Education Governance - What it means for CLD

Q1 - Response

• Opportunities for awareness raising opportunities.   Headteachers to have a greater understanding of the roles of CLD Practitioners - social practice approach, professional qualifications held, CLD values and principles, CLD do not work to a set curriculum
• CLD practices to be embedded within CfE - not as an 'add-on'
• Inclusion of CLD within Teacher Training and 'Professional Update'

Q2 - Response

• More proactive and collaborative approach with Parent Councils and the wider school community - clarification needed of who the ' school community' is and who has input in defining that?
• Expertise to engage with parents - training.  i.e.: Community Work approach 
• Designated teacher within school to support parent council
• Engage with CLD staff
• Recognition of values and principles of CLD
• Q3 - Response
• Advantages
• CLD needs to be recognised as a professional, equal body which schools want to engage with.
• If the Charter includes collaborate work with other professional bodies, parents, wider community etc, the headteacher should be held accountable 
• Jargon free communication
• Open and transparent
• Disadvantages
• Concern not enough time allocated to this - just paid lip service
• Who holds the Headteacher accountable?
• Ensure the plan is actually implemented - not just completed and then never sees the light of day.
• Response 4
• This question is a bit confusing - does this question just mean the recruitment of teachers within their school or will they also have a responsibility for recruiting CLD staff within school?
• Greater autonomy to headteachers - it will only benefit CLD staff if the headteacher has an understanding of CLD approach and ethos.
• How much autonomy will headteachers 'actually' have under these changes?
• Response 5
• Actual collaboration with parents and wider community - proper explanation and overview of school funding, options available and proper consultation and input.