Forget the Teaching Superstars – Bring on the Teams

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.

My first headship, at Bannockburn Primary School in Plumstead in 2003, saw me make more mistakes than I care to mention. It was also the period of my steepest growth and most valuable learning—starting with the headship interview. As part of the process, I was asked to lead an assembly and attempted to deliver the ‘long spoons’ story—Google it if you haven’t used it before, it’s a good one—just don’t do what I did! On this occasion, it resulted in 250 pupils scrambling for sweets across the hall, all health and safety protocols abandoned as governors watched in shock, clip-boards to hand. Remarkably, they still appointed me—something which I will be forever grateful!

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44109"
  ["title"]=>
  string(99) "The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School"
  ["categories"]=>
  array(5) {
    [0]=>
    string(17) "Leadership Skills"
    [1]=>
    string(18) "School Improvement"
    [2]=>
    string(13) "Special Needs"
    [3]=>
    string(16) "Teacher Learning"
    [4]=>
    string(23) "Teachers as Researchers"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/ecj65thinkingschool/"
  ["post_date_timestamp"]=>
  int(1523974586)
  ["objectID"]=>
  string(12) "post-44109-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(278) "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 ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(357) "... we have maintained an extremely stable staff team.Kulvarn Atwal is the Head Teacher at Highlands Primary School in Ilford.  In the context of his leadership of the school,  the latest Ofsted report (2014) states: ‘The inspirational work of the headteacher has developed the leadership team to work collaboratively, with ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(99) "The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Kulvarn Atwal"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(769) "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."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3532) "teach.A willingness to innovate.Strong school leaders who establish the conditions in their school that enable the former two ingredients to flourish.In Schleicher’s (2015) work, the significance of leadership and collaborative learning is clear. My research complements this major research study on education and reflects both the significance of school leaders in directly influencing the quality of opportunities made available for teacher learning, as well as the significant value of collaborative learning opportunities in developing individual dispositions to learning and to the wider culture of the school learning environment. OutcomesSo, what has been the impact of this dynamic learning community within our school? Over the past five years, all teachers at the school have had opportunities to engage in research- based practice, select their own foci for their professional learning, work collaboratively across key stages with different groups of teachers, engage in peer learning and lesson studies and participate in non-judgemental lesson observations. All members of staff are now experienced coaches, and this enables them to develop their problem solving skills and engagement with stakeholders. I hope that they feel that they have been able to drive their own learning and are trusted to innovate and experiment with their practice. The result is that 24 teachers at the school undertook an MA in Education – by September 2017, ten had graduated and two are now studying for professional doctorates. At a time of such challenge for schools in recruitment and retention, we have maintained an extremely stable staff team.Kulvarn Atwal is the Head Teacher at Highlands Primary School in Ilford.  In the context of his leadership of the school,  the latest Ofsted report (2014) states: ‘The inspirational work of the headteacher has developed the leadership team to work collaboratively, with a deepened focus on high-quality learning for both staff and pupils. The progress made by the school since its last inspection is as a direct result of school leaders at all levels providing excellent role models for all staff. There are positive attitudes towards developing an ethos where thinking and risk taking is seen as part of exciting learning’.References        Darleen, O. and Pedder, D. (2010). Conceptualising teacher professional learning. Review of Educational Research, 81(3), pp. 376-407.        Elliot, J. (2007). Assessing the quality of action. Research Papers in Education, 22(2), pp. 229-246.        Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), pp. 247-273.        Hodkinson, H. and Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20(2), pp. 109-131.        Hodkinson, P. and Hodkinson, H. (2004). The significance of individuals’ dispositions in workplacelearning: a case study of two teachers. Journal of Education and Work, 17(2), pp. 167-182.        Lave, J. and Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.        Marsick, V. J. (2009). Toward a unifying framework to support informal learning theory, research and practice. Journal of Workplace Learning, 21(4), pp. 265-275.        Schleicher, A. (2015). Schools for 21st century leaders: strong leaders, confident teachers, innovative approaches. International Summit on the Teaching Profession. OECD Publishing. http://dx.doi.org/10.1787/9789264231191.en"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(10) "leadership"
      }
    }
    ["categories"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(26) "Leadership Skills"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(10) "leadership"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(18) "School Improvement"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(16) "Teacher Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(23) "Teachers as Researchers"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(18) "effective practice"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(34) "Leadership Teams"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(10) "leadership"
          [1]=>
          string(5) "teams"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(20) "learning environment"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(16) "teacher learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership Skills

The Thinking School - Developing A Dynamic Learning Community For All Staff Within A Primary School

