bank of Scotland), dealing with ADHD and
Autism, and Fit for Girls. Staff have continued to enjoy courses offered
through SBC, such as Coaching, Child Protection multi-agency training,
ASIST, LAAC training and Playback in Transition. Conferences held by
national organisations for discrete subjects continued to be well attended and
feedback from these events show that they have maintained their high
standards in providing staff with opportunities to learn about up-to-date
methodologies and to discuss developments with other colleagues from across
the country. Many staff also attended the training and development courses
organised by SQA. Staff report that these have been thought-provoking and
have provided a valuable insight into procedures for marking and standards –
this is proving very helpful in sharpening the focus on critical points in
classrooms.

Examples of good practice:

   Attendance at British Council conference on Global Partnerships
   Attendance at RBS Money Sense course
   Attendance at VOMO training day
   New PTs attended SBC training on how to conduct PRD meetings –
    excellent feedback from this.


Kelso High School

At Kelso High School staff development has continued to play an important
role and CPD funding has supported a wide range of CPD activities on a whole
school, cluster, departmental and individual basis. Activities have been linked
to individual needs, school/SBC and national initiatives, including the
development of: engagement with CfE, subject knowledge and expertise,
behaviour management, generic aspects of teaching and learning, leadership
and management and pastoral duties.

On a whole school and cluster basis our main focus of CPD has continued to
be on CfE.

Whole school staff CPD sessions on aspects of Mediated Learning as the
teaching and learning methodology to deliver CfE were completed, with the
result that teachers are starting to apply the principles of MLE in the planning
and delivery of lessons. This training programme is being developed across


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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


our Learning Community in collaboration with our primary colleagues; it has
as its objective a consistent approach to teaching and learning 3-18 which will
improve the quality of teaching and learning, fully engaging all pupils in their
learning and providing them with tools for thinking and understanding how
they learn. Staff and pupils will all start to use a common language for
learning. Overall, we feel we have made good progress in this area and have
engaged more closely with our Learning Community.

Significant staff development time was dedicated to CfE professional
development, including familiarisation and engagement with the Experiences
and Outcomes, planning of S1 courses, integrated work and P7 transition
work.

The Feuerstein Instrumental Enrichment Programme was further developed
in the Maths, English and Faith & Philosophy courses. A further three
members of staff undertook training in Feuerstein IE. to add to the existing
practitioners. This group of staff meet to share their knowledge and
experiences and to develop further programmes.

A great deal of staff activity and training has been through our working parties
this year. These groups are:

   Learning and Teaching Working Party- continued its focus on Mediated
    Learning, Peer observation and More Able Pupils.
   CPD Group- provided training on the online CPD system.
   Collegiate Committee- kept staff informed about progress with TCS,
    monitored the operation of the Working Time agreement.
   Discipline Group – Training in Restorative Practice was partially
    completed for staff and restorative practice issues are included in the
    PSE programme.
   Health Promoting Group-developed personal support system for
    employees
   ICT Working Party – provided training and a focus for investment,
    discussing and sharing new technological ways of working. A GLOW
    group was created from this group to further develop the rollout of
    GLOW in the school.
   Numeracy Group- developing a whole school, inter-departmental
    approach to numeracy
   Reporting Group-provided training and support towards electronic
    reporting.

Examples of good practice:

   Attendance at national seminars and conferences to keep up to date
    and to be involved with developments in CfE. Staff report that these are
    very useful.
   PT‟s sharing their expertise and experience with the Es&Os ensuring
    that KHS is well placed to deliver CfE to S1 in 2010.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


   Engagement in the „Future Leaders‟ programme , another member of
    staff has completed this programme – which will contribute to
    leadership capacity within the school.
   Teaching staff continue to undertake professional reading in subject
    areas, methodology and national developments such as CfE.
   A CPD programme which is issued well in advance, and which aims to
    take into account feedback given by staff and to reflect the CPD needs
    which they have identified, with particular emphasis on time for the
    development of new courses for CfE.
   Our team of Pastoral Teachers have undertaken some very useful
    training including SMHFA training and supervision sessions with the
    School Counsellor.
   A variety of leadership and management training for PTs.
   Our PT Mathematics‟ involvement with the Quality Network
    Mathematics.
   The continued success of the Working Group with P7 teachers from
    associate Primaries and QIO which has been established and is working
    towards a common course in Mathematics P7/ S1. A similar working
    party for English is being established. These initiatives aim to develop
    more effective transition across all curricular areas.
   Three teachers of Mathematics have attended numerous SQA and RBS
    workshops, resulting in the establishment of the IFS course (financial
    education), thus broadening the options available to S3/4 pupils.


