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  • Leadership Development: Resilience

    Published 21/03/18, by Andrea Taylor

    A person is described as resilient when they are able to ‘bounce back’ from problems, challenges and set-backs quickly and effectively.  Being ‘calm in a crisis’ or being ‘everyone’s rock’ is not necessarily the same as being resilient.  The demonstration of resilience requires the presence of difficulty, challenge or upset.  The most resilient people don’t simply bounce back unscathed, but rather they learn more about themselves through failure and often return stronger and more competent.

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  • Leadership Development: Communication

    Published 20/03/18, by Andrea Taylor

    Please enter an introduction for your blog post here.

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  • 5 Ways you can (and should) engage with education research!

    Published 20/03/18, by Andrea Taylor

    Read this post for 5 simple ways that all classroom teachers and school leaders can become more evidence informed.

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  • Managing Workload: Finding the Balance

    Published 06/03/18, by Andrea Taylor

    This week we welcomed back our cohort of NQTs for day three of their NQT Induction training.  One of the key themes of our training is managing workload and maintaining a healthy balance in life between the demands of work and leisure time.  Read more about our advice for sustaining a healthy balance in this blog post.

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  • Leaders:  Know Thyself!

    Published 22/11/17, by Andrea Taylor

    So says the ‘first commandment of leadership’, according to Harvard Business Review, but what does it mean to ‘know thyself’ as a leader?  A quick google search throws up the following words and phrases: ‘personal intelligence’; ‘mastering yourself’; ‘consciousness of thought’; ‘knowing your habits.’ We could probably give an account of our attributes, our intelligence and our habits, both good and bad, but how well do we really know ourselves and how we are perceived by others?

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  • Managing Workload: Planning

    Published 17/10/17, by Andrea Taylor

    The ‘spending-four-hours-planning-one-lesson’ experience is almost a rite of passage for the trainee teacher, but it does not and indeed, should not, become a persistent problem.  

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  • 3 Steps to Effective CPD

    Published 23/05/17, by annaliese stanton

    Cost-effective and impactful CPD has never been more important as schools face ever tighter budgets in the face of a changing education landscape.  School leaders are having to make tough decisions, balancing the needs of their staff and students with depleting budgets.  Our 3 step approach to CPD planning will help you focus your thinking on how to get the best from your professional development provision.

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  • Case Study - How we implemented a coaching culture in our school 

    Published 16/05/17, by annaliese stanton

    How can you implement a culture of coaching in schools?  And what different does it make really?   Deputy Headteacher at The Chantry School, Nicola Clear tells us more.

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  • Coaching Vs Mentoring - what's the difference?

    Published 11/05/17, by annaliese stanton

    Coaching is a buzzword that has been used in business leadership for many years but has taken some time to become part of education culture for many schools and teachers. Most teachers will have been ‘mentored’ at some point in their career and recognise how it has supported them in their teaching practice, but very few will have been ‘coached’.  So what is the difference between mentoring and coaching?    

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  • What's it like to have a Pupil Premium review?

    Published 10/05/17, by annaliese stanton

    What’s it like to have a Pupil Premium review from an external expert and is it worthwhile?  Head of School at South Bromsgrove High, Chris Smith, tells us more. 

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  • What makes a great NQT Mentor?

    Published 03/05/17, by annaliese stanton

    Being an NQT mentor is a hugely responsible but also rewarding experience for a teacher.  The role requires mentors to perform many different roles; to be approachable and supportive, knowledgeable and fair, whilst having the confidence to tackle issues and have ‘difficult conversations’ if needed.  But what distinguishes a ‘good’ mentor from a ‘great’ one?  

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