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44446"
  ["title"]=>
  string(50) "Encouraging Excellence with Digital Schools Awards"
  ["categories"]=>
  array(2) {
    [0]=>
    string(16) "Digital Learning"
    [1]=>
    string(24) "Teaching With Technology"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/digitalschoolawards/"
  ["post_date_timestamp"]=>
  int(1541508980)
  ["objectID"]=>
  string(12) "post-44446-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(294) "Schools need more than a good wi-fi connection and ICT lab to ensure students have opportunities to thrive and compete in today’s digital economy. Anna Doody and Ann-Marie Whelan report on a new initiative in Scotland that is helping schools maximise their digital potential and develop a ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(267) "and that it required much fewer resources and time than they had anticipated. We’re looking forward to continuing to support schools in achieving success with their digital learning strategies.For more information please visit http://www.digitalschoolsawards.co.uk/"
      ["matchLevel"]=>
      string(4) "none"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(50) "Encouraging Excellence with Digital Schools Awards"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Ann-Marie Whelan"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Anna Doody"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(356) "Schools need more than a good wi-fi connection and ICT lab to ensure students have opportunities to thrive and compete in today’s digital economy. Anna Doody and Ann-Marie Whelan report on a new initiative in Scotland that is helping schools maximise their digital potential and develop a whole-school digital framework to support innovation in learning."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(3) {
      ["value"]=>
      string(267) "and that it required much fewer resources and time than they had anticipated. We’re looking forward to continuing to support schools in achieving success with their digital learning strategies.For more information please visit http://www.digitalschoolsawards.co.uk/"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(24) "Teaching With Technology"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(17) "digital resources"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(14) "Infrastructure"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(4) {
        ["value"]=>
        string(34) "Leadership Teams"
        ["matchLevel"]=>
        string(4) "full"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(10) "leadership"
          [1]=>
          string(5) "teams"
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(21) "professional learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Encouraging Excellence with Digital Schools Awards

6 Nov 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43841"
  ["title"]=>
  string(45) "Budget Crisis? How one school saved £150,000"
  ["categories"]=>
  array(3) {
    [0]=>
    string(20) "Financial Management"
    [1]=>
    string(10) "Leadership"
    [2]=>
    string(26) "School Business Management"
  }
  ["url"]=>
  string(49) "https://www.teachingtimes.com/slt83-budgetcrisis/"
  ["post_date_timestamp"]=>
  int(1512123901)
  ["objectID"]=>
  string(12) "post-43841-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(257) "Managing with less is now the long-term reality facing leadership teams. In a stark reminder how often funding crisis are effecting schools, we published a series of articles by Malcolm Trobe on how to respond first published 10 Years ago."
      ["matchLevel"]=>
      string(4) "full"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(307) "consider charts 12 to 16 and consider what actions you might propose if you were a member of the leadership team of Outoftown Comprehensive. (The school’s response is given in the box overleaf.)The school’s response Water and sewageA leakage check. The caretaker was asked to check the ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "Budget Crisis? How one school saved £150,000"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Malcolm Trobe"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(257) "Managing with less is now the long-term reality facing leadership teams. In a stark reminder how often funding crisis are effecting schools, we published a series of articles by Malcolm Trobe on how to respond first published 10 Years ago."
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(10) "leadership"
        [1]=>
        string(5) "teams"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(1952) "consider charts 12 to 16 and consider what actions you might propose if you were a member of the leadership team of Outoftown Comprehensive. (The school’s response is given in the box overleaf.)The school’s response Water and sewageA leakage check. The caretaker was asked to check the water meter at the end of Friday and the start of Monday to see if there was significant use over the weekend which would indicate a potential leak. Three companies were brought in to look at water saving on toilet flushing and replacing standard taps with push-button versions. This was done free of charge as the companies were asked to tender for the work they proposed.The figures were put to the school council and their views sought as to how the costs could be reduced. As an incentive it was proposed that a proportion of the savings made would be made available to the school council to allocate.EnergyAlthough the energy expenditure was close to the comparator average and savings in this area were not identified as an immediate priority, this was also discussed with the school council and, as with water and sewage, the school council was given the incentive of a proportion of any savings to allocate.School-generated incomeAlthough the school believed that it was making good use of its rather limited facilities to generate income, it decided that further research was needed and set up a staff/governors/parent association group to investigate this area further by visiting schools with similar facilities that were identified as raising more income. This review was also charged with examining other ways of raising funds for the school.Malcolm Trobe is headteacher at Malmesbury School, Wiltshire and a former president of the Association of School and College Leaders. This article is based on work with some real schools but the name is fictitious and the data adjusted slightly to ensure that the schools cannot be identified."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(10) "leadership"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(20) "Financial Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(19) "Leadership"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(10) "leadership"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(26) "School Business Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Financial Management