Cheviot Learning Community CPD Report (Primary Schools)

We maintained our focus the engagement with and implementation of
Curriculum for Excellence by:
Improving learning and teaching experiences for all pupils through Mediated
Learning approaches. This was lead by the Learning and Teaching group
supported by our QIO and AT Lawrie. The L and T group were given training
and became the in-school trainers for their own establishments and within the
community. Training was given in the first three parameters of MLE. This
training was in individual establishments and jointly with staffs in Jedburgh
and Kelso. Staff carried out designated professional reading and began a
programme of introduction into their classrooms. They shared experiences
with each other through the T and L group, through in-school sharing and
with other schools and staff.

We have continue to engage with the Outcomes and Experiences of CfE and
have had varied CPD on what these mean and how we begin to implement
them in a meaningful way. Staff also had sessions to begin to consider new
documentation, e.g Building the Curriculum 5 and the implications for
practice in schools and across the community.

Various schools have completed Child Protection and Equality and Diversity
training. We also continued our engagement with GLOW. All staff received
further training on its use and possibilities within the classroom from in-
school trainers.



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


Ancrum and Parkside
Our focus on Mediated Learning directed many of our CPD activities. Staff
carried out professional reading and had training in the first three parameters
of MLE. Many staff conducted out further reading and research to develop
their understanding. We had a number of whole-staff and group professional
discussions about pedagogy, curriculum and assessment as we sought to
deepen our understanding of CfE.

CAT sessions were agreed with staff in order to develop our understanding
and engagement with CfE and also to facilitate the development of the
partnership between both schools. We had sessions on:
Planning/Homework/BTC3/MLE/BTC5/Moderation/Assessment/Big
Writing programme/Roles and Responsibilities/Using inter-active
Whiteboards/Spelling/using the on-line CPD resource/Reading recovery
techniques/ improving transitions/ and others related to CfE and Es and Os
We had a new Traverse climbing wall installed at Parkside and all staff
received training on how to use this in a cross-curricular way to enhance
learning.

We tried to develop more joint CPD activities between both schools and
Howdenburn also. MLE gave us a focus for a lot of this.

The HT and DHT attended the Tapestry conference in Glasgow with Sir Ken
Robinson. Very inspirational and catalyst for a lot of thinking about where we
are going with CfE.

Staff used their own 35hr CPD time, and more, to develop there own interests
and expertise, as well as to augment in-school and community CPD activities.
Some of the areas covered included Forest Schools and outdoor learning, Art
and design, MLE and Instrumental Enrichment, coping with Dyslexia,
Numicon and its use, planning for CfE and assessment. Some staff were also
involved in the NAR national project and helped to produce on-line resources.

Howdenburn
   Focused on improving Teaching and Learning through MLE.
   Development of the Big Writing programme
   Using Storyline approach in Writing
   Aspects of BTC 3, 4 and 5
   Year planning
   Assessment and moderation
   Reporting
   Planning for Change
   Arts grant funded programme – A Sense of Place

Other Primary schools
The other schools in the community were very much focused on improving
teaching and learning experiences through mediation and active approaches
to learning. In addition they undertook various activities linked to their
engagement with CfE focused on Os and Es, Assessment, development work
on the NAR for L and T Scotland and BTC 3, 4 and 5 documents.


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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3.3 Eildon East Learning Community

Selkirk High School

Once again CPD continued to be a high priority within the school and the
activities undertaken have again been varied. Some have been linked to
national initiatives, some to SBC initiatives and developments, some to school
priorities and some to individual needs, interests and priorities.
The PRD process ran particularly smoothly in May of this year will all staff
happy with the online management of the process and most comfortable with
the associated online CPD record keeping. Delivery of CPD has mainly been
through SBC courses, in school provision and twilight and weekend
opportunities. Only a few teachers attended weekday one off courses partly
due to the rising cost of attendance at such courses and partly due to a feeling
that the resulting impact and benefit did not always match the disruption to
lessons and the time and financial commitment required to attend.

