Reposition wellbeing to maximise children’s learning
Testimonials
SQA Approved Centre
Summary of Reflective Accounts
I have spent the last year working towards my SCQF Level 8 in Leadership, using the Icepack programme as a means to do so. Initially I was overwhelmed by the prospect of leading our staff in the implementation of the programme. However, as I near the end of the course I believe my leadership skills and qualities have developed and will continue to do so. As a Support for Learning Assistant I have the responsibility of organising, planning and running our school ‘Rainbow Room’, where children with social, emotional and mental wellbeing (SEM) can spend time to refocus before going back into class. It is also used as a nurture facility and is there to be used by parents allowing them time to develop relationships with the school and their children in a safe and friendly environment.
On return to school in August 2016, the staff were met with our new HWB resource, and like anything new, there was some apprehension over the use of a new resource and the added workload this may involve. However, it was also understood that our current HWB resources did not cover all of the outcomes we, as a staff, were expected to meet. Our school, and our cluster as whole, is in a very deprived area on the outskirts of Stirling, and currently sits in the top 20% for deprivation according to the Scottish Index of Multiple Deprivation. This has a direct impact on the lives of the children, their parents and the community. I carried out a questionnaire in August allowing staff to list the resources we currently use, and what they thought was lacking. The general opinion was that we were indeed lacking in sufficient material to allow us to provide the strategies our children and parents required in order for them to successfully work through any social, emotional and mental wellbeing issues they were faced with.
This provided a market opportunity for us as a whole staff to develop our own learning and teaching for both the children and the local community. In the initial stages, as an SLA, I was quite apprehensive in ‘leading’ class teachers as I believed that their knowledge and understanding was greater than mine. However, during the last twelve months I now believe I have a much better level of understanding of how I need to use different leadership styles to suit different staff members and their particular needs.
At the beginning the course my knowledge and understanding of what was involved was quite limited. However, I am part of the school improvement plan working group and knew that there was a great deal of work involving planning and consultation, with both my line manager, the staff I work with, and my SQA assessor. The school improvement plan was evaluated throughout, providing me the opportunity to frequently analyse and manage and risks which may evolve.
I started the course with a number of skills and qualities, which I have continue to develop. These include motivation, commitment, organisational skills and time management. However. I have also gained and continue to develop a number of skills which I previously had not considered. These include, confidence in my own ability, leadership and management, communication with the school staff and a more valued communication with the senior management team. These newly acquired skills, in addition to those which I continue to develop, have aided me in successfully leading the staff through the changes we continually incur in our place of work.
Our ‘Rainbow Room’ has, and continues to be, a growing success, and in addition to working with the school staff, children and local community, our ‘Rainbow Room’ has been visited on a number of occasions by staff from visiting schools within our local authority and beyond. A number of schools are now working towards building capacity within their own establishments, at all levels, through the development of knowledge through sharing of practice. All of the work we do is SMART, which is evidenced within my previously submitted work and my final reflection, as our objectives are very specific, are measured through their success, are achievable if they are differentiated for the needs of the child, goals are realistic and are also time managed.
The staff I worked closest with were those staff members who also utilise the ‘Rainbow Room’ on a daily basis. These consist mainly of other SLA staff; however I now find that a number of the teaching staff now refer to me if they require input or support when working with specific children. I have attached evidence of this in the form of testimonials from the staff involved.
As lead within the school for this part of the SIP I have continued to model, observe and provide feedback to allow staff to feel comfortable working with the resource and to ensure that they are also benefitting from its use. As a staff we agreed that specific children would have a profile to suit their additional needs. These profiles are continually evaluated to ensure these needs are met and contain information such as, triggers in behaviour, language to be used and what steps should be taken to avoid upset. The profiles are accessed by all staff and outside agencies, who work with the children, to provide continuity of care. Again, this experience has provided me further insight into the requirements of being a leader, allowing staff to follow their own lead when given the tools to do so and empowering them in their own ability.