Budget Crisis? How one school saved £150,000

1 Dec 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#43701"
  ["title"]=>
  string(41) "Review of the school leadership landscape"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/review-leadership-landscape/"
  ["post_date_timestamp"]=>
  int(1499349887)
  ["objectID"]=>
  string(12) "post-43701-9"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(359) "... leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
      ["matchLevel"]=>
      string(4) "full"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(379) "... taken to the collection of both qualitative and quantitative data helped the research team toachieve the aims of the project. The research reviews the school leadership landscape and has collecteddata about leadership skills, behaviours, knowledge and capabilities, including any new competencies andattributes needed by leaders in order to be effective ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(50) "Review of the school leadership landscape"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(10) "leadership"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(571) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(10) "leadership"
        [1]=>
        string(5) "teams"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5650) "Community North 1,110 Good MiddleSchool H Special(3-19)Special EastMidlands145 Outstanding HighestOf course at the end of the day the key deciding factor was the head’s agreement to participate andavailability in the requested time period. Before each case study visit, relevant documents were read andduring each case study site visit, interviews were conducted with the headteacher, chair of governors, seniorand middle leaders, and several teaching and support staff. Views and opinions regarding the changingschool leadership landscape and its implications were sought from each interviewee. Short extracts from thecase study visits inform the report at many points.b) Telephone interviews with headteachers: 20 interviews were conducted using a similar set of questionsto those asked of the case study heads. Most of the heads were selected randomly from the surveyrespondents but to make up the required number in the timescale ( June 2012) it proved necessary to seekanother two volunteers. The 20 telephone interviews included different phase and type of institution (egprimary, secondary, special, academy) and were of varying size, from rural, urban and suburban locations,different regions, Ofsted category, and context/pupil intake (decided by FSM eligibility). In all but one of theschools that volunteered for the telephone sample, the headteacher had been in post for at least two yearsand often longer. All were in post at the time of the most recent Ofsted inspection, where leadership wasfound to be at least ‘good’ and, in all cases, student outcomes were improving. Of the 20 schools, 6 had beenclassified by Ofsted as ‘outstanding’ (grade 1), 8 as ‘good’ (grade 2) and 6 as ‘satisfactory’ (grade 3). None ofthe interviewees was from ‘unsatisfactory’ (grade 4) schools or those in an Ofsted category such as noticeto improve. The heads were from schools and academies from all over the country. Further details of theinterviewees’ schools are in Table 1.4.18 © National College for School LeadershipTable 1.4: Interviewees’ schools (n=20 headteachers)Phase Type of school Location(governmentregion)Size (numberon roll)OfstedcategoryFSM quintileSchool 1 Special Community WestMidlands80 1 AboveaverageSchool 2 Secondary Community South East 960 3 AboveaverageSchool 3 Special Community North West 90 1 Much higherthan averageSchool 4 Primary Community North West 160 2 AverageSchool 5 Secondary Community East Midlands 1,000 3 BelowaverageSchool 6 Secondary Academy Yorkshire andthe Humber1,540 2 Much lowerthan averageSchool 7 Secondary Community North West 700 3 Much higherthan averageSchool 8 Secondary Community WestMidlands470 2 AverageSchool 9 Special Community North East 130 1 AboveaverageSchool 10 Nursery Maintained East ofEngland70 2 n/aSchool 11 Secondary Community North East 570 3 Much higherthan averageSchool 12 Primary Foundation East ofEngland280 2 BelowaverageSchool 13 Primary Community Yorkshire andthe Humber30 1 Much lowerthan averageSchool 14 Primary Community London 430 1 BelowaverageSchool 15 Primary Community Yorkshire andthe Humber520 3 AboveaverageSchool 16 Primary Community East Midlands 320 2 AboveaverageSchool 17 Primary VoluntarycontrolledSouth West 280 2 BelowaverageSchool 18 Secondary Community North West 880 3 AboveaverageSchool 19 Secondary Academy London 1,060 1 AboveaverageSchool 20 Primary Community South West 470 2 Belowaveragec) Focus groups: three focus groups were conducted towards the end of the project in July 2012. They wereheld in the north, south and central areas of England. They consisted of groups of primary heads (north),secondary heads (central) and a mixed group (south). The primary heads’ focus group consisted of fiveprimary headteachers and one primary deputy headteacher, of which five were leaders in community schoolsand one was an executive headteacher of a three-school multi-academy trust. The secondary heads’ focusgroup was made up of three secondary headteachers, one secondary chair of governors and two secondarydeputy headteachers.19 © National College for School LeadershipThe mixed focus group consisted of seven people – three assistant heads (primary and secondary), a localauthority primary adviser, a head of a children’s centre and two education business leaders. The focus groupdiscussions, held in three locations, allowed the project’s emerging findings to be tested or validated withgroups of experienced school leaders, including school business managers.The approach taken to the collection of both qualitative and quantitative data helped the research team toachieve the aims of the project. The research reviews the school leadership landscape and has collecteddata about leadership skills, behaviours, knowledge and capabilities, including any new competencies andattributes needed by leaders in order to be effective as the system becomes more autonomous and diverse.It also explores how school leaders across phases and contexts are responding to changes in policy and theextent to which they are successfully maintaining a strategic and operational focus on the leadership ofteaching and learning, whilst managing wider change.Structure of the reportThe report begins with a brief review of relevant recent literature (chapter 2), before focusing on thedemography of school leadership using data from the latest School Workforce Census. Chapter 4 examinesthe current policy landscape and how schools are responding to change. Current models and futurechallenges form the basis of chapter 5, whilst chapter 6 examines the balance between"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(10) "leadership"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(19) "Leadership"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(10) "leadership"
        }
      }
    }
  }
}

Leadership

Review of the school leadership landscape

6 Jul 2017