Below is a summary of the type of CPD undertaken:

   All staff have been involved in a programme of lesson observations.
   All staff have spent CPD time reading and discussing a Curriculum for
    Excellence with a considerable amount of time spend trying to keep up
    to date with BtC4 and BtC5 in particular.
   One more teacher achieved Chartered Teacher status with others
    continuing the process.
   All staff undertook some form of subject specific training. This
    included SQA seminars, cross curricular, LTS Courses on numeracy and
    literacy, Tapestry events, CfE Courses,         professional association
    conferences such as the Stirling Maths Conference and other similar
    events. Mostly at weekends. Other courses included DNA in a Day,
    CILT, and residential Modern Language schools.
   Pastoral staff undertook specific CPD for their post including “We Can
    and Must Do Better” aimed at supporting LAAC pupils, mental health
    workshops and PSE specific courses
   Support for Learning staff attended numerous courses including Deaf
    Awareness, Dyslexia and Digital Prelims
   Many staff took part in very specific ICT training. Some were involved
    in the development of the school website and others on how to use the
    school network better for learning and teaching.
   A considerable number of staff continue to participate in working
    groups, in school, within the learning community and Council wide.
   Teaching staff continue to undertake professional reading in subject
    areas and national developments such as CfE.
   All staff further developed links with colleagues across the cluster either
    by leading or attending joint CPD sessions and in-service on aspects of
    CfE.
   A considerable number of staff undertook training to allow them to lead
    and participate in the school‟s well established Exodus program. This
    included First Aid courses and other relevant training.



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


   There were 60 instances where SHS staff applied for courses through
    CPD Online and almost all staff now record their CPD using the
    programme even if they have not booked the activity though it.

In addition to the above a number of staff offered and attended informal and
ad hoc sharing of good practice sessions.


Earlston High School

General Overview
Last year placed many increased demands on our time at Earlston HS. In
August we moved into our brand new building in the East End of Earlston and
spent, from the outset, a lot of our collegiate time ensuring that the school was
quickly functioning as it should. We quickly settled into the new routines of
the new building but the change from an 8 period day to a 6 period day, taken
on at the same time, proved a much bigger hurdle to overcome as we found it
difficult to adjust in some of the curriculum areas. This entailed major
rewrites of programmes of learning across the school and took up a significant
amount of collegiate time.

Further to this, we progressed the demands of Transforming Children‟s
Services moving into a faculty based system with full time pastoral staff, a
time of upset and worry for everyone. To cap it all off we enjoyed a very
successful HMIE inspection in March with all its respective demands.

It was without doubt, one of the most intensive years that Earlston HS has
undergone in a very long time and it is to the credit of our highly dedicated
staff that all of these demands were met with a willingness to roll up their
sleeves and hardly a moan was heard. This, however, did impact heavily on
the amount of joint CPD that was achieved through the school in the year with
the focus of most CPD being on Curriculum for Excellence.

Inset days this year:

   Inset 1 in November had a Curriculum for Excellence focus and work
    was completed within departmental areas on looking at the
    Experiences and Outcomes of Numeracy and Literacy.
   Inset 2 in November had a Mediated Learning focus and the Earlston
    cluster of Primaries joined us to look at Cognitive Functions. The time
    was spent extending our knowledge of the functions and then in
    workshops receiving input from practitioners who had used the
    functions effectively in their classrooms.
   Inset 3 in November was dedicated to the Cross Schools Day within the
    region with five members of our staff taking a lead in organising the day
    for their subject area.
   Inset 4 in February saw a return to a focus on Curriculum for
    Excellence undertaking a number of development tasks within
    departments.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


   Inset 5 in May was dedicated to School Improvement Planning and a
    day of activities was organised that focussed all staff on the plans for
    the coming year.

Working Groups this year:

   Curriculum for Excellence: This constituted a number of groups that
    were highly active in developing: Literacy across the Curriculum,
    Numeracy across the Curriculum, The transition project and also a
    number of specific tasks relating to the development of the finer points
    of the future curriculum.
   GLOW/ICT: This group took a genuine leap into the unknown as they
    took lead initiatives in a number of different ways with GLOW. This
    was recognised by HMIE and the group were subsequently asked to
    deliver a lecture at the Scottish Learning Festival this September. The
    preparation of this involved highly significant levels of CPD for those
    involved.
   Teaching & Learning: continued its focus on Mediated Learning, Peer
    observation and mentoring.
   Reporting: The reporting group actively developed refinements to the
    reports for the school and started to look at how we might be reporting
    within the Curriculum for Excellence.

Other CPD Activities:

   Restorative Practice Training
   HMIE inspection training
   Future Leaders Programme
   GLOW training
   Chartered Teacher Info session
   Eco Schools training
   SEEMIS training
   Whiteboard training

Examples of Good Practice:

   The work being done by our GLOW group was recognised by HMIE as
    being of a standard that is leading the way nationally. The group have
    subsequently been asked to deliver a lecture at the Scottish Learning
    Festival.
   Our transition project which worked closely with the Primaries was also
    recognised with a significant article in the TES.


