Learning from Sheffield’s Little Mesters: Innovation in Schools for the 4th Industrial Revolution

Learning from Sheffield’s Little Mesters: Innovation in Schools for the 4th Industrial Revolution

“History doesn’t repeat itself, but it does rhyme” ― Mark Twain

9904_-little-mesters-sheffield-image-6

I’ve been developing an interest in innovation in schools recently (Webb, 2018). I skirted by innovation during my time at Cranfield University as a PhD Student and researcher, and a littler later on in academic appointment at Sheffield Hallam University. During those times my interest emerged through interactions with other colleagues whose work more closely focused on innovation, getting involved in their projects a little, and then also publishing and relating some of my own findings from research to innovation in the context of organizational learning and the people learning in them (Webb et al, 2006).

Some of the earlier work I was invited to help publish focused on innovation labs or hubs and their role in organisations and communities in forming part of the enabling culture and environment for innovation to flourish (Dvir et al, 2007; Dvir et al, 2006; Dvir et al, 2004).

Now we sit on the edge of what Schwab is calling the 4th Industrial Revolution – I am not 100% convinced by this. My skepticism rests on feeling that the claims are too grand and perhaps unsubstantiated: a bit like the dot com boom of the 90s – is there really any substance behind it? Like the dot com boom, and subsequent crash, my feeling is that there are certainly technologies emerging which are providing more diverse ways of getting things done. However, like the internet and the dot com boom, due to great social and technological inequalities, there will continue to be legacy systems and modes of practice in existence for some time to come, and rather than being a revolution that will eradicate what came before it, rather there will be complimentary ways of doing things offered, providing evermore proliferation of choice.

In this vein, and revisiting my own local history from my birth town of Sheffield, the first industrial revolution that took place there was largely instigated by what came to be known as “the Little Mesters”, as Griffiths explains:

“Between 1770 – 1850, Sheffield’s metal trades expanded prodigiously, predominantly in the areas of cutlery manufacture, silver plated goods and steel production. Industrial organisation in the metals industry during this period was generally small scale, the typical unit of production being the individual cutler in his (and occasionally her) workshop. Plating and steel production were larger operations but they still relied on small teams of skilled metal workers and bore little resemblance to the factories of the textile industry or the steel works of the later nineteenth-century”  … “independent cutlers and metal workers or small, usually family based, partnerships”.

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The small teams of skilled metal workers, independent cutlers and small, family-based partnerships were the Little Mesters. The skills were based on rigorous apprenticeships grounded in technological knowledge and skills development learned through on the job training and experience side by side with master craftsmen (and sometimes women too).

This reminded me of several things in the context of the current discussion on innovation in schools and the 4th industrial revolution. Firstly, the high level technical skills being channeled into current technological innovation and advancement are based on artificial intelligence and machine learning, and the access of the masses to the use of such technology to the same degree as ever person’s access to knives and forks: the mobile phone sits on the dinner table by most meals too. Secondly, some schools are ramping up and empowering kids with the knowledge, know-how and resources to see what they can do with this stuff (Webb, 2018). Where schools are not delivering innovation labs or the right culture to do their bit to foster innovative potential among school age children, universities are now starting to fill the gaps and invite school age kids along to play anyway (Zaatari, 2018).

Innovation-Hub-Google-UAE_9

However, while some kids will no doubt rise to the challenge and do wonder, who will be left out? How can we make sure everyone is included? Does the future just belong to the bright and the privileged? I’m interested to see how the most underprivileged will be given access and advantage and expert mentorship as apprentices of the future of innovation that lies before us. How will you help all children to have their chance of becoming a Little Mester of the 4th Industrial Revolution?

Innovation labs as a means of preparing students for jobs that don’t exist yet | BERA

Innovation labs as a means of preparing students for jobs that don’t exist yet
— Read on www.bera.ac.uk/blog/innovation-labs-as-a-means-of-preparing-students-for-jobs-that-dont-exist-yet

My latest blog post published by the British Educational Research Association

Abstract: Using Agile Project Management for Managing Regional Innovation Projects (2008). Wolf, Webb and Schweikert

Wolf, P., Webb, C., Schweikert, S. (2008). “Using Agile Project Management for Managing Regional Innovation Projects.” Full paper accepted to the 9th International CINet (Continuous Innovation Network) Conference, ‘Radical Challenges in Innovation Management’, Valencia, Spain, 5-9 September 2008.

Abstract:

In this paper, the authors assume that the application of Agile Project Management practices in regional innovation projects – which are seen as complex adaptive systems – would benefit the sustainability of the project outcomes and thereby the capability of a region to continuously innovate. To clarify this issue, they conducted a single case study with a project aiming towards the development of a regional innovation strategy. This paper presents the findings.

Download paper full text from https://www.researchgate.net/publication/322722487_Using_Agile_Project_Management_for_Managing_Regional_Innovation_Projects

Abstract: Proposing the Need for an Integrated Diversity Agenda for European Business, Management and Social Policy at the Regional Level. By Webb, C (2008).

“Proposing the Need for an Integrated Diversity Agenda for European Business, Management & Social Policy at the Regional Level”

Submitted to and presented at the ‘Corporate Social Responsibility (CSR) and Global Diversity Management (GDM): Mainstreaming Diversity through Effective CSR Programmes in Global Organisations’ Track of the 8th EURAM Conference, May 2008, Ljubljana & Bled, Slovenia

Dr Carol Webb

Abstract: This paper presents an overview of current thinking on the topic of diversity and diversity management. The field of concern spans the organizational context as well as the social and regional sphere and a core premise of this paper is that in order to conduct significant and effective diversity management the endeavour as a methodological starting point, approach, and any interventions must be integrated across these different units of analysis and application. This paper considers the context of the European Union, outlines the opportunities and challenges presented by diversity, and summarises recently proposed methods for diversity management which appear to offer value. The substantial gap identified presents a lack of frameworks, approaches and methods which step up to the challenge of conducting diversity management at
the integrated regional level to encompass the social as well as the organizational contexts of diversity.

