Joe Kirby @joe__kirby
School leader. Writer. Director of Education at Athena. I champion school leaders, teachers and school staff so we can create great schools together. joe-kirby.com London Joined January 2013-
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8. Support for headteachers already in role is often limited, patchy, mixed, and ad hoc 9. Governor/trustee support can make a positive impact on headteacher retention. 10. Specialist and peer mentoring, coaching, and supervision can help headteachers. 4/6
2. Headteachers are attached to their communities more than most. 3. Research around headteacher retention is limited but paints a challenging picture. 4. The headteacher role has become more complex, presenting multiple challenges. 2/6
New post on the language of betterment.
School improvement frameworks: what I've been hearing from Directors of Education lately (when we asked them what they'd like to hear from others about): Here are some examples of their responses 👇
If you've already benefitted from Lorraine's / Chiltern's generosity in sharing it (we know there are loads f you), we'd love it if you could share this, so more can benefit too. TIA. All tags and comments, much appreciated too.
"How are they codifying best practices to ensure alignment across trusts, particularly in curriculum, assessment, pedagogy and training, behaviour, attendance processes, and finance?"
TLDR: Autonomy vs alignment is high on their agenda.
@Mr_Crome talked about the important of trust & belonging in teams. Where culture isn’t right, none of the great work we try to do in schools will land. Resonated with the teacher narrative in the keynote-what kept her in teaching for so long was how much she loved her team. (6)
@SCottinghatt spoke on adaptive expertise and coaching in ways which value the complexity of classrooms. ‘Coaching for agency’ should be, I think, the purpose of coaching teachers - we want thinking professionals, and we want to retain them. (5)
PRINCIPAL VACANCY Amazing leader who dreams of living/working in Cornwall? Want to join an inspirational team of big thinkers & develop your full potential? Why not be part of a MAT who values your knowledge, passion, wellbeing & commitment? Take a look: bit.ly/4a2p8x0
@Sam_LGibbs @researchEDBrum @Barker_J You're doing important work. This is a great thread.
We proposed these reflection questions as a starting point. We hope to develop these ideas further and exemplify them with concrete examples from the great work happening in schools and Trusts.
So, the current situation isn’t sustainable-despite Ts working more than 50+ hours a week (OECD TALIS survey) student outcomes compared to int assessments have barely budged since 1970 & we have a serious recruitment and retention problem on our hands.
We framed the sustainability challenge around these key areas. 1. Social issues increasingly make the backdrop for schooling incredibly challenging, 2. The staggering amount of knowledge required to be an effective teacher/leader, 3. Humans are primed to do more…
So, what can we do about it? We have 4 proposals: 1. Improve educators’ mental models, 2. Reduce ‘fluffload’, 3. De-implement, 4. Leverage efficiencies.
So we have a sustainability challenge-without addressing it, it won’t be possible to create conditions for high quality PL.& we need to do this-great teachers in classrooms are the greatest levers we have to improve outcomes for pupils,so should be priority of every school.
Essentially we argue that schools have become places where we ask too much of teachers and leaders - and what we ask is not always the work that’s going to have the most impact on pupils - consequently it’s not always the most satisfying and enjoyable.