Eildon East (Earlston) Learning Community CPD Report (Primary
Schools)

Eildon East (Selkirk) Learning Community CPD Report (Primary
Schools)



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


St Joseph’s RC Primary school, Selkirk

   All staff were trained in active and collaborative learning which was put
    into practice throughout the school
   One member of staff was trained in Feuerstein to allow the whole
    school to use this as other staff members were already trained – whole
    school approach links with mediated learning to allow children to
    identify ways in which they learn
   Staff completed professional reading on active/collaborative learning
    and in mediated learning. This has had a fantastic impact on the
    delivery of lessons and the learning taking place
   Staff attended a Scot‟s language workshop
   All staff trained in basic use of GLOW
   Curriculum for Excellence Planning


Kirkhope/ Ettrick/Yarrow Primaries

   All staff have completed professional reading and attended in-service
    day on Mediated Learning. Staff now using Mediated Learning
    methodology and planning focusing on the cognitive functions.
   All teaching staff have been trained in the basic use for GLOW.
   2 members of staff completed the Feuerstein Standard course
   1 member of staff completed year 1 of the Chartered Teacher course.
   One member of staff completed the Future leaders Course.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3.4 Eildon West learning Community

Eildon West Learning Community CPD Report (Primary Schools)

General overview
Building on work started last session the Learning Community has continued
to focus on Numeracy. An additional INSET day in October 2009 focused on
looking at progression within the experiences and outcomes for numeracy.
This work fed into the work of the numeracy co-ordinator, who has since
distributed materials to all schools within SBC. Teachers in all schools within
the learning community are planning for numeracy across the curriculum
ensuring that learning is set in relevant contexts for pupils and that there is
progression in pupils‟ learning.

Another focus has been Active Learning within the context of Curriculum for
Excellence. The Learning Community agreed on 7 aspects of active learning
which all pupils were entitled to experience. Each teacher then chose one
„entitlement‟ that they would focus on for the year and incorporate into their
practice. Teachers also undertook professional reading around Active
Learning. The impact for pupils is that they now have more planned
opportunities to be actively engaged in their learning. Pupils should also have
more consistent experiences of active learning across the learning community.
A working group was set up to explore Active Learning in the Early Years and
the group delivered CPD for Early Years staff in all schools in the learning
community.

The Learning Community achieved a Bronze Award in the „Healthy Working
Lives‟ scheme. A range of activities takes place in all schools to encourage staff
to maintain a healthy lifestyle and achieve a healthy work-life balance.

Staff in all schools undertook Child Protection training. This was refresher
training for most and staff were reminded of their responsibilities in relation
to child protection.

Good practice

   Many PTs found the Future Leaders Development training (2009-2010)
    challenging, enjoyable and an invaluable insight into all aspects of
    leadership. One PT who completed Future Leaders in June 2009 became a
    coach for session 2009-10. Another is now undertaking the SQH course.
    PTs are now much clearer about effective leadership within schools and
    this is evident in their practice. The current PT Toolkit training is building
    on this and providing much-needed training and support for the first year
    of a newly-created more strategic role for PTs in SBC, focusing on PTs as
    leaders of learning.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


   Active spelling CPD has had an impact in schools across the LC.
    Teachers in one school were so enthusiastic about this CPD that a
    number of teachers in the school tried out the strategies last session.
    They reported that these strategies were much more effective in getting
    pupils to transfer spelling skills to their extended writing and this has
    now been rolled out across the whole school.

   The development of writing in one school saw the whole staff focus on
    VCOP (vocabulary, connectives, openers and punctuation) and „big
    writing‟ sessions to encourage quality, extended writing from P1 to P7.

   In one school all staff took part in a Creativity Day delivered by Ian Smith
    (Learning Unlimited) - Joyning The Learning. Following the INSET, staff
    undertook peer observations with an active learning focus. These were
    followed up by professional dialogue between peers. These activities led to
    a sharing of practice and improvements in pupils‟ learning experiences.

   The CPD that had the greatest impact in two partner schools focused on
    active learning. Staff had active reading and spelling sessions as well as
    focusing on meeting the entitlements through active learning. They also
    looked at what made a good lesson then focused on plenary sessions and
    improving questioning using Bloom's Taxonomy as a result of this. Forest
    Schools has also had an impact which is now filtering through the whole
    school.

   One school offered in-house CPD training to support staff. Initially on
    positive behaviour and then bringing the support staff of partner schools
    together to deliver training on active learning, particularly focusing on
    effective questioning related to reading. This has given the staff a clearer
    focus and ensures consistency of practice when working with children.