Read full paper at https://www.researchgate.net/profile/Carol_Webb6/publication/322722423_Proposing_the_Need_for_an_Integrated_Diversity_Agenda_for_European_Business_Management_Social_Policy_at_the_Regional_Level/links/5a6b483f0f7e9b1c12d3726e/Proposing-the-Need-for-an-Integrated-Diversity-Agenda-for-European-Business-Management-Social-Policy-at-the-Regional-Level.pdf

A Framework for UK Teacher Training and Career Progression?

A Framework for UK Teacher Training and Career Progression?

Prompted by another Tweeter this week (@MrsSpalding), I was keen to give my views on the proposed framework for UK Teacher Training and Career Progression, as put forward for consultation by the UK DfE[i] (@educationgovuk).

The main framework suggested is depicted thus:

QTS framework and career progression

My main feeling was that this was a positive step in the right direction, and the progression with implication of NPQ suite training from ML to EL levels was much needed. I believe that middle leaders and up should have this leadership training mandated – for the good of their own CPD and abilities in the job and career progression potential, as well as for the benefit of those in the profession serving under and alongside them. I currently teach MA Education Leadership & Management in HE and have experience in teaching in many settings and levels, including as a secondary school teacher. I feel everyone would benefit by having all leaders, middle level and up, take part in leadership training before being placed in a position of leadership, and definitely if newly appointed. Teachers who are good at teaching and good at having many of their students achieve well may well have leadership potential, and everyone should be given a chance to develop their leadership, but leadership training is essential. It’s the difference between having an HoD who drives a team into the ground, or just leaves them to it while they just focus on their own success, and someone on the other hand who coaches and mentors and develops all working with them so everyone is the best that they can be, on an ever improving journey, based on values that work for all. Ethical, values based leadership is the only way I’d say a school should be able to do well in a holistic manner, while considering the wellbeing of both students and staff.

However, what is missing from this framework is a range of factors. Firstly, routes into teaching are not so cut and dry. The consultation does not make mention of QTLS, which is now a legally accepted route into teaching in schools and achieved through Further Education routes of teacher/lecturer training and progression. For example, someone who ends up a teacher of design and technology or another technical subject specialism, may have come into teaching in FE via an industry first route. They might have been trained and apprenticed as a joiner, plumber, graphic designer, technical drawer, or another vocational area of expertise, and then gone into teaching in FE. They might have been trained with a TEFL/CELTA qualification and had many happy years teaching English as a foreign language abroad and then come back to the UK and got into English teaching that way. They may have then, alongside their teaching/lecturing role, worked their way through the PTLLS, CTLLS or DTLLS training suite (Preparing to Teach in the Lifelong Learning Sector; Certificate in Teaching in the Lifelong Learning Sector; Diploma in Teaching in the Lifelong Learning Sector) and received accreditation for teaching in that way, alongside many years of experience in the classroom. They may have then finally completed a module with prior accredited learning to achieve a PGCE in Education and Training 14+ and then completed the SET/ETS QTLS final module that may give them parity in legal terms with teachers in state schools, legally allowing them to teach in such schools.

Are they then to be put on a scale which only recognises them as NQTs or RQTs? When they may have had many, many years industrial and teaching experience? Are they then not given any prior accreditation for any previous managerial experience that may well equate with NPQML/SL?  What recognition is there for such previous experience? This is not currently mentioned in the DfE consultation and nor is recognition easily given in educational establishments.

Other managerial and leadership qualifications should be established with parity to allow prior accreditation in this regard.

In addition, the suggested career progression routes highlighted in the above diagram give no mention of teachers stepping into teacher educator roles in ITT or ITE programmes in HE or elsewhere (Initial Teacher Training or Initial Teacher Education). Career progression might be very different and the assumed model is quite limiting and non-diverse. It is very common for many teachers to follow MA/PhD or EdD routes of professionalization and then become teacher educators in HE or other similar provided programmes. I therefore believe that the proposed model should be developed to integrate the diversity of possible routes, rather than conservatively portraying the school based teacher progression route as a university to school to headship route of progression only.

Finally, membership of the Chartered College of Teaching should be accessible from any and all stages of entry, as mentioned above. Why preclude teachers who have not reached a very precise moment in time in a restrictively estimated career progression path? I am a professional associate of the CCT, and I can only advocate membership for all – access to journal papers is such a great benefit for one thing.

My own entry into teaching and path through the profession has been very non-standard according to the above diagram. I certainly don’t feel recognised by it, which is a shame, as I think there are probably many others like me too. What of diverse paths into and beyond the school?

Dr Carol Webb, CTEFLA BA PhD PGCE FRSA FHEA CMI

[i] Strengthening Qualified Teacher Status (QTS) and Improving Career Progression for Teachers – see https://consult.education.gov.uk/teaching-profession-unit/strengthening-qts-and-improving-career-progression/ to engage in the consultation prior to the deadline of March 9th, 2018.

 

Facilitating learning and innovation in organizations using complexity science principles, Webb, Lettice & Lemon (2006): Abstract

Facilitating learning and innovation in organizations using complexity science principles

Carol Webb, Fiona Lettice & Mark Lemon

Abstract: Difficulties have been encountered in communicating the meaning and value of complexity science principles to people in organizations. While one school of thought in the literature holds that it is not necessary to attempt to communicate the principles transparently, one set of researchers set out to develop a range of tools and a workshop session to do just this, and called it ‘The Complexity Starter Kit’. The Complexity Starter Kit features a six-day calendar and ‘water–cooler’ area posters, an exercise class and group sensemaking session, and an online knowledge development tool with group discussion boards. This paper describes the Complexity Starter Kit at high level, proposes its usefulness in the context of innovation, and provides an overview of educational strategies that facilitate learning about complexity science, a consideration of the ways in which these correlate with complexity science, and how this informed the development of the Complexity Starter Kit.

Cite article as:

Webb, C. Lettice, F. & Lemon, M. (2006). ‘Facilitating Learning and Innovation in Organizations Using Complexity Science Principles’, in Emergence: Complexity & Organization, Volume 8 Number 1, 2006, Special Issue: Complexity & Innovation. ISSN: 1521-3250

Published by ‘Emergence’: http://www.emergence.org/ (Google Scholar h5-index of 12 and h5-median of 16).