Not only has the resource made a difference to the planning and teaching of HWB across the school, but there has also been a significant change in the attitudes of the children, in particular, those most in need of additional support in this area. Discussing issues surrounding SEM wellbeing has been difficult in the past, with children and their families unable or unwilling to acknowledge that they have a need in this area, as it is often considered distasteful to do so and many families believe they have failed somewhat if their children display behaviours requiring SEM input. It can often go unacknowledged by parents, as they too may have an illness related to SEM. The implementation of the Icepack resource has allowed the children to be able to recognise feelings and talk more openly about themselves and any issues they may have.
I have worked alongside colleagues who have also embarked upon this module, to maintain an open dialogue of practices within different schools, to ensure that our children were receiving the best outcome possible. In May 2017, I asked the staff to complete a second questionnaire, reflecting on the Icepack programme and its effectiveness as a resource for working with children who had social, emotional and mental needs within our school. The results of this highlighted that the programme was making some progress in supporting the needs of our most vulnerable children and their families.
Although many aspects of the module have been quite difficult, I have completed the requirements asked of me and have highlighted throughout the criteria set within the evidence I have submitted. Though difficult I have enjoyed promoting the ‘Rainbow Room’ and think that the Icepack resource has been valuable in promoting our SEM wellbeing within the school and local community.
Reflective Account 1 Final Reflection – SK
Overall Learning and Impact on Professional Practice
Much of my previous awareness of leadership within a school setting was experiential and anecdotal. The success criteria of the PDA broke this down into structured segments, which enabled me to analyse and evaluate the process of leadership. It has also made me aware of different leadership and management styles, and when each style is most appropriate and can be utilised to best effect. The level of professional reflection contained in my evidence submissions became much more focussed, much more skillset aware and showed significant increase in technical knowledge of leadership skills.
Enhancement and Achievement of Leadership Skills - Prior to Project
Although I had some previous experience in leadership roles, this was mainly on a voluntary basis, and from a number of years ago. I felt that I was at a stage in my professional career to move this on further, with the idea of applying for middle management promoted posts. I felt my knowledge and experience in my areas of expertise, Nurture and Health and Wellbeing, were at an appropriate level, but my competence and, perhaps even more appropriately, confidence, in my leadership skills, were not. It was with these aims that I entered into the project.
The leadership activities I had been involved with prior to the project were shorter term, usually contained within a term, and although they were correlated with the School Improvement Plan, links between an activity and the SIP were not something that I had been concerned with. I was aware that I am a very effective communicator, skilled in both verbal and written language, but was content to accept this as an innate skill, nurtured by a broad based education of excellent quality, and was not aware of how these skills could be utilised to their best advantage in a leadership context, and also how using these to their best in a context was what made one of the fundamental differences between being a leader rather than a manager
During the Project
During the course of the project I became much more aware of the differences between the level and roles I been previously participating in, and between leadership and management; through my professional reading and investigation, through evaluation of my own leadership performance, and through observation of the leadership skills of others. At times I became overly analytical and critical, both of myself and of others, but over the course of time found a balance in my assessment, and was able to put these in the context of longer term aims and the knowledge that as well as technical leadership skills, personal skills are also an important element of successful leadership.
This awareness of longer-term planning, as well as short and medium term, allowed me to look at the SIP within its three-year context, and to understand more completely where all the jigsaw pieces fitted in. This gave me a more overarching understanding of the school and where small elements of change and movement forward could lead to a much bigger picture of an improvement journey. This understanding also gave me an awareness of how important it is to bring on board all the integral communities within a school – teaching staff, support staff, parent and carers, and pupils – and how an inspiring leader, as opposed to a manager, can play a vital role and make a fundamental difference in the level of success that can be achieved in doing this.
Looking Forward
The project has given me the awareness and technical knowledge that I felt I was lacking prior to my participation, and so in that it has achieved its aim. With the completion of this PDA, I will also have the reinforcement of a professional qualification.
However, I feel this project has achieved far more than that. On the most simplistic level, the support and positive feedback I have received from my colleagues has been humbling and has given me personal confidence in my everyday professional life. Furthermore, though I currently have no official leadership role in the school, I am increasingly consistently referred to in cases of enquiry about Health and Wellbeing, even by members of the School Management Team, and have a significant voice whenever childhood emotional trauma and attachment are discussed.