   Teachers in all schools have been involved in Glow training, initially
    raising awareness of Glow and its potential for enhancing teaching and
    learning. The next step is to involve pupils in using Glow in class.

   One member of staff has achieved Forest Schools - Leader (level 3). This
    will enable the school to move forward in developing outdoor learning.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


Galashiels Academy

In session 2009-2010 teachers at Galashiels Academy undertook a wide range
of CPD activities related to school, local and national priorities. In the school
we have been developing Learning and Teaching (Active Learning). Teachers
have used money to observe colleagues, undertaken professional reading and
attend various courses, which have led to in school CPD sessions.

Develop IT to enhance learning and teaching is another priority and we have
invested in terms of resources, courses, observations and team teaching in this
area. One example is the development of Comic Life which was supported by
CPD funds and has been rolled out to other staff in the school by the
individuals who invested their time and money in it. Another example is the
purchase of a Visualiser to develop peer assessment and sharing knowledge
with others.

At school level we have been developing a collaborative culture through
observation and feedback. This has been supported by CPD and national
programmes such as SQH and Chartered Teacher. Many teachers have
developed courses and teaching practice in line with the principles and
practice of CfE through attending subject based courses. This included
developing the principles of Getting it Right for Every Child through our
Pastoral structure.

The English department used their CPD allocation to go to a hotel to develop
CfE courses in S1-3. This was very successful as a team-building, sharing good
practice and CfE development initiative.

At a learning community level, Active Learning is at the forefront of our work
supported by CPD (see above). Also, we have been working closely in the
learning community and local authority on CfE work in the areas of literacy,
numeracy and health and well being. We have been following the SBC PT
Toolkit in the learning community which the majority of our PTs have signed
up for.

As well as an SQH candidate we have three teachers undertaking Chartered
Teacher which sees CPD funds helping to embed school improvement.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3.5 Teviotdale and Liddesdale Learning Community

Hawick High School

From August 2009 to June 2010, Hawick High School has been involved in a
range of school-based and cluster-based activities together with a number of
SBC and national initiatives. Each of these has involved professional
development activities at individual, departmental, cross-curricular, cluster or
whole-school level. Each of these has already had some positive impact on
classroom practice. They include:

Our main event was:

          Cardrona Conference - Saturday 24th October 2009

                          “The Learning Classroom”
   70 members of our teaching staff attended – including some of our
    primary colleagues
   AM Session was led by Isobel MacNaughtan (former Head Teacher of
    Cumbernauld High, now part of Learning Unlimited Team) – delivered
    two workshops:
   “Collaborative Learning – strategies to create effective team work”
   “Practical tools to assist Collaborative learning in the learning
    environment”
   PM Session was led by Linda Kirkwood (former Head Teacher of Oban
    High, now part of the National CfE Team) – delivered two workshops:
   “National Update on Curriculum for excellence” followed by: Open Forum
    for questions and answer session
   “CfE Transition”: Workshop Activities

This is our third year and the following comments were received on the
evaluation sheets:
 “Morning session excellent – one of the best sessions at Cardrona over the
   years”
 “As always best bit was the sharing ideas and discussion with colleagues”
 “Brilliant am session!! More of this please”
 “There was a good mix of presentation and activity, more so in the
   morning”

New CPD initiatives - national/SBC/cluster and whole-school
 CfE – working groups continue to look at Literacy, Numeracy, Health and
  Wellbeing across the curriculum
 Staff on SBC CfE working groups
 Staff attended national and local CfE events
 Staff were involved in familiarising themselves with Building the
  Curriculum 3 – Ethos and life of the school as a community and
  familiarisation with CfE experiences and outcomes
 Cooperative Learning – in learning community. Embedding practise




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


Leadership Development
 Participation of SMT and others in SBC Leadership Programme
 DHT and others were members of SBC short life working groups looking at
  Assessment, Transition and Achievement.

Inclusion
 Presentation on Restorative Practices – follow up sessions to continue
   throughout this session and next.

CPD funding has supported a wide range of needs identified through the PRD
process including the development of: subject knowledge and expertise,
behaviour management, Enterprise, inclusion, generic aspects of teaching and
learning, leadership and management and pastoral duties.

Examples of Good Practice:

Particularly striking is the development of collaborative working both within
school and across the Hawick cluster. Of particular merit are:

   Cross-sector collaboration on Writing, involvement with the Creative
    Fashion course and the shadowing of Pastoral staff;
   Cross-curricular collaborative working on the use of formative assessment,
    cooperative and collaborative learning.
   Science Week also involved every pupil from Primary 1 – Secondary 3 in a
    variety of activities, workshops and presentations.

