Educator Leadership Programme (ELP)

In response to the professional learning needs of the system, and from engaging with stakeholder groups,  Educator Leadership Programme (ELP) evolved from two previous PLL programme offerings (Teacher Leadership and Supporting Teacher Leadership). 

Educator Leadership Programme (ELP) is a professional learning programme that enables participants to reflect on their practices and engage in practitioner enquiry. With the support of the ELP team, educators are guided through an enquiry cycle and provided opportunities to connect with other practitioners. 

The programme is available for Early Learning and Childcare practitioners, Community Learning and Development practitioners and classroom teachers, creating opportunities for cross-disciplinary colleagues to engage and collaborate in ways that they might not usually be able to.  

In the academic session 2022/23, 74 participants completed the Educator Leadership Programme. Their practitioner enquiries ranged in focus from pedagogical and andragogical approaches to curriculum design, and from wellbeing to equality and inclusion. The programme was supported by subject specialists within Education Scotland including those from numeracy and mathematics and digital teams and from past participants, who acted as critical friends to the participants.

As a result of taking part in the Educator Leadership Programme, 84% (n= 49) of respondents felt they had increased knowledge of educator leadership and the role of practitioner enquiry with 88% (n=51) confident that their skills and understanding relating to conducting a practitioner enquiry had increased. 100% (n=58) stated that they are likely to implement their learning in practice and a further 95% (n=55) likely to share their learning with colleagues.

Through ELP, it is hoped that participants are encouraged to continue to take an enquiring stance and therefore delve deeper to consider the impact of practitioner enquiry on their practice.  When asked about the most valuable aspect of ELP, participants noted the focus on leadership through practitioner enquiry, and how they felt confident and in a place of understanding to be able to undertake a practitioner enquiry. Several participants commented on the opportunities to engage in professional discussions with practitioners from other sectors and from across Scotland.

 "I loved hearing from people in different contexts and seeing what they were thinking about/applying. Seeing them as leaders of learning helped me to also put myself in that group and see myself in that way as well."

"I particularly enjoyed the discussion with colleagues from different sectors and hearing how cohesive education is across Scotland - all the while experiencing different struggles and implications"

"The networking as well as the structure and accountability of the course. ELC can become very busy which often leads to practitioner enquiry falling down the priority list. However having this course to follow and share my findings etc ensured that I kept my practitioner enquiry at the top of my to do list as a priority!"

Building Racial Literacy (BRL)

Building Racial Literacy (BRL) has continued to be a popular and well attended programme since its inception in 2021.  During the academic year 2022/23, two cohorts of BRL ran, with 97 participants of cohort two completing, and 107 of cohort three In the evaluation, participants were very clear about the aspects of BRL they found most valuable, including the opportunities to connect in different affinity groups, having highly knowledgeable speakers, resource sharing, and the sharing of personal stories.

When asked what aspects of their practice where likely to change, a number of respondents stated that they had increased confidence, both in their knowledge of anti-racist practice and in challenging racist incidents or behaviour, such as micro-aggressions. Some noted that they would change the text taught to be more diverse and felt confident in approaching aspects of the curriculum that needed adapted. Some will explore and discuss the professional learning with their colleagues, to share what they have learned. Others were now more aware of their own teaching from a white perspective and wanted to create an inclusive ethos in their context.

The impact of the programme on participants and their contexts continues to be demonstrated. BRL alumni won the Saroj Lal award in 2022 (Katie D’Souza) and 2023 (Hardeep Kaur) for their work in their school communities.

BRL cohort 2

A post-programme evaluation was disseminated to all participants and 58 responses were received and all but one of the responses received satisfied the privacy and consent requirements, and could be used for analysis.  When asked if they felt more knowledgeable in relation to anti-racist practices, 96% (n=55) stated that they agreed or strongly agreed.  96% (n=55) also agreed or strongly agreed that their skills in relation to anti-racist practices had increased.  Respondents were asked what aspects of their practice were likely to change as a result of their participation on the programme. 

A number of participants reported that they would now ensure that the curriculum in their context represents diversity, and encompasses literature that reflects this.  Many also now felt confident in their own knowledge, and felt able to respond to racist incidents in their context with confidence and assurance.  Others noted that they were now going to actively drive forward change with their colleagues, with some respondents stating that they were going to deliver anti-racist inset training to their colleagues.  Some respondents also noted that they now had a greater awareness of their white privilege and this would be reflected in their daily practice, along with other anti-racist processes learned on the programme. 

"I feel like my mind has been opened and I am being so mindful of others and how they might be experiencing different aspects of school life. I am lucky to be in a position of SLT and feel that I can carefully take others on this anti-racist journey with me"

"I am going to be helping to write school policy on racism and bullying and how staff should deal with racist incidents. I am also delivering inset training on anti racism and decolonisation of the curriculum so all of the reading I have done will help hugely with that"

"Taking the opportunity to co-construct elements of the curriculum to allow pupils and their cultures/experiences to be more represented"

BRL cohort 3

The post-programme evaluation was disseminated to all participants.  There were 58 responses received, and all of the responses received satisfied the privacy and consent requirements, and could be used for analysis. 100% of respondents (n=58) stated that their confidence around anti-racist practices had increased, and 100% of respondents (n=58) stated that they would be likely or very likely to implement the learning in practice. 

When asked about what impact they think the professional learning will have on their practice, a number of respondents noted that they now had an increased confidence and knowledge of anti-racist practices.  They now feel confident in promoting systemic change within their context, and have a greater understanding of issues for their learners and their families.  Some noted that they were much more aware of their unconscious bias, and the small things that they can change which will have a great impact on their learners.  Some have the confidence and knowledge to drive forward change in their curriculum, and review the learner experience within their environment.  Several respondents noted that the professional learning had been a transformative experience for themselves. 

"I think this professional learning has made me more aware of unconscious bias and the need to look within myself to see how I can improve. I am now more aware of small things I can do in my setting that will have a big impact on the learners and their understanding of race"

"I think this will have an impact on our whole school community as I share what I have learned and give others encouragement to start their own anti-racist journeys"

"This professional learning has changed my mindset completely, making me aware of my own attitudes, behaviours and ignorance, and the importance of tackling tricky issues in brave and safe spaces"

Stepping Stones

The need to support early career teachers had been identified pre-pandemic through the Early Phase Career of Newly Registered Teachers sub-group of Strategic Board for Teacher Education. Stepping Stones first launched in 2020 in response to the pandemic and formed part of the Scottish Government funded Supporting Workforce Wellbeing package (formerly CERG Workforce Support). It provided a national community for teachers at similar stages in their career (first four years post-probation) to reflect, consider and choose the next step on their professional learning and development journey.

In 2022/23 the offer was substantially revised in response to feedback and was piloted with early career teachers. The pilot offer in 2022/23 included the following:

• signposting early career teachers to relevant professional learning opportunities and networks from Education Scotland colleagues
• a monthly Wellbeing newsletter that was sent out to those on the mailing list
• worked with eleven local authorities as they developed their early career teacher ambassador programmes

Evaluative data gathered for Stepping Stones was too low to analyse and provide any meaningful results.  However, some participants completed the Supporting Workforce Wellbeing evaluation and the impact of the programme has been measured there.