Archive for November 2022
Let’s reframe the narrative on pandemic learning loss
Professor Deborah Eyre, Founder, and Chair at High Performance Learning, discusses why the learning-loss narrative is damaging. Not only does it risk creating low self-esteem and loss of hope in students, but the evidence from the learning sciences would suggest that a gap in learning isn’t usually detrimental in the long term. So we should…
Read MoreShaping school culture to accelerate achievement
Professor Deborah Eyre, Founder, and Chair at High Performance Learning, discusses why and how school leaders should prioritise building a strong and purposeful culture to create a high performing school. Something that is even more relevant in schools that may still be faced with hybrid learning. It takes a combination of vision, process, consistency and…
Read MoreWhat makes a top school? You feel it!
Russel Ellicott, Headmaster at Pate’s Grammar School in Cheltenham, delves into how any school can become outstanding, why the ‘feel’ of a school is critical, and the opportunities presented by the pandemic. Leadership I have enjoyed thousands of hours of leadership courses, overseen hundreds of school based projects, become relatively expert in change management processes…
Read MoreCracking the collaboration code: Ready, Willing and Able
Collaboration comes naturally to great leaders, and is core to the success of our FCG and of HPL itself. It also helps the HPL community immensely as we all try to be a force for good in redesigning education. But collaboration is also often messy, poorly defined and difficult to manage which leads to variable…
Read MoreDoes your school still talk about ability? If so, stop!
Deborah Eyre, Founder and Chair at High Performance Learning talks about how the language you use in school really matters, and why ‘performance’ should replace ‘ability’. From ability to performance Is your school still using the word ‘ability’ rather than ‘performance’? Does it still have ability groups? Do you talk about the ‘more able’ or…
Read MoreImproving Classroom Practice Thorough ‘Structured Tinkering’
Good teachers rarely teach the same thing in exactly the same way twice. Teachers are always ‘tinkering’ with their practice to try and improve it. The first time, or the first few times, is about planning carefully and seeing how the lesson works. It may go brilliantly, or it may have some good aspects, or…
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