In addition, activities which have been very well received are:

   SQA Professional Development Workshops, particularly on sharing
    standards of assessment
   Opportunities to have professional dialogue throughout the session



Teviot and Liddesdale Learning Community CPD Report (Primary
Schools)

The development of Curriculum for Excellence continued to be the main focus
for CPD activities within Teviot and Liddesdale Learning Community during
session 2009/10. Pupils became much more familiar with terminology and are
experiencing the development of 4 capacities and teaching and learning
strategies. All teaching staff were involved in developing Collaborative/Active
learning led by the Teaching and Learning group. This involved professional
reading and dialogue between staff in preparation for classroom projects to be
undertaken during session 2010/2011. All staff in Teviot and Liddesdale were
introduced to GLOW and began to develop basic skills for the classroom. Staff
dedicated some of their CPD time to further develop their confidence in using
this. The use of the Smartboard and ICT skills again featured in CPD of all
staff ensuring more staff are using ICT confidently to enhance teaching and
learning within the classroom. Several primary staff joined with secondary
colleagues at their conference at Cardrona.


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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010




Drumlanrig/Roberton – Staff have been involved in many CPD activities
which have developed CfE and ensured that pupils are aware of what they are
learning and activities are engaging, fun and give the opportunity for
personalisation and choice. A lot of work was done on wider achievements and
systems are now in place to record these. The impact of this work has been to
raise the self esteem of children and they feel a sense of inclusion and
ownership in the school. They are more confident, contributing effectively and
acting responsibly.

Wilton - CPD for teaching staff has been linked to CfE – developing new
planning formats, incorporating personalisation and choice into planning.
Sign along training was very popular and helpful for support staff.

Trinity – Trinity staff have been engaged in CPD planning and preparing for
Active and Collaborative learning. Challenges are being devised for pupils
which draws the learning across the curriculum. Much professional dialogue
at the planning stage and in reflecting the process has formed effective CPD
good practice.

Stirches/Newcastleton - Staff in both schools have been working
collaboratively, sharing and reflecting on good practice in active and
collaborative learning. This has resulted in pupils engaging in exciting,
enterprising and fun projects. Schools have been working on raising
attainment in writing, with the P.T. piloting the „Big Write‟. This will be rolled
out to all staff in session 2010/11.

Burnfoot - Much of the CPD undertaken by all staff was based around CfE
with particular focus across the school on developing teaching and learning in
literacy through alternative teaching approaches. All school staff and partner
agencies took part in an awareness raising session about the Theory and
Practice of Nurture Groups and staff used this to introduce aspects of Nurture
across the whole school.

St Margaret’s - All staff involved in CPD in active and collaborative learning
which has been put into practice and has made a fantastic impact on the
delivery of lessons and the learning taking place. Feuerstein training has
resulted in a whole school approach, linked with mediated learning to allow
children to identify ways in which they learn

Denholm/Hobkirk – During the first year as partner schools there has been
a collective effort to learn from each other and identify good practice. Working
on active and collaborative projects has led to professional consideration of
how children learn and ways to improve that learning.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


3.6 Tweeddale Learning Community

Peebles High School

The main focus for CPD activities at Peebles High School for 2009/10 was the
development of Curriculum for Excellence. Building upon a strong foundation
in the vision and values of CfE professional development focused on
engagement with the Curriculum Areas Experiences and Outcomes along with
Literacy and Numeracy Es&Os.

In May 2010 LTS in partnership with the schools Literacy and Numeracy
groups lead an in-service on implementing these whole school Es&Os. This
informative day resulted in a greater awareness of staff of good practice across
Scotland and helped to provide clarity on how these Es&Os can be
incorporated in lesson planning and delivery.

In addition to the preparation for CfE in 2009, Peebles High School fully
implemented the recommendations from Transforming Children‟s Services.
In order to professionally support the new Principal Teachers of Curriculum
Areas, Peebles High School formed partnerships with Learning and Teaching
Scotland and agreed to act as the pilot school for Scottish Borders Councils
Leaders of Learning programme. Elements of the course were successfully
delivered and received very positive evaluations.

All of the extended school leadership team were trained in the practice of
Learning Rounds by LTS. 25% of the classroom teachers were involved in the
observations with each school leader observing a minimum of 6 learning
episodes each. This resulted in a number of positive outcomes including:

   Greater holistic understanding of the breadth of education at PHS
   Increased affinity with the pupil experience
   A more objective evaluation of the Learning and Teaching strengths and
    development needs of PHS.