Download full paper from: https://www.researchgate.net/profile/Mark_Lemon2/publication/322722187_Facilitating_Learning_and_Innovation_in_Organizations_Using_Complexity_Science_Principles/links/5559d57008ae6fd2d82745cf/Facilitating-Learning-and-Innovation-in-Organizations-Using-Complexity-Science-Principles.pdf

Measuring social capital and knowledge networks, Webb, C. (2008): Abstract

Measuring social capital and knowledge networks

Author(s): Carol Webb
Abstract:
Keywords:
Social capitalNetworkingRegional developmentCities
Type:
Research paper
Publisher:
Emerald Group Publishing Limited

Copyright:© Emerald Group Publishing Limited 2008
Published by Emerald Group Publishing Limited

Citation:
Carol Webb, (2008) “Measuring social capital and knowledge networks”, Journal of Knowledge Management, Vol. 12 Issue: 5, pp.65-78, https://doi.org/10.1108/13673270810902948
Downloads:The fulltext of this document has been downloaded 3437 times since 2013

Abstract: Dear Diary: Recommendations for Researching Knowledge Transfer of the Complex. Webb, C (2009).

Reference this paper as: Webb, C. “Dear Diary: Recommendations for Researching Knowledge Transfer of the Complex.” The Electronic Journal of Knowledge Management
Volume 7 Issue 1 2009, pp. 191 – 198, available online at http://www.ejkm.com ISSN 1479-4411191
Full paper available at https://www.researchgate.net/publication/228614469_Dear_Diary_Recommendations_for_Researching_Knowledge_Transfer_of_the_Complex
Dear Diary: Recommendations for Researching Knowledge Transfer of the Complex
Carol Webb
Abstract:
A rich-picture can unfold itself to the researcher who engages management practitioners as research participants in the task of qualitative, open-ended diary-writing while also ‘feeding’ the participant with reading material to consider and reflect on in the diary itself. The particular work referred to in this paper is the result of a three year long research project, from 2002-2005, where 13 research participants were, in such a vein, asked to write a weekly work-based diary over the course of a year – a goal which some met and others did not. The three year study sought to find out how individual managers demonstrated making sense and learning using complexity science principles in work-focussed diaries. A key insight derived offers a way forward for future research on the topic of knowledge transfer of the complex by means of diaries as a qualitative research data collection tool in conjunction with ongoing, qualitatively rich interactions between researcher and research participant.
The use of diaries by researchers shows their versatility as a research tool. Diaries have been used by researchers in the evaluation and interpretation of the practice of teaching, training and learning, in the study of meaning and emotions over time, in investigations into workers’ and management’s responses to change and uncertainty, to conduct research into personal relationships, in addition to the subject of personal identity and life transition, health, and the study of diaries themselves. The domain of complexity science provides thought-provoking material that both challenges and complements perspectives of day-to-day work, thinking, and life. The ways in which people contextualise complexity science principles and other complexity science material in
their work differs from case to case. While the extant literature conveyed value in making sense of experiences in working life with complexity science, there was a lack of
grass-roots practical evidence from the field provided in the literature. The use of the diary as a research tool was considered invaluable in the study undertaken and insights
suggest the value of the diary in researching knowledge transfer of the complex in general. The underpinning literature, the method followed, highlights of the findings, and an overview of conclusions and implications for practice and future research are provided.
Keywords: qualitative diaries; knowledge transfer; complexity; research

Dear Diary: Recommendations for Researching Knowledge Transfer of the Complex. Available from:

https://www.researchgate.net/publication/228614469_Dear_Diary_Recommendations_for_Researching_Knowledge_Transfer_of_the_Complex

7 Middle Leadership Behaviours Explained for Practice by 17 School Heads and SLT Staff – by @DrCWebbBAPhD

What behaviours should a middle leader in a school environment demonstrate? What is going to be expected of you if you are aspiring to such a role? Is there anything you can be doing now that will help you to work towards becoming a good middle leader as defined by such behaviours? The UK DfE (Department for Education) outlines 7 behaviours as part of the leadership development National Professional Qualification (NPQ) suite that are expected of all leaders in schools to be developing and improving on. These include: commitment, collaboration, personal drive, awareness, resilience, integrity and respect. But what do these mean? These behaviour labels may seem intangible. In what way might you be able to show an example of these in your working life in school? I asked 17 school heads and members of senior leadership teams to share their views on how they would expect middle leaders to demonstrate these behaviours in practice. This is what they said – what would you say?

Commitment

Sermon-Series-Called-to-Commitment

“Commitment – an example of how they have gone over and above in their work” – Mary, Special School Headteacher, @Mishwood1

 

“Dedication to doing the best they can for each individual learner and for each member of their team. Working hard and leading by example” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

“By going the extra mile and ensuring they are constantly developing self and team” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Aligning themselves fully to the vision within the academy and following through” – Helena Brothwell, Principal, – @educurious2015

 

“We expect this of all of our teachers but I think for middle leaders that real ‘commitment’ to improving practice and driving practice forward outside of own classroom and indeed their own school is imperative. That middle leaders can demonstrate real impact wider and across the system whether that is through peer to peer support, leading CPD, leading a small team or leading on a particular initiative – all of the above show real commitment to improving the quality of teaching and learning through leadership. It has to be about that commitment to growing others and having impact to improve outcomes for all children” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“A middle leader must be fully committed to school values, culture and vision. They must also be committed to the school priorities and ensure that those are met. One way of demonstrating these commitments is by supporting and managing up. Another way is by leading by example and thinking about how others perceive you” – Anoara Mughal, AHT, @anoara_a

“They should strive to meet deadlines and strive to ensure others do too”– Caroline Doolan, Assistant Head, @caroline_doolan

“I want to see a shared passion to transform lives, learning & communities in the disadvantaged & challenging contexts that I work. I want to see a commitment to the school values driven vision” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

