Richard Spencer Profile picture
Executive Principal - Cambridge Meridian Academies Trust, Ely College. Cambridge School Shakespeare Editor. Still curious. Summoned by bells. Gymnastics Dad.
7 Apr
I posted a thread on leading teacher development that seems to have landed well. Thanks for the lovely feedback. Below is a similar attempt to distil approaches I've seen work well with behaviour and culture. More likely to be divisive, but offered with humility and no tribalism.
1. If children don’t feel safe, they are not safe. Poor behaviour is frightening and traumatic to victims, stressful to participants. Leaders must learn when and where children feel unsafe. Systems, sanctuary and supervision must be tight. It is a leader’s duty to be on duty.
2. Children are fundamentally kind and empathic. Far more so than adults. But they are also impulsive and forming. The structures of schooling should be certain and dependable but not carceral or cruel: where to sit, not how to sit; what to look at, not how to direct gaze.
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5 Apr
I've led teaching and learning (in various roles) for a decade now. Below is a thread outlining 10 things I think can work best. I've implemented some more than others, succeeded more with some than others, but seen all of them work. I have changed my mind; I will change my mind.
1. Prioritise expertise. Reassure teachers that the development of their subject-expertise is your priority. Calendar time with their teams to work on this and improve their curriculum. Build networks with other schools to support this. Limit lonely actors.
2. Establish focus. Whole school teaching and learning priorities remain an important collective driver. Review the evidence and form a working party to establish four/five key whole-school focus areas. Then promote strongly the implementation and evaluation of those strategies.
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