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.
Chris Brown and Jane Flood look at how the concept of Theories of Action can make material changes to school performance
Suicide rates for higher education students have been revealed for the first time in this Office of National Statistics report.
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.
In this article Toby Greany describes the development of school-to-school support,networks and partnerships, focussing in particular on recent developments in England.He explores the leadership practices associated with these and argues that schoolleaders must become adept at working in an environment that incentivises collaborative competition.
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.
In this article, Toby Greany describes the development of school-toschool
support, networks and partnerships, focussing in particular on
recent developments in England. He explores the leadership practices
associated with these and argues that school leaders must become adept
at working in an environment that incentivises collaborative competition.
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.
Stephanie Rodgers recounts the seven pillars of wisdom that her school alliance has followed to transform teachers’ professionalism.
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.
A strong work culture and climate is integral to the success of your middle leadership. Andy Buck, Dean of the Leadership Faculty at education charity Teaching Leaders, explores ways you can empower your leaders.
How do you respond to a troublesome mother behaving aggressively towards someone else’s child? Here, we find out it’s far from clear cut.
Mrs Granger and her son James had come to the school with a health warning. This was the fourth school that James had attended in his 10 years of life because Mrs Granger had a habit of falling out with each school she sent her son to...
Gill Tricogolus describes the National College for School Leadership Leading from the Middle programme and how it is equipping middle leaders to address their challenging role.