@Dazzalee127320 @MrARobbins @ianwhite21 @benkarlin1 @MrPTse @C_Hendrick @Emma_Turner75 @Doug_Lemov @SaysMiss @drlindalouise @MsJasmineMN @dmthomas90 @KatePretsell @Counsell_C @SCottinghatt @MrZachG @nilampatel86 @RyonWLeyshon @michaeldoron @BradleyKBusch @FunkyPedagogy @JGProfDev @Josh_CPD @Sam_LGibbs @Barker_J @Suchmo83 @Strickomaster @JamesHandscombe @rpondiscio @jon_hutchinson_ @HughesHaili @teacherhead 40/ @Mr_Raichura (arguably the best teacher in the world) with some glorious fine detail on teaching for success x.com/mr_raichura/st…
@Dazzalee127320 @MrARobbins @ianwhite21 @benkarlin1 @MrPTse @C_Hendrick @Emma_Turner75 @Doug_Lemov @SaysMiss @drlindalouise @MsJasmineMN @dmthomas90 @KatePretsell @Counsell_C @SCottinghatt @MrZachG @nilampatel86 @RyonWLeyshon @michaeldoron @BradleyKBusch @FunkyPedagogy @JGProfDev @Josh_CPD @Sam_LGibbs @Barker_J @Suchmo83 @Strickomaster @JamesHandscombe @rpondiscio @jon_hutchinson_ @HughesHaili @teacherhead 40/ @Mr_Raichura (arguably the best teacher in the world) with some glorious fine detail on teaching for success x.com/mr_raichura/st…
Teacher learning and student learning - are they really so similar? Here's my take and why it matters for teacher training -🧵
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214 Followers 758 Following Here to revolutionise the way that teacher training and school improvement programmes are delivered in our schools.@MatthewAKraft @Doug_Lemov @adamboxer1 SUMMARY ⤵️ (finally)
Anyway, here are the 5 powerful yet unintuitive things leaders can double down on to create the conditions for accelerated development: 1. Distractions 2. Attention 3. Routines 4. Norms 5. Alignment Let's look briefly at each... (deep breath)
"The most important skill for getting rich is becoming a perpetual learner. You have to know how to learn anything you want to learn." @naval
We want to add the insights and wisdom of serving headteachers to this research base. To achieve that we would like you to complete this survey. ssat.typeform.com/to/PjUyxGVR As a thank you, we will send you the 40 page summary and synthesis of the research into HT retention. 6/6
8. Support for headteachers already in role is often limited, patchy, mixed, and ad hoc 9. Governor/trustee support can make a positive impact on headteacher retention. 10. Specialist and peer mentoring, coaching, and supervision can help headteachers. 4/6
5. National policy and accountability are key drivers impacting headteacher retention. 6. Headteachers mostly value decision-making autonomy, but agency can be complex. 7. Headship preparation and induction does not effectively reflect the role's demands. 3/6
2. Headteachers are attached to their communities more than most. 3. Research around headteacher retention is limited but paints a challenging picture. 4. The headteacher role has become more complex, presenting multiple challenges. 2/6
In planning for @ssat's Rethinking Headship offer, I reviewed 26 research reports about headteacher retention published since 2017. There are 11 insights that stood out. 1. Headteachers are important for school staff, students, families and communities. 1/6
New post on the language of betterment.
1. The most troubling aspect of the discourse about SLANT etc has been the conflation of so many conditions and individual circumstances into "this is exclusive to children with SEND." A few things it is important to get below..
School improvement frameworks: what I've been hearing from Directors of Education lately (when we asked them what they'd like to hear from others about): Here are some examples of their responses 👇
If you've already benefitted from Lorraine's / Chiltern's generosity in sharing it (we know there are loads f you), we'd love it if you could share this, so more can benefit too. TIA. All tags and comments, much appreciated too.
"How are they codifying best practices to ensure alignment across trusts, particularly in curriculum, assessment, pedagogy and training, behaviour, attendance processes, and finance?"
TLDR: Autonomy vs alignment is high on their agenda.
If we want to keep our most expert and experienced teachers in classrooms - which we should all agree we do - we have to treat them as professionals. We have to ‘do with’, not ‘do to’. We have to prioritise teacher agency. (8)
@Mr_Crome talked about the important of trust & belonging in teams. Where culture isn’t right, none of the great work we try to do in schools will land. Resonated with the teacher narrative in the keynote-what kept her in teaching for so long was how much she loved her team. (6)
@SCottinghatt spoke on adaptive expertise and coaching in ways which value the complexity of classrooms. ‘Coaching for agency’ should be, I think, the purpose of coaching teachers - we want thinking professionals, and we want to retain them. (5)
Trends for United States
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