“This programme offers CLD practitioners an opportunity to understand, engage with, and work through techniques that allow more coherent approaches to educational improvement.

This innovative CLD Assessment programme supports CLD practitioners, wherever they happen to work, in working collaboratively to improve young people’s learning experiences. By building on research-based ideas that have been shown to work in a range of educational settings, including schools.”  Professor Dylan Wiliam

Tapestry is working with Professor Dylan Wiliam to support Community Learning and Development practitioners in establishing Professional Learning Communities (PLCs) across different settings. ‘Communities have high expectations of public services and have a key role to play in helping to shape and coproduce better outcomes within their communities. If community planning partnerships are to unlock that potential, their foundations must be built on a strong understanding of their communities, and provide genuine opportunities to consult, engage and involve them.’ Strategic Guidance for Community Planning Partnerships

The delivery, by experienced Tapestry tutors, in Formative Assessment and Community Learning and Development Strategies and Techniques is offered over two years.  It engages practitioners over eight sessions and provides opportunities for them to use practical support materials in their local settings (Tapestry Toolkit).

The programme includes:

  • One day masterclass in the local authority with Professor Dylan Wiliam.
  • Eight Professional Learning Community meetings (PLCs) over a two year period.
  • Continuous support of Tapestry tutors.
  • Tapestry toolkit of practical support materials.
  • Programme evaluation.

 

“Learning is driven by what teachers and pupils do in classrooms – standards can be raised only if teachers can tackle the task more effectively.” Professors Dylan Wiliam and Paul Black

There is a solid body of research evidence showing that formative assessment has a positive effect on the achievement of young people.

This programme supports teachers in all sectors in embedding formative assessment in to their day to day classroom practice.  Teachers participate in regular Teacher Learning Community (TLC) meetings led by a TLC facilitator from their own establishment.  The TLC provides a supportive yet challenging environment through which classroom practice in terms of formative assessment will be improved.

The programme consists of:

  • One day masterclass led by Professor Dylan Wiliam.
  • Eight support sessions for TLC leaders / facilitators over a two year period.
  • Providing a Tapestry Toolkit including meeting notes and handouts for 18 TLC meetings for use in school.
  • Ongoing support of a Tapestry tutor for SMT and TLC leaders.
  • Programme evaluation.

The masterclass and Tapestry sessions are designed for those teachers who facilitate their TLC in the establishment.

This proven CPD model requires teachers to actively strive to improve their formative assessment practice with support of colleagues through regular planning, discussion and feedback at TLC meetings.

“Assessment in education is a process through which we gather information about learners’ understanding and achievements.  This information is then interpreted according to the purpose for which it was gathered and is then used towards that purpose.” Professor Dylan Wiliam

Classroom teachers are best placed to decide the level of achievement of young people and be confident in the summative assessment judgements they make.  This programme is designed to support teachers in improving their professional judgement and give confidence to teachers in gathering of appropriate evidence and able to participate in the moderation of their standards.

During the programme teachers will consider and plan quality CfE assessment tasks along with success criteria and also make judgements on evidence with a view to improving their own practice.

The programme consists of:

  • One day masterclass led by Professor Dylan Wiliam.
  • Six support sessions for Teacher Learning Community (TLC) leaders / facilitators over a one year period.
  • A Tapestry Toolkit including meeting notes and handouts for 8 TLC meetings for use in school.
  • Ongoing support of a Tapestry tutor for TLC leaders.
  • Programme evaluation.

The TLC meetings in school are appropriate for all teachers who are class committed.

The masterclass and Tapestry sessions are designed for those teachers who facilitate their TLC in the establishment.

This proven CPD model requires teachers to improve their summative assessment practice with support of colleagues through regular planning, discussion and feedback at TLC meetings.

“The programme will allow young people to experience in their instrumental music lessons the same strategies and techniques that have been successfully used in classrooms, thus improving their musical performance, and making their school experiences more coherent.” Professor Dylan Wiliam

The programme is designed to support schools in achieving consistency in the use of assessment for learning across stages and departments.

Tapestry offers a progressive CPD model which translates Curriculum for Excellence into practical, hands-on strategies through the establishment of Professional Learning Communities (PLCs) for instrumental music teachers. Each PLC consists of a Leader (Tapestry tutor) and a group of Instrumental Music Teachers [IMTs] who meet together regularly. The IMTs take responsibility for supporting each other as a group and are guided by the Tapestry Tutor.

The delivery, by experienced Tapestry tutors, and the Tapestry Toolkit of practical support materials is being welcomed in a number of Scottish local authorities.

The programme includes:

  • One day masterclass in the local authority with Professor Dylan Wiliam.
  • Eight Professional Learning Community meetings (PLCs) over a two year period.
  • Continuous support of Tapestry tutors.
  • Tapestry Toolkit of practical support materials.
  • Programme evaluation.

“I have been conscious that pupils are taking more ownership of their learning. They are more involved in the process of understanding how to improve.” Instrumental Music Instructor