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Leadership Issues

This category contains 229 posts

Mindsets vs Metacognition. Two EEF reports and a clear conclusion.

At ResearchEd in Cape Town I presented a workshop exploring two relatively recent reports from the Education Endowment Foundation – the 2018 guidance report  Metacognition and Self-regulated Learning, and the 2019 report Changing Mindsets: Effectiveness Trial. Essentially, my argument is that these papers support the view – one that makes sense to me – that … Continue reading

Are Rosenshine’s Principles “just common sense”? #rED19

In my work supporting teacher development, I always refer to Rosenshine’s Principles of Instruction as a major go-to source of ideas, linking findings from cognitive science and other research to classroom practice.  There are lots of reasons for these ten principles gaining a wide audience, one of which is that, to many teachers, they feel … Continue reading

Relationships at School: The Adults.

Last week I was asked to lead a session with the three Kings’ schools in Dubai on relationships.  This was partly about teacher-student relationships but also about adults’ relationships and their importance in the organisation.   Here are some of the slides I used and the issues we discussed: Organisations are complex and dynamic; relationships are … Continue reading

Teachers can only improve themselves. But how?

I’ve been thinking a lot about the process of teacher improvement – naturally enough, given that this is my full-time job these days.  Increasingly I think that we need to be very clear to understand the process as a very individual one and less of a general one.  Essentially teachers are only going to improve … Continue reading

Curriculum Thinking. Blog collection all in one place.

I’ve written a lot about curriculum in the last year or so… so here’s a one-stop-shop to access them all in place: Clarification about the idea of ‘knowledge rich’ and the wider context. What is a knowledge-rich curriculum? Principle and Practice. The great gift of knowledge and the joy of passing it on. Knowledge and … Continue reading

Great CPD. Poor CPD. What are the signs?

When I visit schools in my consultancy work or teacher-trainer role, I usually pick up on signals that indicate to me something about the school’s attitude to professional learning. Sometimes I’m blown away by the energy and commitment to it and I feel my input has a chance of feeding into something with impact; sometimes … Continue reading

Studying successfully: motivation + strategy + habit

At home we’re in the midst of another exam window. My son has an AS and several internal Y12 exams to prepare for. As I documented last year during his GCSEs, I feel that it’s generally a positive process for him. He works hard and learns a lot in the process. I think there are … Continue reading

Teaching and Learning Agenda 2019/20

The summer term is often a time when people gather their thoughts for the year ahead.  The work I do with schools and colleges is largely driven by a medium term improvement agenda: combining some initial support –  establishing areas to improve in current practice, setting some goals for the next 12-18 months – and … Continue reading

Don’t need this pressure on: Towards intelligent, sustainable accountability.

I wonder how much longer we will go down the accountability road we’re on before politicians, DFE, Ofsted and some of the beneficiaries of the current system realise just how bad things are; before they realise that they themselves are making things worse; before they change tack. You only have to read the powerful recent … Continue reading

Do students have agency or not?

agency is the capacity of individuals to act independently and to make their own free choices. In debates about learning and behaviour, I often think that people in education are conflicted about the extent of student agency.  Do students have agency?  Should they have agency – it is a good thing?  Are we meant to … Continue reading

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