“Undertaking study towards a qualification – for example NCETM offer training to improve maths teaching, and a coordinator with additional personal expertise will be better able to fulfill their role”  – Roy Souter, Headteacher, @Exe_Head

“As we are in the business of helping students succeed, I would be looking for people truly committed to helping ALL students. The most impressive educators are those that constantly go the extra mile to support our struggling students and those that are harder to love” – Charles Martin, Assistant Principal, @MrCharlesMartin

 “See projects through to fruition. It’s not always about looking for the next step for promotion. Show that you care about the school and most importantly the pupils” – Tim Head, Assistant Head, @MrHeadComputing

“1) Length of time at school and current role or examples of loyalty at previous school, 2) Positive promotion of school with external stakeholders” – Stuart Maginnis, Principal, @StuartMaginnis

“Developing autonomy in the role, moving from seeking permission to innovate towards seeking guidance having already come up with ideas and having begun to put them into practice” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Prepared to give own time and effort to developing a less experienced colleague” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

“Adherence to the school vision/ethos, devotion to the pursuit of excellence for all students. Walk the talk“ – Mark Adams, Senior Vice Principal, @2Markdavid

“Understanding the requirements of the role and ensuring the desired outcomes are achieved” – Damian Weare, Vice Principal, @damianweare46

Collaboration

Collaboration_lightbulb-illustration

“How they have influenced / led change involving a group of others in school” – Mary, Special School Headteacher, @Mishwood1

 

“Working AS a team and not just IN a team (as Dylan William says) – recognising that the strength of the team lies in the effective facilitation of the complementary skills and strengths of all members. The ML does not have to be the one with all the answers! Clear recognition and discussion of that” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By being open to various methods of developing, for example teach meets, Facebook groups, working with different subject areas” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Working with colleagues to share their best practice. Putting themselves out to support others, e.g letting new staff observe them” – Helena Brothwell, Principal, @educurious2015

 

“For me, when I did my NPQH the bit that most resonated about growing new teams and ‘Leading from the Middle’ was the idea of Forming, Storming, Norming, Performing. I have returned to this many times particularly when growing a new SLT as I have now done several times. At the heart of collaboration is listening, really listening. The stages – forming: when middle leaders begin to learn about each other and start to develop a rationale for how their group will function. As a Senior Leader, what I am looking for here is those who listen, evaluate, reflect and demonstrate understanding and credibility. Storming: The stage where differences and conflict potentially come to light – particularly when members are new to the team. A period of growth will result often as a direct result of conflict! Norming: this is the beginning of realising the power of true collaboration. A sense of shared goals and visions are achieved and productivity increases as a result and relationships flourish with all pulling in the same direction. Performing: where the sky is the limit. This means the team have achieved the utopia of healthy professional disagreement and harness the power of it to achieve true growth. Progress in this way is only possible where true collaboration exists. At its strongest, every member fully embraces accountability for every child and every team member” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“Collaboration begins with opening up the doors of communication, listening, developing a team culture and having a motivating demeanour. Making yourself available to staff is also important. Having an open door policy and giving staff time even when they may have 100 e-mails to attend to or books to mark. Sharing resources and insights about pupils is also a collaborative strategy. Consulting with staff and pupils to identify issues in the department are also important. Effective communication is also important when establishing the vision and purpose and also to understand the rationale behind the day-to-day decisions. Frequent dialogue sharing whether it is discussing teaching and learning or issues arising in the department is a key feature of the collaborative process” – Anoara Mughal, AHT, @anoara_a

“Be willing to work with senior leaders to make and shape policies and also other departments to move the school forward, e.g. amending the marking policy” – Caroline Doolan, Assistant Head, @caroline_doolan

“Middle leaders need to be able to enthuse & engage their team through articulating a compelling vision to empower them to effect impactful & sustainable change. I regard myself as a collaborative entrepreneur & look for others with the intention to lead through motivating and energising students, colleagues and other educational staff, uniting them around a shared values driven vision. In addition middle leaders must be able to empower colleagues so that they secure personal growth by utilising a well-developed toolkit, including, coaching, mentoring, supporting & challenging team members to be the best they can be” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

“Attending and participating fully in any training events and meetings with colleagues performing the same role in other schools. Being able and willing to share their ideas, as well as to use the ideas of others to refine practice in our school” – Roy Souter, Headteacher, @Exe_Head

“I love team players, people always willing to give a hand. Everyone is busy but it’s often always the same ones raising their hand to volunteer their help” – Charles Martin, Assistant Principal, @MrCharlesMartin

“Work with the SLT, with staff in other phases and other schools. Moderate with others to check your own practice. It also stops you from getting stale and “doing what we have always done” – Tim Head, Assistant Head, @MrHeadComputing

 

“1) Working positively with dept’ colleagues, 2) Promoting work with colleagues around the school and celebrating the success of this, 3) Actively seeking to work with external colleagues and organisations” – Stuart Maginnis, Principal, @StuartMaginnis

 

“A sensitivity toward the ways in which their work might impact upon the work of others, and a desire to tackle issues alongside colleagues, rather than ‘competing’ for esteem or for other school resources like curriculum time and CPD time” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Working with an open mind with subject leaders in other schools in moderation and sharing work” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

“Working effectively with all stakeholders (internal and external) to secure the above [commitment]. Cross curricular, working parties, effective parental engagement etc“ – Mark Adams, Senior Vice Principal, @2Markdavid

 

“Problem solving as a member of a team and contributing solutions for consideration” – Damian Weare, Vice Principal, @damianweare46

 

Personal Drive

drive

“CPD they have initiated themselves e.g. reading they’ve done or training they’ve been on” – Mary, Special School Headteacher, @Mishwood1

 

“Determination to continue to learn and grow as a leader. Acceptance that they have never ‘cracked it’ and a commitment to their ongoing learning and development – whether they aspire to Senior Leadership of not” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By always seeking to be the best and being open to learning” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“I was always taught to do the job you want, not the job you have. I value it when staff step up first and demonstrate why I need them at the next level, then when a role comes up they are well placed” – Helena Brothwell, Principal, @educurious2015

 

