Why we need to ask bigger, bolder and better questions about education It's time for less dogma, fewer polarised, sterile arguments and the humility to realise how much we can learn from others. Two hundred and sixty four million children in the world do not attend school. (Unicef) That number is increasing not decreasing. So the task in many countries, often scarred by famine, poverty, conflict or prejudice, is basic but hard: to train enough teachers; get children to come to school. Three examples of improving education in developing countries are the work Sir Michael Barber and his team have done in Pakistan, the new schools being set up in Africa e.g. in Sierra Leone, and the work of big foundations e.g Lemann trying to do similar work in Brazil. Historically there are four main philosophies that provide the starting points for much of the current debate about the purpose of education: They appear in different guises in different settings: 1. 2. 3. 4. To achieve the first, many have wanted to balance skills and knowledge. 1. Context and examples 1. 2. 3.
Are You Leading a Tribe? Source: Flickr/James Cridland. Every Monday and Thursday I publish a new article on SamuelThomasDavies.com… …And every Monday and Thursday, somebody unsubscribes. Sometimes many readers unsubscribe. This used to really bother me. But then I read Seth Godin’s Tribes and realised something important, something we can all use… You Need a Loyal Tribe “A tribe is a group of people connected to one another, connected to a leader, and connected to an idea”, writes Godin. [1] A community needs only two things to be a tribe: a shared interest and a way to communicate. If you’re a regular reader of my blog, you’re probably interested in improving habits, adding new skills and sustaining excellence. Like you, I also want to improve my performance, grow my career and gain a competitive edge in life. And by publishing a new article every Monday and Thursday, I have a way to communicate what works for me, and what will work for you, too. But our shared interest, this blog, it isn’t for everyone. Examples…
News and Events | Ethical Leadership in Education - National Governance Association Ethical Leadership for a better education system “The nation trusts us to form young people into the best that they can be. The public expects us to know what kind of example we should set them, but do we? How do we know what’s right or wrong?” - Carolyn Roberts, Commission Chair (April 2017) ASCL's year-long project on ethical leadership in education was launched at ASCL's Annual Conference in March 2017.The Ethical Leadership Commission (ELC) included senior representatives across the education sector and its final report, Navigating the educational moral maze, was launched at a summit at the Institute of Education in London in January 2019. The Framework for Ethical Leadership in Education Pathfinders for the Framework for Ethical Leadership in Education NGA supports the Framework for Ethical Leadership in Education through the pathfinder project. How well do we fulfil our roles as trusted educators? Blogs for Ethical Leadership Pathfinder schools and trusts Pathfinder impact
It’s Time to Build an Army of Compassion and Here’s How We Do It After the recent attacks in Paris, the Dalai Lama said: “Unless we make serious attempts to achieve peace, we will continue to see a replay of the mayhem humanity experienced in the 20th century.” It’s easy to feel helpless when watching the news or thinking about how deeply rooted the suffering is in this situation and in many other situations of conflict around the world today. When a person watches a relative die in a conflict, their contempt for the other side can last a lifetime. There are so many powerful people and strong forces at play, what can we really do? One answer I came up with is be a force that helps build an army of compassion. The fact is I can do this and you can too. Life is full of actions and reactions. Part of understanding the science isn’t a whole lot different than the understanding of neuroplasticity. In the same way, we can have this impact not only on our mental health, but on the relationships that surround us and the world as a whole. Think of it this way,
November 2019 | How ethical leadership pathfinders are using the framework - National Governance Association At ethicalschools@nga.org.uk we recieve a variety of feedback from pathfinders about their experiencs of using the Framework for Ethical Leaderhship in Education to guide their decision making and to call out unethical practice. Three pathfinders have written blogs about their experiences of ethical leadership, which we are delighted to share with you. We are continually developing the resources and support for pathfinders on feedback we receive. Other schools and trusts have shared their experiences at our first Ethic Exchange in July 2019. You can read about the exchange. Ian Courtney MBE, Chair of Trustees at Dartmoor MAT writes about how the trust determined its ethical leadership model from its inception to ensure the trusts ethos and values were maintained with growth. Rosemary Hoyle, Chair of Governors at Wrawby St Mary's Church of England School explores how ethical leadership from all levels is important, and that the language of leadership should always be considered.
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Headteachers' standards 2020 Introduction Headteachers are leading professionals and role models for the communities they serve. Their leadership is a significant factor in ensuring high quality teaching and achievement in schools[footnote 12] and a positive and enriching experience of education for pupils[footnote 8]. Together with those responsible for governance[footnote 5], they are custodians of the nation’s schools. Parents[footnote 6] and the wider public rightly hold high expectations of headteachers, given their influential position leading the teaching profession and on the young people who are their responsibility. These standards replace the national standards of excellence for headteachers 2015. The standards can be used to: Relationship to the teachers’ standards The teachers’ standards (2011, as amended), including the personal and professional code of conduct which applies to teachers, provide a foundation upon which the standards for headteachers are built. Domains Culture and ethos 1. Headteachers: 2.
