Making Sense of System Leadership (MSSL)

Making Sense of System Leadership (MSSL) is a new programme delivered within the Professional Learning and Leadership Directorate of Education Scotland.  The programme was delivered to four cohorts across Scotland; Edinburgh, Glasgow, Aberdeen and online, to allow for accessibility options.  In total there were 139 number of participants across the four cohorts.  A post-programme evaluation was disseminated to all participants and there were 84 responses, creating a response rate of 60%. 

Overall, the participants were very positive about MSSL and their learning experience.  Some noted potential areas for improvement, and these will be explored further in this summary.  When asked how they would rate the overall quality of learning on Making Sense of System Leadership, 91% (n=77) stated that it was good or very good.

When asked how they saw their role as a System Leader being impacted by the learning delivered in MSSL, participants largely felt that they had a greater understanding of system leadership, and were equipped with tools and resources that would support their role.  Others felt that their confidence had increased as a leader, and they had a refreshed focus on their personal skills and attributes as a system leader.  It would also help some participants in guiding improvement work, and improve their own leadership styles. 

"I have practical tools and approaches I can take forward and share"

"Lots of food for thought- feel braver around going for it!"

"[I have] A greater understanding of the processes and the need for my leadership approaches to support system leadership throughout my establishment."

"I will be more aware of my role in ensuring information is shared and opportunities given. I also have new self evaluation tools to use within my role."

Supporting Workforce Wellbeing (SWW)

The popular post-COVID recovery wellbeing package for the education workforce continued across the 22-23 financial year and offered educators the opportunity to engage with five offers; One-to-one coaching, group coaching, Peer to Peer Coaching Professional Learning, and Supervision Spaces for Self and for Those You Lead.

SWW was also able to fund national delivery of Coaching for Success to one cohort of 56 participants. This was facilitated across six online sessions between December 2022 and June 2023. There was participation from 847 participants, with representation from colleagues in Early Learning and Childcare (ELC) , Community Learning and Development (CLD), Pupil Support assistants, Additional Support Needs staff, class teachers, middle leaders, heads and deputes as well as Local Authority staff.  In total, the SWW package of support provided over 2500 engagements with the education workforce., with all of the provisions available taking place online.

Post-package evaluations were available for all participants, with 117 providing evaluative feedback. A very large proportion of respondents (98%, n=115) stated that the quality of the SWW package was good or very good. Of those who took part in the supervision spaces package (n=73), 88% (n=64) now felt that their confidence around managing the mental health and wellbeing of themselves and other had increased, and 84% (n=61) agreed that their skills in managing the mental health and wellbeing of themselves and other had improved. For those who took part in the coaching element of the package, many stated that their ability to incorporate coaching approaches into practice had increased (86%, n=63), and 81% (n=59) had improved their skills in using coaching as a facilitation technique. 

The Supporting Workforce Wellbeing package content also looked at how participants could support colleagues to manage their own health and wellbeing, and 91% (n=110) felt that their confidence in supporting others had increased a little or a lot.  94% (n=113) of participants shared that they were likely or very likely to implement their learning from the package in practice, and 90% (n=108) felt they were likely or very likely to shared what they had learned with colleagues.