Thread by @stuartphysics

@BarryBlackNE A thread🧵. The most important thing is to refocus the system on supporting teachers improve their teaching in their classrooms as this will improve the outcomes for children and young people and result in improved system performance by default. 1/n

@BarryBlackNE This means giving teachers time and trusting them to identify their and their learners needs and providing them with the support they need to address these. A more bottom-up process than we have currently, but with better support from the middle and top. 2/n

@BarryBlackNE This does need a proper review of the curriculum and the CfE E&Os replaced with a curriculum that states clearly the common, powerful knowledge learners need at each step in each subject for successful progression beyond. 3/n

@BarryBlackNE Curriculum progression includes improved transition from BGE to the Senior Phase, which I do not think needs radical change, but more fit-for-purpose assessments, such as the removal/replacement of N5/H Assignments in Physics. 4/n

@BarryBlackNE Clear curriculum guidance will allow improved, more focused professional learning in subjects at all levels. Teachers need time for this and the implementation of promised 90 min non-contact time is a good first step, but then needs trebled. 5/n

@BarryBlackNE This time needs to be used for good collaborative subject-specific enquiry-based professional learning focused on improving the instructional core in classrooms, including networking of teachers in similar contexts across schools. 6/n

@BarryBlackNE Such professional learning needs to be led by subject and pedagogical experts who are research and evidence informed, including from universities, learned societies and elsewhere. There needs to be PL for those leading the PL of others. 7/n

@BarryBlackNE Perhaps the most important subjects for high quality subject specific CLPL are reading and maths in the early years and primary. Teachers need to be trained in research informed and proven pedagogies such as systematic synthetic phonics. 8/n

@BarryBlackNE National curriculum guidance and good quality core teaching resources need to be developed by teams of teachers working with others with expertise in curriculum, assessment, resource writing etc. We need to identify and include the right people in the rooms. 9/n

@BarryBlackNE Giving teachers clear curriculum guidance, high-quality starter resources, good PL and time to collaborate will not reduce autonomy but empower them to develop teacher agency and focus on improving teaching and learning. 10/n

@BarryBlackNE These changes can only be fully realised if the performativity and managerial professionalism promoted by the culture of accountability and scrutiny that pervades Scottish education is dismantled and replaced by a genuinely transformative culture. 11/n

@BarryBlackNE This can only be done if there is more than a rebrand of SQA and EdScot as appears to be going to be the case despite what the OECD, Ken Muir etc recommended and the initial intent of ScotGov. We have had enough reviews agreeing about the problems. 12/n

@BarryBlackNE However, it seems vested interests are dominating, much as many cynics predicted, and chance for genuine reform many hoped for is being missed. Everyone - ScotGov, LAs, unions and teachers themselves need to be braver. 13/n

@BarryBlackNE Some will say all this needs extra money, and things like increasing non-contact time will, but the education budget is big. It needs reprioritised and used to focus on the instructional core in classrooms. Things that don’t should stop. 14/14