Reading research papers has become somewhat of a pastime for me since I wrote my first book in 2019. Throughout the previous decade, I had become increasingly interested in educational research, progressing from the gateway drug of John Hattie, through to engaging with bloggers who were into 'evidence-based practice', and ending up getting my kicks … Continue reading Every conversation is an opportunity to find out we’re wrong

One of the best pieces of advice I have received within any particular domain of practice relates to chess. The advice was to 'dominate the centre of the board'. This advice immediately changed my game and success rate. As a rule-of-thumb, it is neither profound, perfect, optimal, or universally helpful. But it is a heuristic … Continue reading A short post about rules-of-thumb

At this time of year, there is no shortage of advice about making resolutions. The New Year is sold to us as a moment of renewal - a chance to become a slightly better version of ourselves. Most of these resolutions don't stick because habits, particularly bad ones like not exercising, are hard to break. … Continue reading Change one thing, change everything

Since National Curriculum levels were removed, secondary schools have been scrabbling around to establish an alternative, hopefully better, way to assess at key stage 3. Most (from what I have seen) have failed. And while it is easy to criticise crass approaches such as the reinvention of flight paths using GCSE grades, it is fair … Continue reading A simple model for KS3 Assessment

If I were to write a report on our efforts over the years to master the subject of school improvement, I might choose similar words to those (above) once levelled against me. Our thinking on the matter is generally lacking in substance and untidy. And given the high stakes accountability framework we have created, an … Continue reading Could do better: raising the bar for school improvement

It is inevitable that waves will rise and fall. What is not known is the form each will take, at least until they begin to take shape. There is an emerging narrative that a switch from teacher evaluation to teacher development is required. The backlash against teacher evaluation began some years ago with calls to … Continue reading From description to prescription

In a humble cafe, at the corner of a street, sat a young man and his young lady. In front of the young man sat a pile of papers which contained year's of carefully collected data. The young man's task was to determine the best restaurant in the country. He had set about this task … Continue reading Getting the measure of a school

What should we consider to be legitimate professional knowledge, and who gets to decide? These are the questions raised by a stimulating paper released by the Confederation of School Trusts this week titled 'Communities of Improvement: School Trusts as fields of practice'. To my mind, the paper is a must read for anyone interested in … Continue reading Curating the canon

What seems normal now may one day appear peculiar. And many contemporary oddities will become the norm. Yet in the moment we are not very good at predicting which will be which. Education, and schools in particular, suffer this mallady. For example, about 70 years ago it was generally accepted that there was a natural … Continue reading Standards deviation

As we lurch into a half term break, many of us a little shell shocked and depleted, we contemplate the use of our precious time. For many, the priority will be to recharge. For a while we need to just 'be'; to avoid structure, goals, and requirement. The unwinding of body and mind is necessary … Continue reading Fitter, happier, more productive…