Leadership
Leadership is central to educational quality. [It] is the ability to develop a vision for change, which leads to improvements in outcomes for learners and is based on shared values and robust evaluation of evidence of current practice and outcomes. [Leaders] mobilise, enable and support others to develop and follow through on strategies for achieving that change.
The General Teaching Council for Scotland Professional Standards
Leadership of Learning
Leaders of learning recognise that people are the drivers and enactors of change for improvement. At Bell Baxter professional learning and development opportunities provide the means by which this is put into action. We are committed to investing in professional learning and development and creating the conditions where career long professional learning can thrive. This includes our commitment to improving pedagogy through a range of approaches leading to improved outcomes for learners.
Our Vision:
- We strive to develop a learning culture which supports and promotes the growth of professional capital through programmes of career long learning and which is based on an ethos of trust, challenge and support.
- We are committed to and recognise the importance of developing individual and collective knowledge.
- We support and provide time for meaningful engagement in sustained professional learning and development with opportunities to share at calendared insets and faculty meetings.
- We support staff in maintaining records of professional learning and development which evidence the impact of professional learning on work, achievement and attainment of learners over time.
- We enact collaborative and enquiring approaches to practice.
Leadership of Change
We are committed to ensuring that we achieve the highest possible standards and success for all young people. SLT provide strong leadership which has enabled our school to develop and promote an aspirational vision which underpins our journey to continuous improvement. Through effective leadership supported at all levels, our school community works together with the aim of turning our vision into reality.
Planning for our continuous improvement is evidence-based and linked to effective self-evaluation. Senior leaders have strategic responsibility for key QIs and endeavour to ensure that the need for change is well understood and that the pace of change is appropriate to ensure the desired positive impact for learners.
Key Areas of Responsibility - Session 2020/21
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Leadership and Management |
RECTOR |
Learning Provision |
RECTOR |
Successes and Achievements |
RECTOR |
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How good is our leadership and approach to improvement? |
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How good is the quality of the care and education we offer? |
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How good are we at ensuring the best possible outcomes for all our learners? |
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1.1 Self-evaluation for self-improvement |
KMR |
2.1 Safeguarding and child protection |
KMR/DFR |
3.1 Improving wellbeing, equality and inclusion |
ALL |
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1.2 Leadership of Learning |
DFR |
2.2Curriculum (including course counselling) |
ALR |
3.1 Wellbeing |
BHR |
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1.3 Leadership of Change |
ALL |
2.2 Curriculum (Skills for LLW) |
ALR |
3.1 Equality – LGBTi Charter |
BHR |
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1.4 Leadership & Management of Staff |
ALL |
2.3 L&T- Quality & Engagement (prof enquiry) |
DFR |
3.1 Inclusion |
CSR |
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1.5 Management of resources to promote equity (PEF) |
ALR/AMR |
2.3 L&T – Assessment (tracking & monitoring) |
ALR |
3.2 Raising Attainment and Achievement |
ALR/ALL |
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2.4 Personalised Support |
CSR |
3.2 Achievement Framework |
BHR |
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2.4 Personalised Support (DAS) |
KMR |
3.3 Increasing creativity (Enterprise) |
KMR |
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2.5 Family Learning |
BHR |
3.3 Increasing employability (DYW) |
CSR |
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2.6 Transitions |
DFR |
3.3 Digital Literacy and Innovation |
DFR |
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2.6 Transitions (DAS) |
KMR |
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2.7 Partnerships |
BHR |
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Key:
RECTOR - (Rector); ALR – Alastair Lownie (DHT); BHR – Brian Harris (DHT); CSR – Charlotte Sinclair(DHT); DFR – Daryl Friel (DHT); KMR – Karen Manders (DHT); AMR – Amanda Thomson (Business Manager)
In addition, there will be a clear focus for improvement on areas identified in the recent Education Scotland report (June, 2020) and progress will be monitored throughout the session.