“Personal Drive is not, for me, about doing more things but showing a commitment to do things well. Personal Drive is what gets people out of bed in the morning and that is different for different people but as a Senior Leader I am looking for those who turn ideas into action and action into results. They are tough in times of challenge and lead by example (set the weather!). They are able to be truly reflective, demonstrate resilience and model this for all team members. As developing leaders it is about getting their teams to understand not the what but the why – about empowering others to deliver great results” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“This is an important leadership behaviour. Having ambition and inner drive to make and implement change and sustain it is required to drive change at school level. A middle leader must have high standards of their staff and pupils and be results driven. They must be ambitious for themselves, their staff and the pupils they teach” – Anoara Mughal, AHT, @anoara_a

“Be reflective as well as ambitious, thinking about their own performance and that of their team so that improvements are made” – Caroline Doolan, Assistant Head, @caroline_doolan

“I want middle leaders to be ambitious. Not just for themselves, but for their colleagues & all students. They should have the same high expectations of themselves as they do of those that lead them, their team & their students. Middle leaders should continually seek opportunities to support the development of their colleagues. I look for leaders that are prepared to work outside of their comfort zone. They should have a willingness to learn & develop/acquire new knowledge, skills or experiences regardless of the personal challenge” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

“Putting themselves forward to take part in activities outside the core role of class teacher. For example, offering to run the School Council, shadowing senior leaders, running an after school reading event. Not waiting to be asked, but taking the initiative and suggesting things that will benefit the children” – Roy Souter, Headteacher, @Exe_Head

“Leaders must first and foremost be learners. I would look for educators that have a track record of being involved in continuous and never-ending improvement. Professional growth is our responsibility. I would be looking for people that assume that responsibility” – Charles Martin, Assistant Principal, @MrCharlesMartin

“Understand how you want to improve yourself as a leader, but understand that this must be driven by how you can help the pupils. How is you going on umpteen courses going to translate into benefits for your pupils?” – Tim Head, Assistant Head, @MrHeadComputing

 

“1) Looking to keep aware of subject changes, 2) Take responsibility of their own CPD, 3) Looks for whole school responsibility” – Stuart Maginnis, Principal, @StuartMaginnis

 

“A desire to self-improve is evident through personal and professional actions” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

“Ambition and determination to be the best at what they do. Dedicated“ – Mark Adams, Senior Vice Principal, @2Markdavid

 

“The desire to be successful, demonstrated through attention to detail and the capacity to achieve goals” – Damian Weare, Vice Principal, @damianweare46

 

Resilience

resilience

“How they have recognised challenges in achieving a goal but have overcome those challenges and achieved the goal anyway” – Mary, Special School Headteacher, @Mishwood1

 

“The capacity to recover (quickly) from mistakes/failures/disappointments – not to dwell on them and ‘hug the hurt’ to themselves, but to be determined to reflect, learn and move on – do better next time” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By being strong in character despite challenges” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Resilience is key in the school I work in and is a key part of our values. Staff must be able to withstand tricky days, emotionally and physically, so we take well-being very seriously and work hard to reduce workloads” – Helena Brothwell, Principal, @educurious2015

 

“Crucial. It’s a hugely rewarding role but can, at times, be tough. I think particularly middle leadership as you are often the conduit between the Head and the team. Sometimes you have to stick your smile on, roll up your sleeves and get on with it and that resilience is supported only when you have an SLT that work truly as a team. The dictionary definition of resilience is all about ‘the capacity to recover quickly from difficulties; toughness.’ Are middle leaders able to be truly reflective and constantly driven to re-evaluate and improve their own practice – if they don’t it is going to be incredibly hard for them to achieve credibility with their teams” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“This can be demonstrated by having a strong character, never giving up in the face of adversity, being solutions focused. Encouraging others and inspiring in the face of adversity, having a growth mindset and being bold. Being prepared and expecting to fail and being able to self-reflect from that failure makes a middle leader highly resilient. Having a solutions focused attitude can help you get back up and start again. When the going gets tough, being part of a professional network both within and beyond school can be useful and can add to the resilience. Being professionally informed and bold can also improve resilience. Having the weight of research evidence, as back up or stimulus, when risk-taking means that you can develop justification when trialling new teaching methods” – Anoara Mughal, AHT, @anoara_a

“Adapting to changes and potentially stressful situations and remaining calm. E.g. being head of department and sorting cover when two colleagues call in sick” – Caroline Doolan, Assistant Head, @caroline_doolan

 

“I tell middle leaders that “We learn from mistakes & some days I do a lot of learning!” I genuinely believe that we should learn from our mistakes & actively share & celebrate these learning opportunities! It is by modelling and demonstrating this level of emotional maturity that enables leaders to remain focused when faced by increasingly challenging circumstances. I look for middle leaders who demonstrate the ability to respond appropriately, manage uncertainty and bounce back even in times of pressure and the most trying of situations. I also expect middle leaders to own their own mental health and wellbeing. As well as looking after their colleagues, they must be able to demonstrate that they can and will look after themselves” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

“Resilience, for me is the most powerful attribute a leader can have in their armour. It doesn’t come naturally. Experience. In our roles, we will constantly have high expectations of our learners and of ourselves. And yes, ultimately we are under relentless pressure. As a leader, I have the expectation that leaders around me will adopt a mind-set that is positive. In every scenario or moment. We are all presented with many challenging circumstances but quite simply, we should approach with an intent to resolve and move forward for all involved. Being resilient for me, we display strong character and awareness of others. Others are important. Because we work together. We bounce back and we try to lead by example. A leader who learns from a negative experience is a leader who will be stronger next time. Emotional intelligence. Nothing is easy. We should give leaders time, opportunity and support to approach with an intent to resolve and move forward. Positively” – Ritesh Patel, SLE, @Mr_Patel100

“Resilience isn’t about how you feel, but how you react to those feelings. No-one likes being challenged or to have their ideas questioned, but if you are asking teachers to change their practice they won’t always do this without being convinced that it’s the right thing to do. Understanding that initial negativity is not personal is a huge step” – Roy Souter, Headteacher, @Exe_Head