I have initiated Coaching and Mentoring sessions with some of the new members of staff, with an awareness of the importance of Health and Wellbeing of staff, not just pupils. I have started to apply for promoted posts, but in the course of completing application forms began to appreciate the holistic leadership role that underpins my interactions. I believe now that I can succeed in a leadership position, but an official title is not necessary to confirm that knowledge, skills and ability. I am now part of the Stirling Council Operational Group responsible for the implementation of Whole School Nurturing Approaches, and so even now am expanding my vision from school-wide to authority-wide.
It is my participation in this project that has inspired and given me the confidence to utilise my own interpersonal leadership skills, enabling me to bring together, enhance and expand my expertise and leadership in a skillset that can make the most difference possible for the children I work with.
Reflective Account 1 Final Reflection – SL
Having been an SLA with a range of experience, I currently work within a facility offering support to a variety of learners. At the core of my practise is the health and well-being of children. Our school passionately follow the GIRFEC principles married with SHANNARI. Knowing my passion for health and well-being my head teacher approached me with regards to leading on a parental engagement programme within our school. In conjunction with this I could complete a PDA in leadership and management. I was keen to further my learning and reflect on my practise, finding this an exciting opportunity.
A strategic priority in our School Improvement Plan was to improve the Health and Well-being of our learners with the development of Family Learning opportunities. Areas for need were identified by the parents. Thus, providing support for our parents’ which cascades to the support given to our learners
This was an opportunity to lead on a school priority that could have an impact on our learners. I felt privileged to have been tasked with this opportunity. The pressure came from committing to the course. On reflection I was back in the “Learning Pit“ being out of my comfort zone. This made me consider how our learners feel as they embark on new concepts in their learning journey.
Working to the School Improvement Plan and with discussions with the Headteacher I had a clear vision of the task ahead. I created a calendar for Family Time dates. Sharing this with staff at our staff meeting. Keeping the priority of Health and wellbeing at the for front my initial task was to promote Family Time with our parents seeking what they wanted the topics to be. Feedback was gained via graffiti boards and discussion with parents. With this information I was able to creatively set a calendar of events. As the plan evolved, I was aware of short- and medium-term planning and adapted the events calendar as necessary marrying the desired outcomes with parental voice
Communication was a key focus throughout my project, this helped me ensure that the outcomes of the strategic plan were being met. I sought feedback from peers, speakers, parents and line managers. This was of great benefit as it helped to remain focused on the plan. Meeting with colleagues and stakeholders offered a platform for professional dialogue which was invaluable and allowed me to ensure expectations were being
Discussions with my Head teacher were fruitful as I was able to share my vision, particularly after the NSPCC presentation’s feedback from parents I was able to respond to the market opportunity and arrange workshops for our learners enhancing the holistic approach of the programme. Likewise, feedback from Parents led to an additional session on growth mindset once again benefit for our learners.
Feedback from my assessor with regard to evidencing my project to enable me to meet the required criteria and feedback on same has been of great value and continually encouraging
Leading others through my PDA was something I found daunting at first. Previously I could be single minded towards achieving a goal. I was and still am committed, consistent, organised, an effective communicator and motivated. I believe I have enhanced my skills specifically, management of others, delegation, assertiveness and I am more confident in my ability to fulfil a role where these skills are desired to achieve organisational goals. Through delivering the programme I have become more aware of others and would consider myself to be more of a democratic / team leader. This became evident when I initially set out the plan to staff, I opened up discussion on how we could achieve the aim of Family Time Health and Well-being
Taking ideas on board I regularly fed back updates on how the programme was going. As supported in “Team Leadership” creating a vision of the plan provided a sense of purpose and direction for all staff. Everyone had ownership and a sense of purpose to achive the Health and Well-being aim. Having worked through the PDA I am now more observant of the differing leadership styles within my organisation.
