Leading Questions

Few of us would dispute the importance of questioning in the classroom, but it is less well explored as a leadership tool. I would argue that a well-chosen question is of great value when posed by a senior leader to a head of department, and that improving our questioning for leadership is a very worthwhile … Continue reading Leading Questions

Are pupil progress meetings worthwhile?

I was struck by the recent Teacher Tapp results on pupil progress meetings, which indicated that three quarters of respondents have experience of them and that over half consider them useful. I have sat through many of these meetings, often as the senior leader in charge. I was always uncertain of their value and these … Continue reading Are pupil progress meetings worthwhile?

The Strait and Narrow Way of Curriculum Leadership (5)

I have written about my attempts to lead a process of school curriculum reform (posts one, two, three, four), advising leaders to develop expertise, start carefully, work hard and expect the process to take a long time. This last post in my series addresses the issue of how the leader is to prioritise the curriculum … Continue reading The Strait and Narrow Way of Curriculum Leadership (5)

The Strait and Narrow Way of Curriculum Leadership (4)

In my first post in this series I made use of a passage from John Bunyan’s Pilgrim’s Progress (1961) to provide a metaphor for senior curriculum leadership as a narrow path between opposing perils. In this one I use another part of the allegory to illustrate my third piece of advice (the others can be … Continue reading The Strait and Narrow Way of Curriculum Leadership (4)

The Strait and Narrow Way of Curriculum Leadership (3)

In my first post in this series I made use of a passage from John Bunyan’s Pilgrim’s Progress (1961) to provide a metaphor for senior curriculum leadership as a narrow path between opposing perils. In this one I use another part of the allegory to illustrate my second piece of advice (the first can be … Continue reading The Strait and Narrow Way of Curriculum Leadership (3)