The Motivated School

Scottish Executive

Following an awareness raising seminar by Alan McLean in May 2006, the Educational Psychology Service and the Educational Development Service, supported by Frank Reilly, from the Scottish Executive’s Positive Behaviour Team, have developed an approach to the Motivated Schools which combines training for key staff, consultancy support to schools, and rigorous evaluation of impact.

A three year initiative has been developed, comprising a first year pilot in a limited number of educational establishments, followed by two years of further ‘roll-out’ to interested establishments from all sectors.

The aim of the Renfrewshire initiative is to support the implementation of ‘Motivated Schools Initiatives’ in individual educational establishments across Renfrewshire. The approach also aims to evaluate the impact of these initiatives on schools, teachers and pupils.

In year one, key staff in a limited number of pilot schools will receive training in the approach and will be supported to develop training materials and a ‘Motivated Schools Action Plan’ for their own establishment. Initial training support materials will be provided by the Scottish Executive. Training will be lead by Frank Reilly and will be provided to pilot school staff and a team of Motivated School ‘Supporters’ comprising educational psychologists and educational development service staff.
The initial two day training will consist of one-and-a-half days training in ‘core materials’ and half a day where pilot school staff will have time to consider and plan the way in which they would introduce the approach to their school. There would then be an expectation that pilot school staff would begin the process of producing appropriate materials for their school. This period of material preparation would be supported by MS Supporter. By the end of this training period, pilot school staff would be expected to have an outline ‘Motivated Schools Action Plan’ for their school.

Pilot school staff will then deliver these Action Plans in their school with support from MS Supporters. No set implementation framework will be suggested. Rather, participating staff will be encouraged to develop individual approaches to using the materials which will address the particular needs of their establishment, staff and pupils. Evaluation of the impact of the initiatives on schools, staff and pupils will be integral to the year one pilot phase and will be carried out by school staff with the support of their supporters and training from the Educational Psychology Service Research Team.

In years two and three, the initiative will be offered to an extended number of educational establishments across Renfrewshire. Implementation during years two and three will be informed by the outcomes of the year one pilot initiative evaluations. In this way it is hoped that maximum impact can be achieved.

Michael Harker
Depute Principal Psychologist
Renfrewshire Educational Psychology Service