In November, the Tweeddale Learning Community (TLC) came together to
investigate approaches to teaching thinking skills. During this very successful
and prestigious event Professor Brian Boyd and Professor Robert Fisher
highlighted a variety of excellent practices and established a solid foundation
for the importance of metacognition in 21st century education. PHS built upon
this success of this, ensuring that it increased the capacity of staff to promote
metacognitive skills in its learners. Members of the school‟s learning and
teaching group led several after school sessions on incorporating the thinking
skills from BtC 4 into lessons. All teaching staff developed, implemented and
evaluated thinking skills lessons. A bank of the most successful lessons has
now been created. Various thinking skills reading groups were established
with teachers from the primary and secondary sector coming together
regularly.




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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


In addition to the many developments detailed above staff also attended
courses on implementing CfE, subject specific national conferences, SQA
arrangements including implementing digital exams, promotion achievement,
incorporating fun into lessons, Glow, Animation software and timetabling.
Finally, the leadership capacity of the school has been enhanced with one
member of staff successfully completed the Scottish Qualification for
Headship in March 2010.


Tweeddale Learning Community CPD Report (Primary Schools)

The overall focus was on developing thinking through learning throughout the
Learning community. Some schools worked together on similar projects and
sharing was done across schools and across sectors. Work covered in the
Primary Schools was:-

   Three schools worked on more active approaches to maths and the maths
    programme to be in line witn CfE
   In one school a working group developed the school's monitoring and
    evaluation and consultation procedures
   Three schools reviewed arrangements for personal learning planning,
    working with parents and pupils to plan more effective systems
   In one school staff, parents and pupils reviewed and developed positive
    behaviour strategies and routines
   Some schools took part in Forest Schools training, working collaboratively
    with colleagues and pupils to share and develop this practice.
   Staff worked with parents and Schools Online to create, develop and
    maintain class information pages on school website
   VCOP Writing Skills
   Forward Planning documentation
   In one school the preparations for the move to a new building had a great
    impact on the CPD activities is Session 2009 / 10. However staff did use
    the CPD directory to pursue individual choices.
   SCRAN training session with the SCRAN Education Officer
   GLOW cascade training.
   In one school there was a focus on developing learning rounds. Staff
    identified areas of teaching and learning that they would like to share and
    develop e.g. differentiation; active learning; AifL. They then organised CAT
    sessions to support and develop staff expertise in these areas and agreed
    illustrations of good practice. This knowledge was then used in collegiate
    observations from which evidence was gathered and identified next steps
    in learning rounds focus.
   In the development of CfE, priority was the development of teaching and
    learning in maths – active learning; cross curricular application of maths
    skills and developing planning linked to the new experiences and
    outcomes.
   Some looked at the planning and moderation of writing.
   Two schools focussed on developing the new partnership headship while
    continuing to develop GLOW, Numeracy & CfE and Thinking Through
    Learning



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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


4. Summary of CPD work carried out by A-T Lawrie (Depute Head
for Teaching & Learning) across six Learning Communities in SBC
2009 – 2010

Mediated Learning Experience
Both Cheviot and Eildon East Learning Communities had chosen Mediated
Learning Experience as the vehicle for the delivery of CfE. In Cheviot
Learning Community I worked with the Teaching & Learning Group to
provide CPD for all teachers by incorporating three key features into lesson
planning: ensuring clear learning intentions for students (intentionality),
making sure that the content of learning was relevant to students (meaning)
and that students were clear about the skills for learning and how these could
be utilised across the curriculum (transcendence). I worked collaboratively
with teachers in both Parkside and Howdenburn Primary Schools to focus on
effective lesson planning which incorporated the key features of Mediated
Learning and thus ensuring an effective learning experience for students.

Eildon East Learning Community organised an In-service day where both
primary and secondary practitioners shared with colleagues best practice in
using Mediated Learning in the classroom and feedback on this day was
extremely positive. I also worked with staff from Earlston High School to
design a skills reflection portfolio for S1 pupils which is being used by students
to focus on how they use skills (cognitive functions) across the curriculum and
this articulates with the aims of BtC4.

