Imagine ... no ofsted
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The document discusses accountability in education and proposes moving from narrow accountability focused on Ofsted inspections to a richer, more diverse accountability. It suggests accountability should be aligned with an institution's vision and values, genuinely accountable to students and parents, and include peer accountability between school leaders. The conclusion calls for educational leaders to take charge in leading the entire education system rather than just individual schools or localities.
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Towards a more informed school culture #r edscot part 2 signposts and desti...
This document discusses the importance of moving beyond just being informed in school culture towards taking action. It emphasizes that what matters most is what is done with research, data, experience and feedback. A high quality teaching culture involves teachers using data and feedback to identify areas for improvement, considering research-backed options, testing changes in their own classrooms, and continually evaluating impacts on student learning. School leaders are encouraged to create cultures where teachers have time for innovation, research and evaluation in order to unleash greatness rather than being pulled in the wrong direction by current education policies.
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This document discusses the need for a culture shift in schools to better embed research practices. It argues that research, data/feedback, and experience-informed teaching should be the primary focus of professional development for teachers. Each of these elements is explored in separate sections, emphasizing how they can improve teaching when integrated into an ongoing teaching process and informing each other. The overall message is that moving from informed to wise teaching requires a focus on the classroom, using research, data, and experience to continuously improve student-teacher interactions through effective professional development led by school leaders.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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