I have been a teacher for 26 years, a Headteacher for 11 years and, at the age of 50, this much I know about improving both my teaching and my students’ learning.
Real student learning isn’t anything very exciting to watch; so said one of my most experienced colleagues recently during her Performance Management review. And after (re-)reading books by Willingham, Nuthall, Berger and Brown, Roediger & McDaniel over the summer I reckon she’s about right.
Coherent school improvement stems from the accurate interpretation of your students’ performance. A forensic analysis of our students’ results using all the intelligence available (and with the examination boards’ on-line post-results services, combined with our understanding of the combinations of flesh and blood that produced those results, and copious amounts of our own wisdom and judgement, we have all we need) is a great source of evidence for understanding how…
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The Echo Chamber 