Gillian Crawford

As an experienced leader, I have brought about improvements following periods of instability and subsequent HMI visits. I make very effective use of data and evidence based research to plan and implement improvement activities.

I have developed strong vision and values which reflect the community, Local Authority, and National priorities.

I display empathy and understanding to promote a nurturing environment for pupils, staff and families. I have supported staff, pupils and the community in the pursuit of excellence and worked collaboratively with stakeholders to successfully implement a strategic, ambitious and achievable plan for improvement.

I believe these skills, and my experience, combined with my nature and strengths in relationships and strategic leadership would be invaluable in future senior and strategic leadership positions.

- I value relationships across the school. At all times, I display a personal commitment to the wellbeing needs of staff, children and families across the community. I regularly reflect on my own personal values and ensure these underpin my leadership style and lead to positive outcomes for all. 

- I regularly engage in CLPL and professional reading to ensure I best support learners and families who have experienced trauma, those who are care experienced and I promote understanding and respect across the school community

- I demonstrate political insight and a commitment to social justice by using my knowledge of current legislative and policy frameworks to meet the needs of all young people. I keep abreast of current local and national policy agendas by engaging in professional discussions and reading to broaden my knowledge.  As a lead learner in school, I am able to critically engage with policies and develop school positions that reflect the key principles

- Our school has a relentless focus on respecting and upholding the rights of all, with children’s rights underpinning all the work in school. The school vision and values are re-visited annually to ensure the continue to be relevant. All stakeholders have ownership, and a clear, shared and purposeful understanding of the work of the school. 

- I firmly believe in the principles of inclusive education, and I ensure that inclusion and equity are at the forefront of our school ethos. I work very closely with colleagues across the Education Group, including Early Years Establishments, as well as specialist provisions, ensuring high quality transitions at all stages. Within my establishment I have improved inclusive practice by auditing training needs, leading CLPL, being consistent and visible, and building strong relationships and partnerships.

- I have undertaken professional learning on Signs of Safety and Healing to support collaboration with families to improve and support children’s wellbeing.

- I have provided strong leadership as a head teacher, which has enabled our school to make improvements.  This has included building capacity across our school community. The pace of change has been manageable yet ensured continuous improvements and led to improved outcomes for learners. - Quality assurance has been key in bringing about improvements in learning, teaching, assessment and attainment, leading to s shared high standard across all stages.  Activities have included peer observations and coaching, professional enquiry, focus groups, data focused meetings, and, high quality collegiate activities, which has led to improved knowledge and skills of practitioners, and evidence based improvements in learning and teaching being embedded.

- Pupil voice features strongly in all school activities and planning. I have stablished effective processes to ensure pupils are consulted in decision making across the school. These activities include Pupil Leadership groups, assembly polls, focus groups, as well as participation in Local and National groups for Young People, such as Poverty Action Group Cost of the School Day Young People’s Summit.

- Our community is at the heart of our school. Our curriculum rationale, health and wellbeing curriculum, and approaches to IDL have been developed using locality data to ensure they remain relevant and bespoke for our learners, and review its relevance regularly.

I am passionate about learning, and am wholly committed to my own personal and professional development, as well as that of others.  I am a positive role model for my team and community as I engage in and regularly share learning in both my personal and professional life.

- Following the Standard from Headship, I have regularly participated in  Excellence in Headship , and most recently, Education Scotland’s Connected and Collaborative Systems Leadership Programme. This has enhanced my knowledge and understanding of leadership and management styles, and widened my knowledge of systems leadership and its impact on establishments and learners experiences. I have undertaken professional enquiry and research on skills based learning, collaborated with colleagues across Scotland, and shared this Think Piece with a wide audience, including staff within my own school.

- I have developed a shared strategic vision in the schools I have led, which has led to sustained improvements evidenced in self evaluation activities. 

- I have created clear and effective systems to gather impact data and information, allowing the school to audit our current practice. The systems have created opportunities to improve whole school engagement. Developing repeated and predictable survey systems and welcoming open and honest feedback at focus groups has led to agreements in priorities, ensuring they are  aspirational and achievable.

- With learning, teaching and assessment, and engagement as a relentless focus, I have led staff  teams to engage in Visible learning, with an aim to achieve a shared understanding of high quality learners experiences and pedagogy I further supported staff in a professional book study to hep us agree the features of an excellent lesson, which has now been further develop ed into our ‘Super 6 for learning and teaching’. This is used by all stakeholders to evaluate and quality assure learning, teaching and engagement across all stages.  

- Through thorough quality assurance activities, I have identified strong practice across the school and facilitated opportunities through staff buddy systems and collegiate activities, to share this with others.  Where practice has not been strong, and the features of our excellent learning have not been evidenced, I have had challenging yet supportive conversations, which have led to clear actions, followed up by support plans, and have led to improvements in practice and learners experiences.

- My clear and concise style of communication, approachability and sense of humour has enabled me to build effective relationships across the local authority, regional networks and outside agencies. Feedback shows they value these opportunities for collaboration which leads to positive changes in our schools

.-  I am an effective communicator both in written and verbal form, making excellent use of digital technology to reach a wider audience. I am visible daily in the playground at the beginning and end of each day, often chatting with families before and after school.  I use emails, social media, school app and learning journals to ensure communication is clear and timely, further supporting positive relationships and neurodiverse learners and parents.

-I have previously lead ECCs within my establishment and have taken best practice from this experience to develop early level practice within the primary school.  I have regular planning meetings with staff from the partner ECC and provide opportunity for P1 staff to work alongside the high skilled ECC practitioners.  We now have a high quality and sustainable mini-classroom programme to support transition into and beyond primary 1.  

-I have supported staff to develop pedagogical knowledge ,planning and practice reflecting Realising The Ambition.