“Leadership is a demanding job. Resilience is in large part the result of having a clear set of values and beliefs. People that know who they are, what they want and what they believe in are more apt to stay the course when they face bumps along the way. Therefore, I would look for people that have deeply reflected about their profession and have a strong internal compass that guides them” – Charles Martin, Assistant Principal, @MrCharlesMartin

 “Leadership is tough. Some days more so than others. You need to be able to develop a thick skin when parents are not happy. You also need to use this when you learn horrifying things about children through safeguarding issues. Pick yourself up, dust yourself off and face each new day with a smile” – Tim Head, Assistant Head, @MrHeadComputing

 

“1) How they react when things get tough – can’t be a mood Hoover! 2) solution focussed leaders” – Stuart Maginnis, Principal, @StuartMaginnis

 

“Developing awareness of the inevitability that things will not always go as well as planned, but the versatility to recognise the bad in a seemingly good outcome, and the good in a seemingly bad outcome. This ‘rolling with the punches’ allows for a more resilient approach to the role, which doesn’t require regular Herculean acts of strength and perfection, but regular sustainable improvements, even if small” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Able to recognise what may not have worked but to learn from it and not to walk away” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

“An unyielding drive in the pursuit of excellence, solution focused, unwavering in the face of barriers” – Mark Adams, Senior Vice Principal, @2Markdavid

 

“Adapting to changes quickly, positively and in a professional manner” – Damian Weare, Vice Principal, @damianweare46

 

Awareness

AWARENESS

“Able to see / understand the whole school picture and understand how decisions they are making impact on the wider school” – Mary, Special School Headteacher, @Mishwood1

 

“To know each member of their team, and the students they teach, very well. What are they good at – and are we making the most of it? Where are they developing, and what support and constructive challenge do I need to offer them if they are to be their personal and professional best? – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By recognising when further or different action is required and not being shy to address issues” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Critical to building relationships at all levels – this is the bit you can’t teach. Staff must be self-aware and able to adapt on a six-pence to any given situation” – Helena Brothwell, Principal, @educurious2015

 

“Awareness of self is crucial as is awareness of others around them. Listening, looking and reflecting. Are they able to really look at themselves as leaders? Know thy impact? Are they aware that they set the weather – strive for the best but also make decisions to gate keep staff from new initiatives for example? Are they able to take feedback and constructive criticism and truly understand their leadership styles and the impact that each will have on others? Emotional intelligence is a critical skill here too” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“Awareness is required for team building and deploying staff effectively. Being perceptive and having an understanding about how a member of staff may be feeling is a key skill for a middle leader. Balancing support and challenge at the right time can be skilfully used to enhance performance. Self-awareness to situations is crucial for a middle leader. In addition to this, having an awareness of others, including individual motivating factors and strengths is also important. Having diplomacy and holding people to account is also important. Middle leaders need to be aware of current research, practice and pedagogy. A middle leader also needs to be diplomatic, being able to have difficult conversations without alienation. Other areas where diplomacy is required include when giving feedback, managing up and reviewing performance. Middle leaders must not only be fully committed to the role itself but also have an awareness and commitment to the language they use to promote positive behaviours from those they lead” – Anoara Mughal, AHT, @anoara_a

“Being aware of the needs and qualities of their team and using but also developing them accordingly. E.g. setting up a working party to improve the marking in the department” – Caroline Doolan, Assistant Head, @caroline_doolan

“I look for middle leaders that have an accurate perception of their own strengths, weaknesses and unconscious bias, as well as knowing how their own behaviour impacts on others and what actions are required to take steps to improve. Middle leaders must see and own their own emotional triggers and manage these effectively, as well as understanding their own level of capability, accountability and authority in any situation” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

 “Knowing when to push and when to ease off a bit. Linked to resilience, when you’re asking people to try something new or different listen to their responses, and be prepared to slow down the implementation of a new strategy or approach if people are struggling” – Roy Souter, Headteacher, @Exe_Head

“As a leader, it is important to have empathy. I would be looking for people who know their surroundings, who spend the time to connect with their colleagues and students. You can’t really be aware of your environment if you don’t know your people” – Charles Martin, Assistant Principal, @MrCharlesMartin

“Every decision and action you take is like dropping a pebble into a lake. It is the ripples that can cause upset. Not just the initial splash. Also know your staff well enough to spot when all is not right. People will not always tell you when they are struggling” – Tim Head, Assistant Head, @MrHeadComputing

 

“Keep up to date with subject pedagogy and exam board changes” – Stuart Maginnis, Principal, @StuartMaginnis

 

“A clear recognition of the realities of what goes on in classrooms, and the understanding that it is this – rather than what they have on their action plan – that will guide them towards a clearer picture of how things are going. An idea may be great, but may not work immediately in practice; is the teacher present enough across the school to see this, and to talk to teachers about it? And in addition, there should be an emotional awareness of how their interactions might affect others – this cannot be presumed, and may need to be coached” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Knowing when to intervene/stop talking/leave another to develop for self” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

An appreciation of the latest evidence based research. An acute awareness of performance of staff and students” – Mark Adams, Senior Vice Principal, @2Markdavid

 

“Show empathy, know the team and build upon the individual members’ strengths whilst being aware of their weaknesses, then providing appropriate support and guidance” – Damian Weare, Vice Principal, @damianweare46

 

Integrity

integrity

“Doing what is right by the children even it is a challenging conversation with someone they work with / have a friendship with – – Mary, Special School Headteacher, @Mishwood1

 

“Always honest, truthful, open. Never complain about one member of the team to another. Don’t over-promise, and delivery what they say they will” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By living out sound moral values at all times” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Integrity – because what do you have if you don’t have that?” – Helena Brothwell, Principal, @educurious2015

 

“The quality of being honest and having strong moral principles – crucial in leadership. This is particularly difficult at times when different educators may have different moral principles. For our team – our key principle is ‘Children first – in every decision that we take’ – this is what I am looking for in our middle leaders. That through tricky conversations, tough decisions they keep this at the forefront. Sometimes it is necessary to deliver tough messages and that shouldn’t be involved for the good of our children but always done with honesty and care. Deliver the tough messages and survive the tough times but remember to treat all with dignity and respect” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“Middle leaders must have the ability to develop relational trust between team members. This will enable collaboration and innovation. In addition to this there must a personal regard for others and expertise of teaching and learning. Openness where leaders tactfully but honestly share their views and raise concerns leads to high levels of integrity. They must lead by example and demonstrate moral leadership” – Anoara Mughal, AHT, @anoara_a

