No school likes to think of themselves as racist. But subconscious bias and discrimination is playing a devastating role, argues Professor Paul Miller.
New guidance from the government is requiring school leadership and governors to be more active in supporting students with career advice and preparation. Glenys Hart’s analysis examines what needs to be covered in order to meet the new targets.
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.
In this article Peter Earley discusses notions of learning-centred leadership and
leadership for learning.1He explains why leadership for learning matters even more in high stakes accountability systems. He sets out some fundamental questions for professional development and lays down the challenge that learning should be at the heart of leadership development programmes, especially the National Professional Qualifications (NPQs).
It seems that virtually every school in the country is thinking about Mastery Learning, but, from recent conversations with school leaders,very few of them have a clear understanding of what mastery learning is, reports Heather Clements.
But it needs serious tutor training in communication and social skills, and in depth thinking about the learning process, as Rosalyn Mark reports on the findings of her school research project.
The strength of a child’s relationships with their parents is the bedrock upon which resilience is built. Research emerging Solihull is proving that a little help can go a long way.
Encouraging independent learning is, rightly, one of the mantras of progressive teaching and learning. But precious little thought has been given to how this can be supported by teachers, particularly to children used to being spoon fed by teachers rushing them through the syllabus. A key requirement is being very clear and realistic about the information gathering journey that the children are embarking upon. Andrew Shenton and Wendy Beautyman suggest a planning framework.
The only way to embed transformative learning is to create a whole-school culture of reflection. Despite the pressures on time, reflection is not a nice-to have luxury, but an absolute necessity, argues Professor Russell Grigg in the third of his thought-provoking series.
Rather than just address STEM teaching as discrete subjects, primary and secondary schools would do well embed it within an engineering curriculum focused on the problem-solving orientations of engineers, suggests Bill Lucas.
Texting parents is one big step beyond sending a letter home with the child, but technology is moving fast and apps are offering more secure and engaging routes, argues Geoff Jones.
Stephanie Rodgers recounts the seven pillars of wisdom that her school alliance has followed to transform teachers’ professionalism.
Assessment needs to be more responsive to the needs of learners, says Stephen Tierney.
A new approach to Learning to Learn has resulted in significant academic gains, especially among young people from disadvantaged backgrounds. James Mannion explains how.