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.
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.
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.
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.
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.
Kulvarn Atwal became head of Highlands Primary school in east London in September 2012. At the time, the school had just received a Requires Improvement rating from Ofsted. By the end of the year, pupil progress at Key Stage 2 was in the top 3% of schools nationally; by the end of the second year, they were in the top 1%. When Kulvarn took over, he firmly believed that by developing teachers within an expansive and collaborative learning environment, teachers will have the confidence to innovate and develop their practice. The simple premise was that through the empowerment of staff, children would flourish and their learning would accelerate. In this article he describes why he decided to create a dynamic learning community and considers the impact on staff.
This is the first of two articles about Education leadership in Lithuania. The article focuses on a research project, funded by the EU and Lithuania Government, called Time for Leaders, a project designed to bring about change and a greater understanding of leadership in Lithuanian Schools.
A supervision method used in health and social care services has shown it can
provide major lessons for education, reports Claire Johnson.
Strong organisational cultures emerge when leaders start questioning how to influence behaviour, argues FCA senior advisor and Leadership Fellow John Sutherland.
The field is littered with the bodies of superheads who have arrived, conquered, and then been shot down in flames. Barrister Andrew Faux has seen it all a dozen times and has an analysis of why it happens so frequently.
Lauren Grunwell, a secondary school English teacher, explores the impact of phenomenon-based learning on the student experience, along with the potential benefits and obstacles to implementing this innovative educational model in UK schools.
Entering the classroom for the first time can terrify NQTs. Mitigate the stress and assay fears through managed expectations and an honest approach.