4 ways to lead school improvement with and through others

Understanding our role and responsibilities as leaders in schools is better understood by examining the way relationships change in the building as one moves up the leadership ladder. When we begin teaching, our main interactions, on a day-to-day basis, are with students. As we take on leadership roles within the school, direct contact time with […]

The more schools improve the harder it becomes to maintain performance

A huge amount of effort goes into improving schools yet we often can overlook how much work is needed to maintain a high performance culture. As schools get better they often become more complex, as significant systems thinking goes into creating a high degree of synergy between the various components of a school that may […]

Solving problems in schools and the can of worms

Does your ‘To Do’ list seem never-ending and continues to grow by the day? Well you are not alone, this is the case for most, if not all, school leaders. The problem can affect us to varying degrees, the most common of which we see is burn-out, frustration and despair, as we struggle to keep […]

You need to be in touch with the people you lead

Bob Davids stated in his talk on leadership without ego that as a leader “You need to be in touch with the people you lead, and you need to be in their shoes.” Essentially what Davids was getting at in his talk is that good leaders will climb down down off their perch and get […]

Supporting students and supporting teachers – a delicate balancing act

An old colleague of mine used to say, “Happy teachers means happy students.” There is some truth to this statement but upon closer examination, it quite often does not hold true. Leaders, indeed, do need to work hard at supporting teachers. Most importantly, leaders need to strive to create the conditions in schools where teachers […]

Supporting students with learning core transferable academic skills

  When observing classes in high schools, it is possible to see two extremes of teacher support. Firstly, there is complete hand-holding or, as some teachers would like to say, spoon feeding, with the teacher doing most of the work. Secondly, at the opposite end of the spectrum we have some teachers who provide little […]

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