AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote presentation by Graeme Logan, Strategic Director of School Years at Education Scotland.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
In this webinar, Dr. Eva Horn presented the Children’s School Success Plus (CSS+) Curriculum Framework for early childhood educators as a guide to plan and deliver instruction for all young children they serve. The CSS+ framework offers guidance to early educators on how to provide equal access to interesting, integrated academic and social curriculum content while simultaneously addressing children’s unique learning needs.
Dr. Horn discussed the major components, or the six steps, to the CSS+ Curriculum Framework:
▪ Developing/identifying your scope and sequence
▪ Organizing your scope and sequence to form a coherent and integrated plan of implementation
▪ Addressing UDL (Universal Design for Learning) as you plan activities
▪ Addressing differentiation and individualization in your planning and implementation
▪ Progress monitoring
▪ Reflection
Dr. Horn also shared how these six steps work together as a dynamic system to guide implementation of a high-quality early childhood education program. You will come away understanding of how this planning process results in a completed activity (lesson) plan that reflects intentional teaching on targeted content, is universally designed, has planned for differentiation and individualization, and allows for the natural collection of progress monitoring data. This webinar was designed for early childhood general educators and special educators, Head Start teachers, early childhood directors and administrators, as well as pre-service early childhood educators and administrators.
A Focus on the Six Steps to Inclusive Preschool CurriculumBrookes Publishing
Adapted from: Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J., Classen, A. & Friesen, A. (October, 2015). Children’s School Success: A framework for inclusive early education. Presented at the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) 31st Annual International Conference on Young Children with Special Needs and their Families. Atlanta, GA.
Six Steps to Inclusive Preschool Curriculum: http://products.brookespublishing.com/Six-Steps-to-Inclusive-Preschool-Curriculum-P895.aspx
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
From the Penn IUR and Penn GSE sponsored conference:
“Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice and Research Issues"
May 25-26, 2011
Organized by Laura Perna, a professor in Penn GSE, and Susan Wachter, a professor in Penn’s Wharton School, “Preparing Today’s Students for Tomorrow’s Jobs” explores the most effective institutional and public-policy strategies to be sure high school and college students and adult learners have the knowledge and skills required for future employment.
“The conference addresses such critical questions as: How do we define success with regard to the role of education in preparing students for work?” Perna said. “How well are different educational providers preparing future workers? What is the role of public policy in improving connections between education and work?
“It seeks to improve our understanding of several fundamental dimensions of this issue through insights from federal, state and local policy leaders, college administrators and researchers.”
Guest speakers include Eduardo Ochoa, assistant secretary of the U.S. Department of Education; former Pennsylvania Gov. Edward Rendell; Lori Shorr, chief education officer to Philadelphia Mayor Michael Nutter; Charles Kolb from the Committee for Economic Development in Washington, D.C.; Claudia Neuhauser from the University of Minnesota; Bethany Krom from the Mayo Clinic; and Harry Holzer from Georgetown University.
“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
The event is sponsored by the Penn’s Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education, with funding from the U.S. Department of Education’s Institute for Education Sciences in collaboration with Penn’s Institute for Urban Research.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
In this webinar, Dr. Eva Horn presented the Children’s School Success Plus (CSS+) Curriculum Framework for early childhood educators as a guide to plan and deliver instruction for all young children they serve. The CSS+ framework offers guidance to early educators on how to provide equal access to interesting, integrated academic and social curriculum content while simultaneously addressing children’s unique learning needs.
Dr. Horn discussed the major components, or the six steps, to the CSS+ Curriculum Framework:
▪ Developing/identifying your scope and sequence
▪ Organizing your scope and sequence to form a coherent and integrated plan of implementation
▪ Addressing UDL (Universal Design for Learning) as you plan activities
▪ Addressing differentiation and individualization in your planning and implementation
▪ Progress monitoring
▪ Reflection
Dr. Horn also shared how these six steps work together as a dynamic system to guide implementation of a high-quality early childhood education program. You will come away understanding of how this planning process results in a completed activity (lesson) plan that reflects intentional teaching on targeted content, is universally designed, has planned for differentiation and individualization, and allows for the natural collection of progress monitoring data. This webinar was designed for early childhood general educators and special educators, Head Start teachers, early childhood directors and administrators, as well as pre-service early childhood educators and administrators.