The Power of Leaders Who Focus on Solving Problems Executive Summary There’s a new kind of leadership taking hold in organizations. Strikingly, these new leaders don’t like to be called leaders, and none has any expectation that they will attract “followers” personally — by dint of their charisma, status in a hierarchy, or access to resources. Instead, their method is to get others excited about whatever problem they have identified as ripe for a novel solution. In front of a packed room of MIT students and alumni, Vivienne Ming is holding forth in a style all her own. She’s referring to the work that interests her most these days, as cofounder of machine learning company Socos and a visiting scholar at UC Berkeley’s Center for Theoretical Neuroscience. She’s an entrepreneur, a CEO, and a teacher — all leadership roles — but when we ask her about her leadership style, she demurs. To make a long story very short, we found several common threads in the work of problem-led leaders. Back to Vivienne Ming.
Blogs — Mary Myatt Learning Nobody has deliberately set out to increase workload. But increased it has. So what can senior leaders do to address the drivers for this and how can they find ways of cutting through anything which is not absolutely necessary? This chapter explores further the three main strands identified in the Government’s Workload Challenge, set out in the previous chapter: planning and resources, data management and marking. Planning First, to planning. The Department for Education’s workload review group on planning and resources identified planning a sequence of lessons as more important than writing individual lesson plans. The most compelling reason for moving away from compulsory daily lesson plans are that not only are they not necessary, they can get in the way of the bigger ‘flow’ of the sequence of learning. Second, senior leaders might deem it too risky to do away with lesson plans because they believe that they might be needed for an inspection. Data management Marking Questions Takeaway
In Praise of Difficult Women: Ruth Bader Ginsburg on American culture and politics Supreme Court Justice Ruth Bader Ginsburg died on September 18, 2020, due to metastatic pancreatic cancer. She was 87. This excerpt is from National Geographic's book In Praise of Difficult Women by Karen Karbo. Eighty-five-year-old Supreme Court Justice Ruth Bader Ginsburg does not do girl push-ups. Born in 1933 in Brooklyn, New York, Ruth Bader Ginsburg attended Harvard Law School, where she was one of nine women in a class of five hundred and the first female member of the Harvard Law Review. If you were born after 1970, and have thus benefited from changes in the law Ruth Bader Ginsburg helped effect, you might be forgiven for viewing her ascent as a smooth escalator ride to the top—the obvious outcome for a woman who is clearly brilliant. The daughter of Russian Jewish immigrants, Joan Ruth Bader was born during the worst year of the Great Depression. At Cornell, Ruth met Martin Ginsburg, whom she would marry a few days after she graduated in 1954. Marty recovered and graduated.
Developing a communications strategy — NCVO Knowhow Step-by-step guide to producing a comms strategy for your organisation. Includes exercises and downloads. A communications strategy is designed to help you and your organisation communicate effectively and meet core organisational objectives. Here we look at the key elements of a communications strategy as well as how press/PR plans, web strategies and marketing plans fit into your organisation’s overall communications strategy. Writing your communications strategy 1. It is useful to say up front why you have developed a communications strategy and what you hope to achieve with it. "This communications strategy shows how effective communications can: help us achieve our overall organisational objectivesengage effectively with stakeholdersdemonstrate the success of our workensure people understand what we dochange behaviour and perceptions where necessary." 2. a) PEST Analysis See more on PESTEL analysis in our strategy section. b) SWOT Analysis c) Competitor Analysis 3. 4. 5. 6. For example: 7.
The Difference Between Trying and Doing There’s an instructive scene in the Star Wars movie, The Empire Strikes Back. Yoda is instructing Luke Skywalker in how to use the Force. He asks Luke to retrieve his disabled spaceship out of a bog where it has sunk, using only his mind. Luke, of course, thinks this is impossible. Yoda patiently explains that it is only different in his mind. Yoda famously says, “No. Why Trying Doesn’t Work Tony Robbins gave similar advice to a woman who was struggling in her marriage. Tony went on to make a distinction that I think is vitally important. Tony said, “No, you picked it up. The woman looked confused. Tony continued, “No, now you’re not picking it up. Again, Tony, said, “No, you picked up the chair. Ever dreamed of launching your own self-hosted WordPress blog? Just Stop Trying The point is that when we say we are trying we don’t really have to do anything. Do you understand the difference? Where are you trying to improve? Are you trying to get in shape—or are you getting in shape? 1. 2. 3.
Articles > Don't be a hero - Leader Magazine Collecting and analysing evidence on what improves student learning outcomes has been my life’s work. Some may even call it an obsession. Over the last 30 years, I have analysed the findings from more than 1,400 meta-analyses based on 80,000 studies on educational effectiveness – involving more than 300 million students. If I’ve learned anything from all this research, it’s that almost everything a teacher does in a classroom works. Shortly after my research synthesis Visible Learning (2009) was published ( many of my colleagues were unhappy with the findings related to the overall effectiveness of school leaders. The reassuring answer is yes it does but it has to be the right type of leadership. Transformational Leaders v Instructional Leaders In 2008, my colleagues Viviane Robinson, Claire Lloyd and Ken Rowe conducted a meta-analysis that compared two types of school leaders: Transformational Leaders and Instructional Leaders. This is fine if it works.