Contributors

All of our contributors have been hand-picked for their detailed knowledge and expertise in their field. Each contributor will bring their insight and industry understanding and experience to our one and two day training workshops. Don't miss this unrivalled opportunity to hear from industry leaders. For more information about any of the individuals who chair, speak or train at our occupational development courses, please click on their names or images to reveal more information. We ensure that each of our open-access training courses have excellent networking opportunities and are highly interactive. Please note that our trainers are available for in-house training as well as open-access workshops.

Jim Wilson

Head of Service, Glasgow City Council Education Services

Before teaching, Jim had a variety of occupations: programmer for a multi-national computer company; police officer for several years; financial advisor; computer-sales executive; national sales trainer and Dealer Principle of a car showroom to name a few! He subsequently taught mathematics in a variety of secondary schools, in a range of un-promoted and promoted posts, and was then a Quality Improvement Officer prior to being appointed Head of Service in Glasgow in 2007.

Jim has city-wide responsibility for Quality Improvement and Leadership. He has been Chair of GATEWAY, and is, a SSERC board member, Associate HMI, and an active member of the Regional Improvement Collaborative and ADES.

Education Services in Glasgow has evidenced significant improvements in the last decade. The focus on how to further support improvement across the city has developed in line with the increased confidence of schools in relation to self-evaluation. Glasgow continues to move towards improvements being driven through Local Improvement Groups (LIGs). A recent HMI inspection of the authority rated Glasgow’s progress, in relation to closing the poverty related attainment gap, as ‘excellent’. A key aspect of this was the nurturing support provided for children and young people.

The authority’s rationale is that schools are best placed to build on their progress over time and this should be underpinned by a well-considered and meaningful self-evaluation process that identifies both strengths and areas for improvement.