Partnership working has enabled me to see the strategies and plans of other organisations with regard to health. Working together to achieve a common goal. I initially found delegating topics to guest speakers difficult, on reflection I found that this was because I had no control over the delivery. To ensure that I was confident that delivery would take place I always made contact to confirm their attendance. Likewise, when delegating the setup of the hall and tea and coffee provision I ensured that staff were briefed with my expectation. When delegating my expectation is high, this is difficult when you are left disappointed. If tasks are not met, I recognise that this may be an opportunity for training to allow people personally develop and become competent in the role they are being asked to carry out
I enjoy watching confidence grow and recognise achievement, encouraging and motivating others on tasks well delivered I dealt with any setbacks with professionalism taking the needs of others within our school into account. Progressing through my PDA where necessary challenged others in a diplomatic manner and without confrontation. At all times striving to achieve the best outcome.
Having delivered the Family Time calendar, along with attendance I gained feedback from parents via a questionnaire. This would allow planning to commence for the following session. Attendance varied throughout the sessions, it increased when there was a class assembly for parents at Family Time. Questionnaire feedback was very positive with parents keen on to continue Family Time with topics requested. Teaching staff also gave their feedback. Taking cognisance of feedback received Family time will once again be on the school Calendar.
Seeking to improve numbers class assemblies may follow presentations. I recognise the importance to continually evaluate practise ensuring that we are offering the best support possible to our learners and families. Through the experience of my PDA I believe I am a more reflective practitioner, seeking to develop my skills whilst recognising the value of contribution by others in collectively working to achieve organisational plans. Whilst initially feeling I was at the bottom of the “Learning Pit “ I feel I have climbed out a more confident individual having developed both professionally and personally. I will continue to be motivated in my own learning, but I am proud of my contribution to the achievement of a strategic aim within the school’s improvement plan.
Reflective Account 3 Final Reflection – KS
Having been an SLA with a range of experience, I currently work within a facility offering support to a variety of learners. At the core of my practise is the health and well-being of children. Our school passionately follow the GIRFEC principles married with SHANNARI. Knowing my passion for health and well-being my head teacher approached me with regards to leading on a parental engagement programme within our school. In conjunction with this I could complete a PDA in leadership and management. I was keen to further my learning and reflect on my practise, finding this an exciting opportunity.
A strategic priority in our School Improvement Plan was to improve the Health and Well-being of our learners with the development of Family Learning opportunities. Areas for need were identified by the parents. Thus, providing support for our parents’ which cascades to the support given to our learners
This was an opportunity to lead on a school priority that could have an impact on our learners. I felt privileged to have been tasked with this opportunity. The pressure came from committing to the course. On reflection I was back in the “Learning Pit“ being out of my comfort zone. This made me consider how our learners feel as they embark on new concepts in their learning journey.
Working to the School Improvement Plan and with discussions with the Headteacher I had a clear vision of the task ahead. I created a calendar for Family Time dates. Sharing this with staff at our staff meeting. Keeping the priority of Health and wellbeing at the for front my initial task was to promote Family Time with our parents seeking what they wanted the topics to be. Feedback was gained via graffiti boards and discussion with parents. With this information I was able to creatively set a calendar of events. As the plan evolved, I was aware of short- and medium-term planning and adapted the events calendar as necessary marrying the desired outcomes with parental voice
Communication was a key focus throughout my project, this helped me ensure that the outcomes of the strategic plan were being met. I sought feedback from peers, speakers, parents and line managers. This was of great benefit as it helped to remain focused on the plan. Meeting with colleagues and stakeholders offered a platform for professional dialogue which was invaluable and allowed me to ensure expectations were being
Discussions with my Head teacher were fruitful as I was able to share my vision, particularly after the NSPCC presentation’s feedback from parents I was able to respond to the market opportunity and arrange workshops for our learners enhancing the holistic approach of the programme. Likewise, feedback from Parents led to an additional session on growth mindset once again benefit for our learners.
