NEET prevention: reading the signs to keep students on track
Practitioners have a crucial role to play in preventing young people from disengaging from education. Tami McCrone introduces a new checklist of indicators and an evidenced-based CPD toolkit developed by the National Foundation for Educational Research (NFER).
Professional learning leaving its mark!
Jane Jones recalls a professional and leadership development experience which was woven into the daily life of the school and has influenced her approach to leadership and teaching ever since.
Developing leadership skills and capabilities for the future
In this article Peter Earley reports the findings of a recently published national research report on current professional development of school leaders and the skills and capabilities they will need to develop in the future.
How to… a concluding reflection
Graham Handscomb's concluding thoughts on this issue's 'How to... lead learning' series, plus some further reading. (Open access)
How to… learn from change models and theories
This final 'How to...' article explores the traditions of school improvement and school effectiveness research, the perceived strengthens and limitations of each, and some attempts to bring about a blended approach which contains elements of the two.
How to… deal with the complexity of change
Graham Handscomb considers leadership from the respective perspectives of the leader, the follower and the relationship between the two, and explores the view that in complex organisations like schools, different types of leadership can be productively entangled together.
How to… understand the importance of cultural context
This article in our 'How to lead change' series looks at how leaders use a range of strategies in relation to their particular and unique school context, and also reflects on the significance of cultural context.
How to… take the long view
This issue's 'How to...' section begins with the perspective of seeing school improvement as a journey, comprising patterns and trajectories of change, linked to school specific features. This article also considers the value of longitudinal research which investigates how change plays out within the school as an organisational entity over an extended period of time.
How to… lead change!
Introduction to this issue's 'How to...' contributions, in which Graham Handscomb provides a range of material and professional learning exercises on the challenge of leading change. (Open access)