Author: Ilene McCartney
Date of Publication: November 2018
Series Title: Scottish Languages Review Issue 35
This article chronicles my professional development journey following participation in the 2017 1+2 Languages Leadership Programme, an initiative that aims to build leadership capacity to support the successful implementation of Scotland’s 1+2 language policy. As a teacher of multi-composite classes, I wanted to identify a better way of delivering differentiated language learning activities to meet the diverse needs of my pupils. The General Teaching Council for Scotland Standard for Career-Long Professional Learning guided me as I responded to academic literature and policy papers and considered the views expressed in relation to my professional circumstances. An appreciation that working in the multi-composite setting requires teachers to adapt ideas at all times, whereas resources and training are often prepared with straight classes in mind, helped me to critically question aspects of 1+2 guidance and find a way to develop a programme appropriate to the schools in which I work.