Glasgow’s Improvement Challenge: Glasgow Counts and Literacy for All Programme
About the programme
In order to meet the variety of learning needs of our children and practitioners, Glasgow has adopted a holistic and creative approach to the Scottish Attainment Challenge – Glasgow’s Improvement Challenge (GIC). Glasgow has used the funding to allow practitioners to be released as ‘Challenge Leaders of Learning’ (CLoLs) to take forward targeted interventions. Glasgow has chosen to adopt a model of professional learning that builds professional and social capital and has a focus on addressing the poverty-related attainment gap. The GIC team empowers programme participants through Literacy for All (LfA) and Glasgow Counts GC) pedagogy and leadership training sessions, the establishment of professional learning networks and practical support. LfA and GC are research-based, evolving frameworks which build capacity and develop an understanding of Literacy and Numeracy as transformational tools. Programme participants are kept abreast of current research and engage in dialogue around the contextualisation and enactment of local and national policy. The GIC programme aims to develop consistency across Glasgow’s establishments, raising achievement and engagement through examining what works and how best to support our learners.
We ensure that CLoL participants are well equipped to carry out their clearly defined leadership role. This role entails fostering an environment of professional engagement, dialogue and collegiate working in their establishment; CLoLs leading learning across their establishment, e.g. staff training, team teaching and modelling and CLoLs share within and out with their establishments how they have improved practice and outcomes. Another integral element is the development of skills to utilise data effectively to identify areas for development, engage with measurement tools to gather evidence and share impact and next steps by writing evaluatively.
The programme has also had a positive impact on participants’ self-evaluation and reflection on their leadership, with a number of CLoLs moving from class teacher primary roles to promoted posts. The programme was awarded GTC Scotland ‘Excellence in Professional Learning’ in 2018; highlights included the collaboration embedded in the programme and the depth of knowledge and skills exhibited by those who take part.