Feedback from my assessor with regard to evidencing my project to enable me to meet the required criteria and feedback on same has been of great value and continually encouraging
Leading others through my PDA was something I found daunting at first. Previously I could be single minded towards achieving a goal. I was and still am committed, consistent, organised, an effective communicator and motivated. I believe I have enhanced my skills specifically, management of others, delegation, assertiveness and I am more confident in my ability to fulfil a role where these skills are desired to achieve organisational goals. Through delivering the programme I have become more aware of others and would consider myself to be more of a democratic / team leader. This became evident when I initially set out the plan to staff, I opened up discussion on how we could achieve the aim of Family Time Health and Well-being
Taking ideas on board I regularly fed back updates on how the programme was going. As supported in “Team Leadership” creating a vision of the plan provided a sense of purpose and direction for all staff. Everyone had ownership and a sense of purpose to achive the Health and Well-being aim. Having worked through the PDA I am now more observant of the differing leadership styles within my organisation.
Partnership working has enabled me to see the strategies and plans of other organisations with regard to health. Working together to achieve a common goal. I initially found delegating topics to guest speakers difficult, on reflection I found that this was because I had no control over the delivery. To ensure that I was confident that delivery would take place I always made contact to confirm their attendance. Likewise, when delegating the setup of the hall and tea and coffee provision I ensured that staff were briefed with my expectation. When delegating my expectation is high, this is difficult when you are left disappointed. If tasks are not met, I recognise that this may be an opportunity for training to allow people personally develop and become competent in the role they are being asked to carry out
I enjoy watching confidence grow and recognise achievement, encouraging and motivating others on tasks well delivered I dealt with any setbacks with professionalism taking the needs of others within our school into account. Progressing through my PDA where necessary challenged others in a diplomatic manner and without confrontation. At all times striving to achieve the best outcome.
Having delivered the Family Time calendar, along with attendance I gained feedback from parents via a questionnaire. This would allow planning to commence for the following session. Attendance varied throughout the sessions, it increased when there was a class assembly for parents at Family Time. Questionnaire feedback was very positive with parents keen on to continue Family Time with topics requested. Teaching staff also gave their feedback. Taking cognisance of feedback received Family time will once again be on the school Calendar.
Seeking to improve numbers class assemblies may follow presentations. I recognise the importance to continually evaluate practise ensuring that we are offering the best support possible to our learners and families. Through the experience of my PDA I believe I am a more reflective practitioner, seeking to develop my skills whilst recognising the value of contribution by others in collectively working to achieve organisational plans. Whilst initially feeling I was at the bottom of the “Learning Pit “ I feel I have climbed out a more confident individual having developed both professionally and personally. I will continue to be motivated in my own learning, but I am proud of my contribution to the achievement of a strategic aim within the school’s improvement plan.
Reflective Account 3 Final Reflection – KS
In my role as Principal Teacher I realise now that I had naturally adopted a supportive, coaching and mentoring role within my school. I had hoped that undertaking a PDA in Leadership would allow me the opportunity to explore the characteristics of a strong leader and manager whilst better equipping me with skills and qualities to improve the support I provide to my team. My journey over the past year has indeed enabled me to develop my skills as a manager and leader and I now feel I have a clearer understanding of the key differences between the two.
I understand that in order for staff to carry out and embed suggested priorities, they must have ownership and an inherent want to succeed. I feel have always taken on traditional ‘manager’ roles e.g. administer / doing things right and always striving for control. As my workload has increased, I have learned that I must delegate and place trust in others in order to manage, not only my project, but also other school priorities effectively.
Staff have welcomed my approach and have a visible sense of pride in the tasks that I have asked them to undertake. In line with the Local Authority priority of distributed leadership in schools, key staff members now have responsibility for HWB planning and Nurture. Two experienced members of staff had approached me seeking additional responsibilities within school in order to apply for the Local Authority ‘Lead Next’ programme so they are both keen to be involved in the HWB / Nurture school priority. I feel I have become increasingly skilled in enabling and empowering others to develop professionally.
