One of the things well established in leadership and management is 'leading change'. It seems accepted that you should learn about 'change management' on your journey to be a school leader and on leadership training, it's common to see generic change processes featured.
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Presumably, if leaders are able to 'do change', this is a good thing.
But this acceptance that leaders are people who are able to 'lead change' ignores the fundamental question:
1. Importance of Context - I agree we shouldn't use context as an excuse. There are lots of schools showing us that schools in tough communities can achieve well. Also agree that collaboration is super important and we should learn from each other across the system. 👍
Perhaps we need to reclaim the word 'context'. It's been held hostage to mean 'number of children eligible for PP' in many cases. IMO, context should relate to the wider set of circumstances including stage of school improvement, staff profile/experience and so much more...
11 years ago, an influential article was published making '7 strong claims about successful school leadership' (Leithwood, Day, Sammons, Harris & Hopkins, 2008). This was a significant paper & has been heavily cited in the years since.
2. In the paper, the authors...
(wait for it)
Yep. They make 7 strong claims about successful school leadership.
👇
3. The paper was published by NCSL and you can read it here. Interestingly, this was published in 2008 (the year I started Headship). It contains one of my favourite quotes:
'Those in leadership roles have a tremendous responsibility to get it right.'
After lots of chat and announcements about SATs, I thought I'd share an alternative proposal.
Firstly, I think it's great to consider both the value of primary assessment and also the unintended consequences they have on schools and teachers.
2. KS2 SATs probably need rethinking. They've become problematic. But if we're going to scrap something, we have to have an alternative. It's been pretty chaotic for primary staff in the last few years on the assessment front. More uncertainty is an unhelpful distraction.
3. I don’t think the tests themselves are a problem. They're a relatively reliable way of us understanding school standards. Teacher Assessment sounds appealing but after years of doing this, research (and my own experience) shows it to be unreliable and bad for workload.