Malcolm Groves and John West-Burnham, authors of ‘Flipping Schools,’ urge a radical re-think to school improvement, one that offers a culture of community and equality
In the first article, published in our last issue, Malcolm Groves examined some of the evidence as to why new thinking about school improvement is. This second article explores what this looks like in practice through the work of two of the case study school leaders who choose to inhabit today and tomorrow and how it begins to make deeper change possible. It is followed by an article on Learning Ambassadors and the role children can play as school improvement researchers.
In this first of two articles, Malcolm Groves examines some of the evidence as to why new thinking about school improvement is needed. The second article in our next issue will explore what a new model could look like in practice how this could begins to make real change possible.