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What is an empowered system?
The jigsaw reflects eight key partners who work together in an empowered system to improve outcomes for children and young people. An empowered system is one that grows stronger and more confident, working in partnership to lead learning and teaching that achieves excellence and equity for all learners. Empowerment and collaboration for improvement happen at all levels in an empowered system.
Empowered System Guidance
The following suite of draft guidance documents have been developed in partnership with a wide range of stakeholders and aim to support partners to improve outcomes for children and young people. Scotland’s education system has been on a journey towards an empowered system as demonstrated by the following quotation in How Good is Our School 3 from 2007:
Our approach is consultative and collegiate, securing shared commitment. When required, we drive action forward directly. Those with leadership responsibilities reinforce a culture where staff and learners feel able to exercise initiative and take lead roles within and beyond the classroom.
Quality Indicator 9.3 How Good is Our School 3, HMIE, 2007
While much progress has been made towards an empowered system, we can achieve still more through collaboration. The following draft guidance can be used by all partners in the system to reflect on their role in achieving an empowered system. It reflects eight key contributors in an empowered system, however it is acknowledged that there are overlaps between these eight sections and that many in the system will be contributing in more than one way at any one time.
When engaging with the guidance sections you may wish to consider the following reflective questions:
- What does empowerment look like in your context?
- To what extent are each of the contributors empowered in your context?
- What might you need to do differently to support empowerment?
- What examples of practice from your context could you share to exemplify empowerment?
The following slides can be used to support engagement with the empowered system guidance (if asked to enter credentials, click cancel):
The guidance sections are published by the School Empowerment Steering Group as agreed drafts and the group would welcome feedback by the end of March 2020. The intention is to include examples of practice in the final version of the guidance when published in June 2020 and the group would welcome the submission of suggested practice or additional resources. You can contact firstname.lastname@example.org with any feedback, examples of practice or additional resources. Alternatively, you can provide feedback on the draft guidance using the following short online proforma: http://bit.ly/empoweredsystemfeedback
The Empowering School Leaders guidance considers the contribution of school leaders in an empowered system.
PDF file: Empowering School Leaders guidance (122 KB)
The Headteachers’ Charter for School Empowerment considers the contribution of headteachers in an empowered system.
PDF file: A Headteachers’ Charter for School Empowerment’ guidance (209 KB)
The Empowering Learners guidance considers the contribution of learners in an empowered system.
Local Authority and Regional Improvement Collaborative
The Empowering Local Authority and Regional Improvement Collaborative (RIC) guidance considers the contribution of local authorities and RICs in an empowered system.
Scottish Government and National Organisations
The Empowering Scottish Government and National Organisations guidance considers the contribution of Scottish Government and national organisations in an empowered system.
The Empowering Partners guidance considers the contribution of partners in an empowered system.
The Empowering Support Staff guidance considers the contribution of support staff in an empowered system.
Teachers and Practitioners
The Empowering Teachers and Practitioners guidance considers the contribution of teachers and practitioners in an empowered system.
Parents and Carers
The Empowering Parents and carers guidance considers the contribution of parents and carers in an empowered system.
The National Parent Forum of Scotland has produced the following nutshell guide to Scotland’s Empowered System, the importance of parents within this system and parents’ rights and responsibilities.
Creating an empowered system: local authority self-evaluation framework
This self-evaluation framework is a key element of the overarching work in evaluating the progress towards an empowered system, built on mutual trust, cooperation and highly effective communication. In an empowered system, head teachers and local authorities are partners, supporting each other and respecting the different role each plays within our developing system.
This document is provided to assist local authorities to evaluate and improve the way in which they deliver expectations of the Joint Agreement, and subsequent guidance documents, in the context of the empowerment of schools.
Creating an empowered system: an evaluation strategy
This paper gives an overview of the agreed strategy for the evaluation of the impact of school empowerment. The agreed approach at this stage is to focus on the extent to which local authorities and schools are embedding the key principles of the empowerment agenda, and to what extent we are seeing changes in the intended short and medium term outcomes related to school empowerment.
The approach is based on the principles of mutual trust and cooperation which underpin the Joint Agreement. It seeks, where possible, to reduce requirements for new data sources, instead making use of data already available within the system.