“Thinking before speaking, not gossiping, not building a ‘them and us’ between head of department and SLT. Even if they don’t agree with the decision they must be seen to support it in front of colleagues” – Caroline Doolan, Assistant Head, @caroline_doolan

“I expect middle leaders to act in ways that are principled and built upon a clear set of personal values. A middle leader must model an unswerving belief that they have a crucial role to play in changing lives and improving life chances. It is not enough to honestly say the right thing; instead, a middle leader’s behaviour, actions and decisions must be made with the best interests of children at heart” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

“Don’t say anything unkind or untrue to or about anyone. As Gandhi said, ‘Happiness is when what you think, what you say, and what you do are in harmony” – Roy Souter, Headteacher, @Exe_Head

“I would be looking for educators that constantly display strong moral principles and honesty in how they interact with students, parents, and colleagues” – Charles Martin, Assistant Principal, @MrCharlesMartin

“To be a leader you need to be credible. You gain credibility by showing you have integrity. Don’t share information that shouldn’t be shared and most importantly walk the walk!” – Tim Head, Assistant Head, @MrHeadComputing

 

“1) Acts with gravitas but confidential, 2) Demonstrates high level of emotional intelligence” – Stuart Maginnis, Principal, @StuartMaginnis

 

“Integrity – Their actions match their words, quite simply. If something is planned, it is planned sensitively without unrealistic ambition, and every effort is made to make it happen. No promise is made to teachers that cannot be kept – they have enough unpredictability as it is. Manifests most clearly in the extent to which their words are matched by their actions, and the extent to which both are oriented towards providing the most ideal whole school context for good learning” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Honest, clear personal values, will take one for the team” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

Morally upright in beliefs and actions, unshakable, a sincere approach with staff and students, humility” – Mark Adams, Senior Vice Principal, @2Markdavid

 

“Be professional throughout in all that they do, showing a clear understanding of their responsibilities. They should also possess the self-awareness to seek further guidance and support as and when required” – Damian Weare, Vice Principal, @damianweare46

 

Respect

respect

“Ensuring equality / diversity is recognised in the decisions they are making / day to day practice” – Mary, Special School Headteacher, @Mishwood1

 

“Earn it and give it. Show respect for others and gain it by doing the best job they can and continuing to learn and grow in the role. Establish and maintain mutual trust across the team” – Jill Berry, Former head, now leadership consultant, @JillBerry102

 

By being open and embracing of all despite differences” – Kathleen Sorrell, Vice Principal, @Kat_S76

 

“Respect – even more than this though, we must be explicit in our treatment of each other – purposefully kind, students must know ‘with certainty’ that we care about them (Paul Dix)” – Helena Brothwell, Principal, @educurious2015

 

“Respect for all. Intrinsic. Respect for every child, every member of our team, every parent and every professional” – Emma Bone, Executive Head and National Leader for Education, @bo_ebone

 

“Middle leaders must demonstrate this at all times towards pupils and those that they lead. One way of showing this is if there is a difference of opinion to challenge people behind closed doors and not publicly. They must protect the reputation of the people they lead. They must know how to lead with both strength and boldness and a degree of humility, respecting others’ opinions. Working collegially is another way of demonstrating respect” – Anoara Mughal, AHT, @anoara_a

“Treat everyone fairly and be polite and calm” – Caroline Doolan, Assistant Head, @caroline_doolan

“Respect is a two-way street. Middle leaders must gain respect and model respect to all others. Whilst understanding the perspectives and priorities of others, middle leaders must demonstrate the intention to make a positive impact on colleagues, students and the wider community. As such, they should be able to convince others and bring them round to their perspective” – Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor

 

 “Thank people publically for their efforts, especially when you know they’ve tried hard to make a success of a new project or initiative that you’re involved with” – Roy Souter, Headteacher, @Exe_Head

“As a leader, you will have to present and defend positions and ideas that could be unpopular. It is important to be able to articulate clearly such positions in a respectful and considerate way. I would be looking for people that not only have strong beliefs but that can also articulate and sell them in a way that always shows consideration and respect for others” – Charles Martin, Assistant Principal, @MrCharlesMartin

“Treat everyone the same. It doesn’t matter whether head, cleaner, cook, or caretaker. They are all humans. Treat people how you would like to be treated. This is the same for parents. NEVER EVER patronise” – Tim Head, Assistant Head, @MrHeadComputing

 

“1) Best leaders command respect with colleagues 2) Good results and ability in classrooms, 3) Walk the Walk, 4) have kindness and humility” – Stuart Maginnis, Principal, @StuartMaginnis

 

“The middle leader should over time come to recognise the different approaches being taken by other middle and senior leaders, even if these other approaches strike them as wrong-minded, initially. Certain ways of doing things may be better than others, but may not be the most effective way for that particular leader to work; understanding and respecting how others choose to work, in a working culture that allows middle leaders real autonomy, helps leaders to reflect on their own emerging styles. This does not mean there can be no critical interactions, but that these professional dialogues shouldn’t take place in the context of ‘I’m right, they’re wrong’ but, ‘What might they achieve by doing things in this way?’” – Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu

 

“Knows boundaries with SLT, parents, children” – Andrew Cowley, Primary DHT, @andrew_cowley23

 

“Genuine admiration for others’ achievements – however big or small they are perceived to be. Willing to give praise openly and in private. Supportive of staff” – Mark Adams, Senior Vice Principal, @2Markdavid

 

“Be kind and caring, let others know that their thoughts and feelings are important. Inculcate mutual self-respect within the team by demonstrating personal self-respect” – Damian Weare, Vice Principal, @damianweare46

 reflect

What about you? Do you agree or disagree with these examples? Can you add any other views of interpretations of the 7 leadership behaviours not considered above? Please do add your comments below and discuss on Twitter.

