LeadingLearner

Can AI help school leaders think more clearly?

A headteacher receives a report that a pupil has been acting out in lessons. Alongside the initial report, there are small additional details. A comment passed on from a teaching assistant. A change in behaviour noted by other members of staff. Something that does not quite fit but is easy to set aside. The situation is approached through the school’s behaviour policy. It is a reasonable response to what the issue appears to be.

But despite the details for a procedurally defensible response being there from the outset, they are not brought together in their entirety. Although nothing is done irresponsibly, the situation ends up being misread from the moment it arrives.

Using an Assessment Decision Tree to align Students’ Reading Needs to Support by @ricketts_lara

Over the period from September 2018 to August 2022, Blackpool secondary schools engaged in a major whole school project to improve the reading ability of pupils in Key Stage 3.  The project was a collaborative effort involving: senior leaders, teachers & support staff; Right to Succeed and critical friends including Alex Quigley and Professor Jessie Ricketts.  The academic paper below explores part of that collaboration.

School Environment and Leadership (Latest Evidence Review) by @EvidenceInEdu

It is often said that the impact of school leadership, on pupil outcomes, is second only to the impact of classroom teachers.  There is good evidence that a school’s professional environment affects pupils’ learning, in a range of ways. Hence it is critical that school leaders view their primary responsibility as creating and maintaining the most conducive professional environment they can.  Therein lies a problem.