Strategic Vision Flashcards
(22 cards)
What is your overall vision for learning, teaching and assessment at Notre Dame High School?
To create a professional learning culture where all staff work together to improve outcomes for young people through reflection, collaboration, and evidence-informed practice.
What is central to your overall vision?
Creating structures that support ongoing, high-quality professional dialogue.
When does the most effective improvement happen?
When staff are empowered to reflect on practice, try new approaches, and learn from one another in a culture of trust.
How would you lead on embedding structures that support ongoing, high-quality professional dialogue?
*Learning visits & peer observation
*Coaching conversations
*Lunchtime learning sessions
*Teaching sprints – short, focused cycles of professional enquiry driven by staff and linked to school priorities
*Discussion-based collegiate sessions with real time for reflection and collaboration
What are the school’s current pedagogical priorities?
- Connecting and framing the learning (learning intentions and success criteria)
- Adaptive teaching and differentiation
- Effective feedback
How long will these focuses remain in place for?
The next two years.
How would you work to support the consistent implementation of the current pedagogical approaches across departments?
*Building PT capacity to lead learning in their faculties
*Modelling good practice
*Working alongside them to plan impactful CLPL
Who do you see value in collaborating with?
Experts such as Bruce Robertson, particularly around leading pedagogy at faculty level and holding effective learning-focused conversations.
What is an essential aspect of your vision?
That change must be driven by evidence, not assumption.
How would you promote the triangulation of evidence?
Combining classroom observation, pupil voice, and attainment data to inform next steps in both teaching and school improvement.
What do teaching sprints provide?
A structured way for staff to engage with evidence in a manageable, relevant way — supporting both ownership and accountability.
How would you clearly define what you mean by excellent learning and teaching?
I would lead the development of a new Learning, Teaching and Assessment policy, co-created with staff, pupils, and parents. This would be a practical, simplified document that reflects the values and practices of Notre Dame.
What else would you do with the new learning, teaching and assessment policy?
I would trial snapshot lessons, where pupils use pupil-friendly criteria from the policy to reflect on a learning experience. Pupil focus groups would then help me evaluate and refine our practice, ensuring the policy is meaningful and lived — not just written.
What would you do to support coherence and progression?
Continue the rollout of the BGE planning tool, helping departments ensure clarity and consistency in curriculum design. This would be supported by regular moderation activities: within faculties, across the school, and in city-wide networks.
What would the aim be for supporting coherence and progression?
A shared understanding of standards and progress — reducing variation and improving learner equity.
What are your plans for future pedagogical development?
Support the school to identify its next three pedagogical priorities from Glasgow’s Pedagogy Model, based on the school’s evolving needs and improvement data. That process would involve all stakeholders — especially staff and pupils — to ensure ownership and alignment with our values and ambitions.
How would you summarise your overall vision?
A school where staff lead learning with confidence and clarity, where pupils have a voice in shaping their education, and where change — including digital innovation — is driven by evidence and shared purpose.
As PT of Learning, Teaching and Assessment, how would you lead?
Through trust, expertise, and a commitment to professional growth that benefits every learner.
What digital success would you build on?
Our pupil-led digital conference with Hyndland and Notre Dame, strengthening this collaborative learning community to share innovation, amplify pupil voice, and celebrate effective digital practice.
How would you support the upcoming ipad refresh?
By continuing to lead on device tracking through my newly created iPad tracker, ensuring we manage resources effectively.
What is your aim with digital learning?
To embed digital approaches that enhance accessibility, engagement, and learner independence, while keeping pedagogy at the heart of technology use.
What else will you do following the ipad refresh?
Train and retrain both staff and pupils on the meaningful use of iPads in learning - using our young Digital Leaders of Learning as ambassadors and peer mentors to build capacity across the school.
