Everyone who works with and in schools is time-poor.
Many of us wish to engage with evidence/research to drive development.
I'm grateful for those who take time to put this research into digestible books that are easy to read.
A thread of books that have guided my thinking. 🧵 Leadership:

@teacherfeature2 Building Culture:

@benniekara Diversity in Schools https://t.co/5qzEhhCAqk

@MaryMyatt High Challenge, Low Threat https://t.co/vcHNhvnT0a

Viviane Robinson Reduce Change to Increase Improvement https://t.co/l9fCy1m6iy https://t.co/TpQSP0oPLnamzn.eu/d/9RgyqEF
amzn.eu/d/gmlBuAZ
amzn.eu/d/a44LwQq
amzn.eu/d/7jdDD2C

Summary of the Zenger and Folkman Leadership skills report

4 areas of focus:
Building Greater Trust in Teams
Employee Recognition in the Time of Quiet Quitting
Generating Energy Through Push and Pull
The Ordinary Habits of Highly Effective Coaches


🧵zengerfolkman.com/leadership-ski… Building Greater Trust in Teams
"Improving trust will significantly
increase team members' willingness to stay, achieve goals, find new solutions to problems, and make a real difference in the broader organization."

Spending today reading about the gap between knowing and doing.

📃 The leadership knowing-
doing gap: a phenomenological exploration. Ahmadi, A. and Vogel, B. (2019) A summary of descriptions of "What" was experienced and "How" it was experienced, and how this links to a model of cognition, affect and behvaiour :

As we hit Summer 2 (or HT6 as it may be known), many people may be thinking ahead to Autumn 1 (HT1) and transitioning into leadership posts for the first time in their career.

A few key tips from my own experience and what I have seen of others. 1/ Communication is key. Avoid being ambiguous. Instead, be clear with your thinking.

2/ Frontload the why (the purpose) and be explicit with the how. Ensure people know what you want them to do to be an effective member of the team.

This week's @PepsMccrea Evidence Snacks is on the knowing-doing gap, something I personally have wrestled with throughout my career.

I first came across this idea when reading:
"The Knowing Doing Gap"
Jeffrey Pfeffer and Robert I Sutton

📄 PDF:

🧵 1/6wwwwenellse.cdn.triggerfish.cloud/uploads/2016/0… The article talks through some great ideas, including:
Talk and action
Memory and thinking
Fear and knowledge
Measurement and judgement

But where it really comes to life is where it discusses turning knowledge into action

2/6

Gratitude.

This week's @PepsMccrea evidence snacks was on idea of fuzzy feedback due to the nosiy relationship between teaching (the action) and learning (the impact).

This made me think about gratitude, and why specificity matters.

A thread on specific gratitude 🧵 Displaying and receiving gratitude can be a joyous process. A real fulfillment can be felt when showing thanks to others, and being on the receiving end of gratitude can be hugely motivational and transformational.

Benefits:
Improves wellbeing
Reduces stress
Build resilience

Lots of talk recently about student attention during lessons this week on twitter.

3 main questions I always consider on this topic.

📢 How do we "call students to attention"?
👩🏾‍🏫 How do we "direct students' attention"?
👉🏾 How do we "maintain students' attention"?

Thread 🧵 /1 📢 How do we "call students to attention"?

Potential solution:
Routines

Why:
Simple and can be used in every classroom

If not:
Every classroom and every lesson for a student could have a different call for attention, causing confusion.

Tweet:

https://twitter.com/PepsMccrea/status/1645124428479741954?t=9P5rNC1J-n4ky7O2FnNBsw&s=19

/2

Another great @PepsMccrea evidence snacks today, this time on trust.

There is so much to summarise when it comes to reading about trust. The best summary I've read comes from @teacherfeature2 Building Culture
amzn.eu/d/dbtA2OW 'Trust is built on telling people the truth, not what they want to hear'

Quoting Sinek, then leaning into her craft expertise, Lekha reminds us that candour is kindness, and that being liked isn't the same as being trusted.

Reflecting on @PepsMccrea evidence snacks through the lens of pupil revision.

The valley of potential is a crucial element in ensuring pupils form successful revision habits.

❌️ 4 crucial problems
✔️ 2 key solutions
🧵3 helpful threads 1/ ⏳️Delayed results

Pupils may not see the impact of implementing new revision strategies instantly.

Success can seem an age away.

Been thinking hard about the role of collaboration in curriculum development and design.

Can't help feeling that when teachers don't work together on this, they are missing a trick. I've come across a few reasons why a collaborative approach is useful in some recent reading ... The interplay between collaborative curriculum work and developing teachers can lead to innovation within the curriculum.