A Focus on the Six Steps to Inclusive Preschool CurriculumBrookes Publishing
Adapted from: Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J., Classen, A. & Friesen, A. (October, 2015). Children’s School Success: A framework for inclusive early education. Presented at the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) 31st Annual International Conference on Young Children with Special Needs and their Families. Atlanta, GA.
Six Steps to Inclusive Preschool Curriculum: http://products.brookespublishing.com/Six-Steps-to-Inclusive-Preschool-Curriculum-P895.aspx
Shaping the future of CPD: How professional learning can support recruitment ...IRIS Connect
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Shaping the future of CPD: How professional learning can support recruitment ...Katie Eldridge
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
The Education Team at Dulwich College International shared data from over 4,000 student interviews conducted across nine Dulwich College International schools at this year’s IB Global Conference in Hong Kong. Read thought leadership articles from our Education Team on https://www.dulwich.org/careers/thought-leadership
AHDS Conference November 2014; GIRFEC WorkshopAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' GIRFEC Workshop by Lynn Townsend, Scottish Government.
AHDS Conference November 2014 - Workshop; TB: Reporting and ProfilingAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on Profiling and Reporting by George Sinclair from Education Scotland and Robert Hair, HT at Kinloss Primary, Moray and AHDS Vice-President
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
AHDS Conference November 2014 - workshop; SCELAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by George Gilchrist, primary HT and a participant in the SCEL Fellowship programme.
AHDS Conference November 2014 - Workshop; Scottish GovernmentAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Scottish Government workshop on local authority/university partnership working presented by David Roy from Scottish Government and John Stodter of ADES.
AHDS Conference November 2014 - Workshop; Dundee UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Furture: What you need to know and do.' Workshop by Teresa Moran, Neil Taylor and Derek Robertson from Dundee University on partnership working.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
AHDS Conference November 2014 - Keynote by Gillian HamiltonAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote Speaker, Gillian Hamilton, chief executive of the Scottish College for Educational Leadership (SCEL)
AHDS Conference 2014 - Workshop; TB: Tracking Progress and AchievementAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
AHDS Conference November 2014 - Workshop; Poverty, Attainment & LeadershipAHDScotland
AHDS Annual Conference 2014 'Teaching Scotland's Future: Whate you need to know and do. Workshop bt Graeme Young, HT at St Bartholomews Primary School and Susan Hannah, Scottish Government
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
AHDS Conference November 2014 - Keynote; Graeme Logan
1. AHDS Annual Conference 2014
Teaching Scotland’s Future: What next?
Transforming lives through learning
Graeme Logan
2. Being the leader you want to be
• Relentless optimism
• Strategic vs operational: getting the right balance
• Taking charge of your time, for example
responding to emails
• Forensic focus on children’s progress: keep
shining the spotlight on this
How does it feel for children?
Underachievement is immediately challenged,
achievement is immediately celebrated.
Transforming lives through learning
3. Structure of presentation
• WHAT – continuing to implement CfE
• HOW – TSF strategies and approaches to
professional learning
• SUPPORT – what we can do to help you
Transforming lives through learning
4. Keep the focus on outcomes for learners
Educational outcomes
for all learners are
improving
Inequity in educational
outcomes is eradicated
Public confidence in
education is high
Transforming lives through learning
5. The vision
Learners in Scotland will progress in
one of the most effective education
systems in the world, renowned for
the ability of national and local
partners to work flexibly together to
achieve high quality and equitable
outcomes for all
Transforming lives through learning
6. Turning the school aims into action
In one school the head teacher asked
everyone to agree which school aim they
are helping to achieve when they meet
together as groups or teams of pupils, parents
and staff. This enabled all stakeholders to
understand how their daily choices and
activities were helping to realise the school’s
vision.
Transforming lives through learning
7. Transformational change
Meeting the needs of every child in every
class, through the highest quality learning
experiences.
