Coaching

Leadership Learning of Executive Heads through Continuing Professional Development and Learning (CPDL)

Files: 

Presentation at the ASCL National Conference, Birmingham  March 2020

Bringing together the experience of a multi-academy trust (The Futures Trust), a study of 13 smaller MATs and the evidence from a new analysis of research about the leadership of CPDL 

The presentation draws on:

  • The experience of a MAT leader and his senior colleagues 
  • an analysis of the leadership of learning 13 smaller MATs and similar groupings (sponsored by the ASCL-led NPQEL delivery partnership) examining how those 
  • the latest report from CUREE mapping the research evidence around the leadership of continuing professional development and learning 

 

Evidence Informed Mentoring

Files: 

Developing quality in mentoring as a driver for professional learning and school improvement

Philippa's presentation at the Hallam Festival of Education on 14th June 2019

Her presentation set out the evidence underpinning effective mentoring. She described the characteristics of good mentoring and supported this with examples through videos and activities. 

LAST CHANCE! New Leadership Development Programmes in the West Midlands

Help Design New Leadership Development Programmes in the Region

Whats the problem?

In 2010 there were a total of 450 Executive Heads in England. We don’t have accurate figures for the number now but we know there are at least 66 leaders with that or a similar title in our region alone. Alongside this we see a dramatic increase in the numbers of deputy heads being catapulted into headship positions with little notice or preparation. Again, numbers are uncertain but we know of at least 40 in just two of the region’s LA areas. 

Evidence based learning about learning -with, from and about our students

Files: 

Presentation by Philippa Cordingley for the Nuneaton Army Education 

This session: 

  • Focussing on aspirations for learners 
  • Unpicking a couple of real world examples of teachers using evidence to enhance their own and learning
  • Another example
  • Our ideas about what make great teaching based on experience and case studies
  • What evidence tells us about what makes great teaching
  • What evidence tells us about how we develop as teachers
  • A metaphor

 

Whole staff approaches to extended writing classes at Key Stage 3 - a case study in using and doing research

Aim: To use evidence from a long-standing whole school initiative on reading coaching and the wider body of research into reading coaching, to design and assess intensive cross-curricular interventions that would generate measureable gains in extended writing skills at Key Stage 3, that could be sustained into GCSE.