Some schools have adapted to distance learning whilst others have struggled. The secret is not to try and replicate traditional classroom teaching online. John McCarthy, author and former curriculum director of an online school in America , outlines a better way
As a gung-ho young head, Rob Carpenter was in love with systems. It was, he discovered, a big mistake. He now believes that the core of leadership should be based around relationships with staff and children.
Teaching is becoming one of the highest stress
professions and burnout is rampant. What can
be done to help mitigate its effects? Ben White
explains why it’s proving harder than everyone
Ron Ritchhart has been a powerful advocate for educational practices that bring out the best in people, and creating places where thinking is valued, visible and actively promoted. We sat down with him to discuss his research and thoughts on the current state of education.
John Blanchard looks at how colleagues’ visiting one another’s lessons and observing other activities can inform insights and innovations. He shows that this applies as much to leaders, managers and mentors as it does to teachers. Peer observation is a direct way of promoting job morale and satisfaction, while informing agendas for whole-school development.
So you’re ready to move up in your career and are faced with the ritual of the competitive interview. Jon Tait shares some ideas for how to shine.
Clive Dimmock explores how leadership is vital to developing schools as research engaged communities. Leaders are key to establishing the necessary conditions and structures, as well as tackling barriers. Above all, he argues that by embedding research engagement within the school as a professional learning community, leaders ensure that research knowledge is mobilized to improve practice.
Being considered ethical is crucial to being successful as a leader. David Pardey explains how to think about ethics to create a strong decision-making framework.
Working within a collaborative structure, such as a MAT or some other alliance, is becoming more and more common in the UK, and the leadership required is different than for individual schools. David Middlewood, Ian Abbott and Sue Robinson show how a willingness to learn from each other can help school leaders thrive in these new partnerships.
Joan Deslandes, OBE, shows how Kingsford Community School is helping children from deprived backgrounds reach for the top, achieving the distinction of becoming a Centre of Excellence for their approach to inclusivity.
David Middlewood, Ian Abbott and Sue Robinson
discover what’s different about leading a group of schools. They identify a range of issues related to scale, school autonomy, trust and effectiveness. In particular the new world of leading across schools raises special implications for leadership development and progression.
Peter Earley and Sara Bubb call for a radical overhaul of leader development which places more focus on opportunities for personal development.
Graham Handscomb highlights the important part cultural context plays in professional learning and leadership development.
The current administrative environment seems to be a breeding ground for toxic leaders. Ian Craig makes connections to toxic leadership and accountability pressures, the changing education landscape and the fragmentation of the school system.
The key to successful leadership that really impacts learning outcomes lies in reflective practices. Peter Dudley outlines the skills and routines that the best leaders have in common.
Being a school leader involves much more than taking on a new title and more responsibility. It involves growth and skill development, which can and should occur at all career stages. Heather Clements outlines steps and strategies teachers can take to put themselves on track for successful career progression.
We need more leaders from a variety of ethnic backgrounds: What can schools do? Marianne Coleman reports on the best practices of schools dedicated to inclusivity and diversity at all levels.
The Joy of Not Knowing (JONK) approach has been proven to develop
a lifelong love of learning and intrinsic motivation in children. Now Marcelo Staricoff shows how it is enabling children to become leaders within a whole-school learning environment, which is allowing them to contribute in ways that were previously thought impossible.