Additional Responsibilities
As I oversee curriculum development in the Early Years, I have introduced new resources and programmes of study before but embarking on the PDA has given me the opportunity to implement something new across the whole school. Initially I was unfazed by this as I felt I had a good relationship with the teaching staff and in general, they are motivated and keen to embrace change. I am confident in my interactions with staff during meetings, In Service days and informal discussions. However, as the project progressed, and I began to experience some resistance and reluctance from a few class teachers, my confidence was affected slightly. In order to ensure my project was on track and my objectives achieved, I had to have some challenging conversations with individual staff members.
Although initially a daunting experience, I had to remind myself of my own personal vision and values as well those of the school. Although I always tackled challenges in a supportive way, I have become more skilled in talking to staff to establish the root of any issues and compromising to continue on a path which will lead to my key objectives being achieved. At times, I have had to step back from situations and think about the wider implications of my actions. An example of this was when I was having difficulty with one class teacher who showed a reluctance to implement the Icepack lessons. I had to handle the situation sensitively as it had been noted that she was experiencing difficulty with personal issues therefore I had to analyse the risk to establish whether my actions would be detrimental not only to the staff member but also to the learning of the pupils in her care.
In order to address specific concerns relating to staff having time to implement the Icepack, I have had to seek further information on the legal policies and procedures which management must adhere to. My professional reading has given me a deeper understanding of Working Time Agreement and the detail surrounding expectations of activities to be undertaken during Non-Class Contact Time.
Establishment of Nurture Group
One of the most ambitious aims within my Operational Plan was to establish a nurture group for specific Early Years pupils. This is the area where I have gained the majority of my leadership skills. From the initial planning stages I have had several discussions with Support for Learning Assistants, class teachers and Early Years Educators about the logistics of such a group. I have learned that communication is key to the success of a project. As well as planned meetings, I ensured that I engaged with all stakeholders regularly, informally and acted on their suggestions and concerns. I understand the importance of consulting colleagues and the positive impact this has on staff morale and productivity.
The Nurture group has proved extremely beneficial to specific pupils and as a result of its success, I was able to explore increasing the focus on Nurture across the school whilst planning on how best to utilise a proportion of the Pupil Equity Funding (PEF). After consulting Class Teachers, Early Years Educator and Support for Learning staff, we agreed to implement some new initiatives which would positively impact not only the HWB of our most vulnerable pupils but also their social and academic progress. As well as continuing the Nurture group to build on emotional resilience and social skills, a new HWB officer will be employed to help support the wellbeing of our pupils. A breakfast club will help us to ensure our pupils are safe, nourished and in a comfortable environment, so they are ready to learn in the mornings. The Pupil Equity Funding initiative will allow for natural opportunities to reflect and evaluate on the impact of planned outcomes. This process will equip me with skills, opportunities and challenges to continue my journey towards leadership. The framework from the Icepack will continue to be embedded across all stages of the school.
Next steps
From the outset, this project has provided me with both challenges and achievements. I have gained a wealth of skills and knowledge that will scaffold my development into a confident manager and leader. I feel my assertiveness, communication and organisation are the areas in which I have developed greatly. I have developed in my awareness in the importance of Leadership and Management within my own establishment as well as at local and national level. I have enjoyed the responsibility of implementing the HWB Icepack and have learned the importance of delegating to achieve set objectives. With this in mind I look forward to empowering other staff to take forward aspects of my project to support their own personal development.
Reflective Account 4 Final Reflection – JT
I am now nearing the end of my leadership course, and have to admit, I enjoyed the experience much more than I thought I would. Initially I was daunted by the whole process of learning again, writing reports, accessing and manoeuvring round the proof positive website to highlight but a few. However, I also understood that gaining this qualification would help with my overall goal of securing a promoted post, in addition to providing the staff with a new and innovative way to plan and teach social, emotional and mental wellbeing across all stages.
During the initial stages of implementation, it became clear, that although our current resources covered many outcomes effectively, there was a distinct lack of material to support the planning and teaching of the aforementioned areas of HWB. These areas are often considered ‘delicate’ in nature due to the circumstances of many of the potential learners. My school in particular sits in the top 20% for deprivation according to the Scottish Index of Multiple Deprivation, which has a direct impact on the children and community as a whole.