Transforming lives through learning
8. Evidence of impact of CfE…..
Between September 2013 and June 2014, in
almost all schools inspected (91%), one or
more aspect of children’s/young people’s
positive attributes (e.g. confidence, ambition,
motivation) and/or learning experiences are
reported as a key strength
Transforming lives through learning
9. Leadership priorities: CfE
• Reducing bureaucracy
• Clear assessment strategy/ policy/ practice
• Planning progression
• Skills for learning, life and work
Transforming lives through learning
11. Forward planning for learning
Resources Assessment (say,
Transforming lives through learning
do, make, write)
Opportunities for
applying the
learning
12. Continuing to implement CfE
• Pathways not tramlines
• Informed personalisation and choice
• A BGE for all
• Reduction in assessment
• Building on the success of this year’s
national qualification results
Transforming lives through learning
13. ‘Mountains of bumf is
no substitute for clarity’
Transforming lives through learning
15. Model of leadership learning
Leading change and improvement
Be responsible and accountable for a specific change
project.
Adopt an action learning approach, working collegially and
proactively with colleagues to lead change.
In what ways are you/could you be involved in leading
change and improvement?
Transforming lives through learning
17. Enquiry is about knowing deeply: knowing
what, knowing why, knowing how
Teachers doing enquiry should always be asking:
• what am I making problematic and why? And
what am I not questioning?
• what knowledge will I gain/what can be known
from this enquiry?
• for whose benefit am I doing this enquiry?
• for what purpose(s)?
• who is/should be involved and why?
Transforming lives through learning
18. How can you use enquiry?
• Partnerships with universities
• Refresh your approaches to self-evaluation,
auditing and improvement planning
• Working groups or enquiry groups ?
• Pupil Council ?
• Moving ‘professional dialogue’ to the next level
Transforming lives through learning
19. From professional dialogue to
professional enquiry
• Criticality
• Challenging, questioning, debating
• Identify, conceptualise and define
• Best practice or best problems ?
• Apply your skills in enquiry to professional
dialogue in your school and cluster
Transforming lives through learning
20. PRD and professional learning is the
currency of improvement in your school
•Getting it right for every teacher !
•Negotiating the right blend and balance for individual
•How good is the balance of time spent on individual,
school and system level improvements ?
Transforming lives through learning
22. Key purpose of head teachers
The head teacher acts as the leading
professional in a school and as an
officer of the local authority. Head teachers lead
the whole school community in order to
establish, sustain and enhance a culture of
learning
through which every child and young person is
able to
learn effectively and achieve their potential.
Transforming lives through learning
23. In line with the vision and values of the school, head
teachers,
supported by their staff:
establish, sustain and enhance the culture of self-evaluation
for school improvement;
develop staff capability, capacity and leadership to support
the culture of learning
ensure consistent high quality learning and teaching for all
pupils;
build and sustain partnerships with pupils, families and
relevant partners
to meet the identified needs of all learners;
manage and direct resources effectively in line with
identified strategic priorities.
Transforming lives through learning
24. QI 5.9 Improvement through self-evaluation: Updated level 5 illustration
We work with partners, learners and stakeholders, including parents and
carers, in self-evaluation and are aware of resulting strengths and
development needs and are committed to take action to effect
improvement. Effective systems are in place to monitor and evaluate the
quality of provision, including with partners, and to gather and respond to
views of stakeholders. We have strong leadership at all levels with a vision
for the outcomes of change. This vision gives direction to self-evaluation.
High quality support for career-long professional learning is in place to
support improvement. This is founded on effective arrangements for
professional review and development of staff. We take ownership of
professional learning, including reflection and enquiry on practice as
individuals and with others, in order to engage more deeply and
meaningfully with Curriculum for Excellence. We are aware of the impact of
our professional learning on our work and on the experiences of learners.
We use the GTCS Professional Standards as a starting point for personal
reflection and self-evaluation.
Transforming lives through learning
31. What can we do to support you?
• HGIOS 4
• Opening up great learning series
• Refresh of Glow
• More examples of planning progression
• New range of e-bulletins, including monthly
digest for headteachers
Transforming lives through learning
32. Summary – key support resources
• Evaluating and improving the primary curriculum
• Significant aspects of progress/ progression
frameworks for each curriculum area
• Sign up for the monthly strategic digest for
headteachers
Transforming lives through learning
33. TSF – what can you do at school level?
• PRD – use new national guidance
• Early phase
• Career-long learning
• The right blend and balance for each teacher
• Improvement planning: what and how?
Approaches to implementation
• Leadership for all
Transforming lives through learning
34. A final word about improvement planning
• Hold your nerve: stick to your main priorities
• When you prioritise a new area, do you de-prioritise
something else?
‘The greatest risk to school improvement
projects is that they are floored by inconsistent
action’
Transforming lives through learning