 

With thanks to all heads and SLT members from various schools and countries who gave their time and effort to contribute to the co-creation of this blog post.

 

List of contributors

  1. Mary, Special School Headteacher, @Mishwood1
  2. Jill Berry, Former head, now leadership consultant, @JillBerry102
  3. Kathleen Sorrell, Vice Principal, @Kat_S76
  4. Helena Brothwell, Principal, – @educurious2015
  5. Emma Bone, Executive Head and National Leader for Education, @bo_ebone
  6. Anoara Mughal, AHT, @anoara_a
  7. Patrick Ottley-O’Connor, Executive Principal & Leadership Coach, @ottleyoconnor
  8. Roy Souter, Headteacher, @Exe_Head
  9. Charles Martin, Assistant Principal, @MrCharlesMartin
  10. Tim Head, Assistant Head, @MrHeadComputing
  11. Stuart Maginnis, Principal, @StuartMaginnis
  12. Jonny Walker, Primary Assistant Head, @JonnyWalker_Edu
  13. Andrew Cowley, Primary DHT, @andrew_cowley23
  14. Mark Adams, Senior Vice Principal, @2Markdavid
  15. Damian Weare, Vice Principal, @damianweare46
  16. Caroline Doolan, Assistant Head, @caroline_doolan
  17. Ritesh Patel, SLE, @Mr_Patel100

23 Resources to Start You on Your Edu Leadership & Management Journey by @DrCWebbBAPhD

giving-back

Was one of your New Year’s resolutions to up your game and start doing more around school, giving more of yourself in your teaching career? Perhaps you feel like now is the time to start making the transition from teacher to educational leader/manager. If so, there are a number of avenues to explore. You can start to think about what experience you have and what you might need, you might start looking for jobs or try for internal promotion, or just seek out ways of taking on more responsibility. You could also investigate and embark on a DfE NPQML or NPQSL. And there’s also the slightly more in depth and academic MA Education in Leadership and Management route. Whichever option you decide on, reading around the issue and talking to others with experience will always help.

This blog post presents a summary of 23 resources to help you start that journey.

3 Twitter accounts to follow that will prove useful in terms of support and information:

  1. @NewToSLT – https://twitter.com/NewToSLT
  2. @SLTChat – https://twitter.com/SLTchat
  3. @JillBerry102 – https://twitter.com/jillberry102

4 online news articles by Jill Berry that will help set you in the right direction:

  1. Stepping Up: What Makes a Great Head of Department: https://www.theguardian.com/teacher-network/teacher-blog/2014/feb/26/head-of-department-schools-career-advice
  2. 10 Top Tips for Teachers Heading into School Leadership Teams: https://www.theguardian.com/teacher-network/teacher-blog/2014/aug/26/top-tips-teachers-school-senior-leadership-team
  3. Becoming a Headteacher: 4 things future leaders need to know: https://www.theguardian.com/teacher-network/2017/jan/24/becoming-a-headteacher-what-future-leaders-need-to-know
  4. Support Versus Challenge: How school leaders can strike the right balance: https://www.theguardian.com/teacher-network/2016/apr/17/support-vs-challenge-how-school-leaders-can-strike-the-right-balance

1 Free Kindle book to obtain more leadership insights:

  1. High Challenge, Low Threat: How the Best Leaders Find Balance, by Mary Myatt: https://www.amazon.co.uk/dp/190971786X/ref=cm_sw_r_em_api_c_32CWzb4BEK5BR

3 Edu blogs to follow and explore to get you thinking about relevant issues:

  1. https://teacherhead.com/
  2. https://www.teachertoolkit.co.uk/
  3. carolslearningcurve.com – e.g.:
    1. Analyzing and Identifying Personal Educational Leadership Needs, by @DrCWebbBAPhD: https://carolslearningcurve.com/2017/11/21/analysing-identifying-personal-educational-leadership-needs-aspects-to-research-and-tools-to-help-analyse-sltchat-womened-womened/
    2. Starting to think about the bigger picture – education policies and where they come from: https://carolslearningcurve.com/2017/11/17/educational-leaders-do-you-know-where-your-policies-come-from-at-the-global-and-international-level-by-drcwebbbaphd-sltchat/

4 great TED talks on leadership:

  1. How Great Leaders Inspire Action, by Simon Sinek: https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action
  2. Why Good Leaders Make you Feel Safe, by Simon Sinek: https://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe
  3. What it Takes to be a Great Leader, by Rosalinde Torres: https://www.ted.com/talks/roselinde_torres_what_it_takes_to_be_a_great_leader
  4. Everyday Leadership, by Drew Dudley: https://www.ted.com/talks/drew_dudley_everyday_leadership

3 other useful books available through Amazon:

  1. How to Become a School Leader, & Leadership for Learning, by Matt Bromley: https://www.amazon.co.uk/Become-School-Leader-Leadership-Learning/dp/1491065346/ref=sr_1_2?ie=UTF8&qid=1515818153&sr=8-2&keywords=how+to+become+a+school+leader
  2. Becoming a School Leader, by C Bonnici: https://www.amazon.co.uk/dp/1475803605/ref=cm_sw_r_em_api_c_MCDWzb7K0TY81
  3. The Mindful School Leader: Practices to Transform your Leadership and School, by Brown and Olson: https://www.amazon.co.uk/dp/148330308X/ref=cm_sw_r_em_api_c_8CDWzb4W3WBDM

5 Other Practical and/or Academic Resources to Get Your Grey Matter Going:

  1. Coleman M and Earley P eds (2005) Leadership and Management in Education; Oxford: Oxford University Press
  2. Coleman M and Glover D eds (2010) Educational Leadership and Management: Developing Insights and Skills; Maidenhead: Open University Press
  3. Teacher Development Agency (TDA) (2008) The Little Book of Managing Change
  4. Tolhurst J (2006) Coaching for Schools: A Practical Guide to Building Leadership Capacity; Harlow: Pearson Education Ltd.
  5.  www.education.gov.uk/nationalcollege