Iain Macdonald

As an Education Scotland Associate (ESA), I have contributed to national improvement activity, supporting the Curriculum Improvement Cycle (CIC) and drawing on my expertise in mathematics and numeracy. In this role, I have worked collaboratively across sectors to shape key resources that support self-evaluation and system-wide development. I was a core member of the collaboration group that co-designed a new self-evaluation tool for mathematics and numeracy, developed in response to the thematic inspection report published in November. This resource—intended for use by local authorities, clusters, schools, and departments—is due for publication shortly, and I authored the introduction to ensure clarity of purpose and alignment with national priorities. Additionally, I am contributing to the development of the new Technical Framework for Mathematics and Numeracy, helping to ensure it reflects current practice, research, and the needs of Scottish educators.

As Lead Teacher of Numeracy for Aberdeenshire Council, I played a strategic role in driving improvement in numeracy across the authority. I led high-quality CLPL opportunities for practitioners at all stages, supporting both primary and secondary schools through targeted interventions informed by robust analysis of SNSA, ACEL, and Insight data. Working collaboratively within clusters, I promoted consistency and progression by sharing effective practice and facilitating cross-sector dialogue. I co-developed an authority-wide online hub of numeracy resources, ensuring all practitioners had access to high-impact materials aligned with national guidance. I also maintained a strong working knowledge of current policy and pedagogy by engaging regularly with updates from Education Scotland and disseminating key messages to schools to support ongoing improvement.

As Principal Teacher (Faculty Head) of Mathematics and Computing at Mackie Academy, I have led a team of 12 practitioners, fostering a collaborative and high-performing culture focused on continuous improvement. My role has encompassed strategic leadership of learning and teaching, staff development, curriculum design, and quality assurance. I have developed and implemented new curricular pathways to meet the evolving needs of our learners, resulting in our school achieving the highest attainment in the authority in August 2024. I have also worked closely with cluster colleagues to enhance curricular transition in numeracy, a strength highlighted in our most recent HMIE inspection report. In addition to leading professional learning and supporting effective pedagogy, I have played a key role in policy implementation, resource management, and promoting a positive and inclusive learning environment. My leadership has prioritised both instructional excellence and staff empowerment, contributing to a strong culture of achievement and professional growth across the faculty.

As Acting Depute Head Teacher at Mearns Academy, I provided leadership, management, and strategic direction to colleagues across the school, fostering a culture of collaboration and continuous improvement. I served as the link for probationer teachers and mentors, supporting professional development and ensuring high-quality induction experiences, as well as acting as the school’s student teacher regent. I led the coordination of Health and Wellbeing across the school, ensuring alignment with national priorities and supporting a whole-school approach. I held responsibility for leading and implementing school policy on assessment and reporting, promoting consistency, rigour, and clarity in tracking learner progress. Additionally, I was the coordinator of school activities days, managing logistics and wider pupil participation, and served as Year Head for both S3 and S6, providing pastoral support and leadership during key transition points in learners’ journeys.

In my role as Acting Depute Head Teacher at Mackie Academy, I held strategic and operational responsibilities across several key areas of school life. I provided pastoral leadership as the link for two house groups and held stage responsibility for S5 and S6, supporting learners through critical senior phase transitions. I served as the departmental link for both the Modern Languages and Expressive Arts faculties, supporting curriculum development, self-evaluation, and quality assurance. I had oversight of the school’s assessment and reporting procedures, ensuring consistency, compliance with national expectations, and meaningful communication with learners and families. I also led the development and implementation of the school’s policy on Senior Phase enrichment experiences, coordinating a diverse programme involving both external partners and in-house staff to enhance learners’ wider achievement and post-school readiness.

As Principal Teacher (Faculty) of Mathematics in a smaller school, I led a team of five staff, promoting high-quality learning and teaching and driving improvements in attainment for all learners. I oversaw a full refresh of departmental resources and successfully implemented Curriculum for Excellence across all levels. I contributed actively to the wider life of the school, including initiating and organising overseas trips that broadened pupils’ experiences and supported whole-school aims around global citizenship and personal development.

In my initial post as a Teacher of Mathematics, I delivered high-quality, engaging lessons tailored to meet the needs of all learners, ensuring strong progress and attainment. I provided clear, constructive feedback to both pupils and parents to support ongoing development. I actively contributed to departmental and whole-school improvement planning and played a key role in promoting a positive school ethos through leading and participating in a range of extracurricular activities