From Development to Improvement – A Step Too Far? The Evolving Contribution of Quality Improvement Officers to the School Improvement Agenda in Scottish Local Authorities

Abstract

Since the re-organisation of Local Government in 1996 in Scotland and the establishment of the Scottish Parliament in 1999, the role of Advisers in local authorities has changed significantly. Improving our schools (SEED, 1999) placed an expectation on local authorities to support and challenge schools. Performance monitoring became a key function of local authorities. At the same time, A Teaching Profession for the 21st Century (2001) put Continuing Professional Development (CPD) at the heart of the improvement process. Increasingly, the emphasis on quality improvement has meant that former advisers now facilitate CPD rather than deliver it. This paper analyses the issues in the light of two recent surveys of local authority advisory staff and explores the impact on those charged with ‘quality improvement’ at Council level. It examines the increased burden on local authority staff, their role in CPD for teachers and their changing relationship with HMIE as part of the quality improvement process.