Collaborative / Active Learning
In 2009 – 2010, I worked with Berwickshire and Teviotdale and Liddesdale
on CPD which ensured that teachers implemented both collaborative and
active learning strategies in the classroom. In the Berwickshire Learning
Community, all teachers provided lesson plans which incorporated
collaborative / active strategies and teachers implemented these and
evaluated the impact on pupil learning (overall very positive). I collated the
lesson plans to produce a bank of collaborative / active strategies which
covered early – fourth level for CfE and also covered curricular areas. The
bank of collaborative / active learning strategies has been shared with Eildon
West and Teviotdale and Liddesdale Learning Community who also have a
focus on collaborative learning. The culmination of work in Berwickshire
Learning Community resulted in a CPD day with a focus on collaborative and
active learning led by Keir Bloomer and feedback from teachers on the content
of the day was extremely positive.

Teviot and Liddesdale identified eight particular areas of CPD that teachers
wished to focus on for collaborative / active learning and I produced a CPD
pack for each area which contained resources and research evidence relating
to collaborative / active learning. The packs were used by teachers to inform
classroom practice in collaborative learning.

Thinking Through Learning
Tweeddale Learning Community chose Thinking Skills as the vehicle for the
delivery of CfE in the classroom. Both primary and secondary practitioners
identified key thinking skills as learning outcomes for lesson plans which they


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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010


then implemented in the classroom and then evaluated the impact on student
learning. A bank of lesson plans incorporating thinking skills was produced
and shared with all teachers as an exemplification of good practice. Professors
Brian Boyd and Robert Fisher presented a CPD day on Thinking Skills and
their impact in the classroom and this was well received by all teachers. I have
worked with a small group of teachers to produce a guide to using thinking
skills in the classroom and this will be shared with all teachers across the
Learning Community.

Creative & Active Learning
I have worked with the Teaching & Learning Group in Eildon West on using
creative and active learning strategies in the classroom. There have been a
number of opportunities for primary and secondary practitioners to share
their lesson planning on creative and active learning and this has resulted in
highly effective collegiate CPD. Teachers have participated in professional
teaching as a key CPD activity which has informed teacher practice.

Good Practice Across all Six Learning Communities

 Eyemouth PS early years parenting module “Flying Start” which I shared at
  a national Children in Scotland Conference.
 Coldstream PS has a Thinking Thursday where all pupils focus on
  Feuerstein‟s Thinking Skills programme which ensures skills for learning
  are incorporated into lessons. Visit from Aberdeenshire Council to
  evidence this as good practice.
 Eyemouth HS associated primary schools has a focus on CfE Skills as a
  Primary 7 transition project and I helped organise a two day conference for
  primary 7 pupils to reflect on these skills for learning. The project was
  presented at the Scottish Learning Festival.
 Selkirk HS produced a CfE Skills Programme for S1 pupils which relates to
  the key aims of BtC4.
 Eildon East Learning Community produced a skills sheet on Mediated
  Learning which linked to all CfE skills.
 All CLD staff trained in Mediated Learning.


Feuerstein CPD
 Feuerstein training was completed by 60 staff and this included both
  teachers and ICS staff.
 International CPD – four SBC staff were involved in a visit to the Feuerstein
  Centre in Israel where they saw how schools incorporate thinking skills into
  the curriculum.
 I presented a national workshop on the Mediated Learning work being
  carried out on behalf of Tapestry at the Glasgow Concert Hall.
 Collaborative CPD with teachers in East Ayrshire where I trained 8 teachers
  in IE.
 Sharing of good practice on Feuerstein Methodologies with Aberdeenshire
  Council.
 SBC Parenting Conference on how Mediated Learning helps parents help
  their child learn.


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       CPD Provision in SBC – Department of Education and Lifelong Learning 2009-2010




Central CPD on Teaching & Learning 2009 – 2010

The following courses were undertaken by teachers across all six Learning
Communities in 2009 – 2010:

 An Introduction to Co-operative Learning

 Emotional Intelligence in the Classroom

 Effective Classroom Management

 Flying Start

 Emotional Intelligence for Leaders

 How Headteachers are the Lead Learners

 CfE Lesson Planning

 Feuerstein‟s Instrumental Enrichment Programme – Basic & Standard



5. Summary

The CPD strategy within Education and Lifelong Learning recognises the
importance of investing in our staff. Supporting and developing people is
central to Education and Lifelong Learning‟s Strategic Improvement Plan and
lies at the heart of our ability to deliver a high quality service provision.
Through encouraging and supporting Continuous Professional Development
for all, we can enable staff to identify their learning needs, to realise their
potential, to carry out duties effectively and prepare for change.

Through consultation with our staff, the co-ordination of training incentives
and support for PRD and CPD activity, we aim to map out an approach that
will take the service forward in a way that contributes to the long-term
improvement of our services. We aim to promote a coherent and equitable
approach to the development of CPD opportunities for all staff.




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