Why does Wales need a Professional Learning Programme?
Wales is currently undergoing a series of wide-ranging, yet integrated reforms, which have the power to transform the education landscape. At times of such significant change it is essential that all practitioners have the opportunity to work collaboratively, to make sense of how these changes will impact on their roles and how schools can derive the most benefit from these reforms in the interest of their learners. The cross-regional programme has been designed to provide this opportunity.
Key Principles
This is an integrated programme which includes a consideration of the Schools as Learning Organisations approach, the Professional Standards for Teaching and Leadership and our collective commitment to the Excellence, Equity and Wellbeing agenda.
A common set of professional learning materials has been developed nationally, through a process of co-construction between schools, regional Consortia and Higher Education Institutions.
All programmes will be free at the point of delivery and made accessible via e-learning on the Hwb platform.
The programme will cover modules on Leading Change, Developing a Shared Vision, Planning for Change: Approaches to Curriculum Design, Making Time and Space for Professional Learning and Leading Pedagogy.
Key considerations:
How can school leaders best link Change Management theory to the educational practices in schools to support the implementation of reform.
How can school leaders harness the emergence of a ‘purposes-driven’ curriculum as an ideal opportunity for schools to re-visit the vision for the curriculum and learning in schools with all stakeholders?
Having established a renewed vision, there may be the opportunity to re-think the way that schools organise learning. How could school leaders make use of different models and examine the practice emerging in schools across Wales and beyond?
How can school leaders ensure that all staff are given time to make sense of the new curriculum, to reflect and plan collaboratively?
How are school leaders utilising the outcomes of the SLO survey and the Teaching and Leadership Standards to identify areas for development in teachers’ professional learning?