At the beginning of leadership course, I had only been working at the school for two terms and was about to begin my third term as a permanent member of the teaching staff. My colleagues were keen to be involved in a new HWB programme, however there was also some trepidation ‘at yet another resource’ being introduced. On a more personal level, I was somewhat overwhelmed at the prospect of leading staff who had worked in the school for a number of years, in addition to two members of staff, plus the senior management team, who have all been teaching for thirty years and more. My biggest fear was trying to lead in a positive manner and not to come across as patronising or in any way condescending. Teaching children is one thing. Working with adults, is a whole different game.
This was the first time I had worked with adults where I have taken the lead and was also my first experience of analysing and managing risk in this area of my own learning. I believe I have done this extremely well during the past ten months and this is evidenced in my submitted reports. I have however, been very lucky to have colleagues who are incredibly supportive of me and have provided me with an invaluable learning experience throughout. In addition to me leading the staff through the implementation of the Icepack Programme, I have in return learned many new skills, including how to consider and respond to available market opportunities, which was aided by a colleague who I work closely with on our school fundraising group. I learned how to transfer the skills I have gained in this capacity to other areas and not to pigeon-hole my learning, but to utilise all knowledge to my advantage and the benefit of the school as a whole.
After the initial introduction to the resource, and what it could offer us as practitioners in the way of planning, and also the benefit to our learners, the staff were committed to its continued use. Initially there were some teething issues with finding resources online and how to use the resource effectively in class. However, these were quickly addressed through a number of staff meetings, modelling of lessons, observations and one to one discussion. All of which have been evidenced and submitted as such. I also carried out a whole staff evaluation to assess the resource and any issues or comments the staff had, and the feedback was all very positive. All staff now use the resource, in addition to a number of resources we had utilised previously, and all resources are now beginning to be stored centrally on staff share.
In addition to conversing with my own staff I have remained in contact with another colleague from a different school who is also completing the leadership course. This has allowed me to gain an understanding of how the resource is being used elsewhere, further increasing my knowledge and understanding of the strategies and plans of my partners and competitors and how I can use this information to deepen the learning experiences for the children at my own school. It has been interesting to see how others plan and facilitate lessons differently and the impact a change in strategy can have. All information has again been shared with my colleagues.
An element of my planning within the School Improvement Plan was for the SMT to observe and provide feedback on lessons at different stages. However, as highlighted in previously submitted evidence, this was not possible due to staffing issues. As lead in this area of the curriculum, I modelled, observed and provided feedback, ensuring all staff were comfortable with the resource and also to ensure that they continued to personalise their lessons to suit the needs of the learner.
We have, as a whole staff, been using the resource for almost the entire school year and the general opinion is that the Icepack Programme provides a very good foundation for the learning and teaching of social, emotional and mental wellbeing, and will continue to be utilised into the new term. Due to our impending change in management, in addition to a number of class teacher staffing changes, I shall continue to lead in this area of the curriculum, in order to familiarise new staff members with the resource. The final draft of the SIP will be completed by the new SMT.
I believe that I have fulfilled my role this year and have covered all criteria set for the PDA in Leadership, SCQF level 8. My ultimate goal is to attain a promoted post in teaching, and the last year has provided me the foundation steps in order to achieve this. I have recently completed my PRD for the session 2017/18, and with the assistance of my current Headteacher I am again looking at ways in order to increase my knowledge and skills in the area of leadership. I am extremely proud of what I achieved to date.
Witness Testimony from HT
Julie Ann Westmorland has demonstrated the following leadership and management qualities in our school this session:
Behaved in a professional manner that is in line with school values and culture
Justified the need for the change and set the scene within our SIP priorities
Planned a timeline for the change
Consulted staff about impending changes including listening and taking on board others’ ideas and checked in with staff regularly
Recognised the strengths within our team and any need for support
Showed courage when taking the lead
Organised resources for staff to use
Made herself available for questions/support
VA
Headteacher, Cowie Primary School
Reflective Account 5 Final Reflection – JW
