New for 2017

One term into the role of Headteacher, I have learnt more than I had expected. It remains a real privilege to have responsibility for a school, it’s staff and students.

As for the background image. Leadership theory and practice continues to fascinate me, none more so than Complexity Theory or Complex Adaptive Theory. For that, I hold Kev Bartle (@kevbartle) wholeheartedly accountable following his recommendation of Birth Chaordic Age Dee Hock.

Lead yourself, lead your superiors, lead your peers, employ good people, and free them to do the same. All else is trivia. – Dee Hock

This interest has led to an invitation to ‘Encountering Complexity in School Leadership – with Canons Park TSA and University of Hertfordshire Business School. A programme about the complexity of human interaction.


Complexity in school leadership #2

I had learnt my lesson. This session, I was prepared and ready to make notes. Session input came from Dr Kevin Flinn, Head of Leadership and Organisational Development. Kevin made a very conscientious effort to personally meet and connect with each member of the group before we convened and he shared his background, current leadership inquiries and interests. Below …

Complexity in school leadership #1

I am cautiously, heading back down the rabbit hole. I was invited to take part in an experimental leadership course, hosted by Canon Park Teaching Alliance, in conjunction with the University of Hertfordshire Business School. Outline Six participants come together to engage with ‘Encountering Complexity in School Leadership.’ Sessions are stimulated by a 45 minute presentation …

Cultural capital

A new line for leadership enquiry – how school leaders develop cultural capital, through promoting Character Education, values and virtues within a school to staff, students and parents. At my current school, we have a passport style approach which is very popular and driving a range of social and academic skills.

More than happy to discuss why building cultural capital is important and models of practice.


I am continuing my work and interest in Question Level Analysis (QLA) or “gap analysis” using Peter Atherton’s (@dataeducator) excellent Exam Feedback Tool #EFT and more recently with Austin Booth and Flexassessment.

Question level analysis (QLA) explores and presents the analysis of student’s responses to individual questions; typically against that of the mean of the cohort. From which strengths and areas for improvement can be prioritised. Targets can now be intelligentily generated automatically with personalised pupil feedback sheets. Following extenstive trials, in various curriculum areas, we started to explore how the #EFT could be used to investigate class level analysis and teacher effectiveness and to assess the impact of remedial interventions.

QLA dovetails with my interest in the design and use of diagnostic or multiple choice questions (MCQs) and my ambassadorial work with exciting assessment tool QuickKey.

I am also interested in “assessment” as a learning opportunity.


Staff performance

Each year I research and tackle an education issue to refine and broaden my thinking. Back in 2014, I started investigating the negative consequences of graded lesson observations as a contributing measure to Performance Related Pay (PRP) and Performance Management (PM). The investigation is now focused on the poorly evidenced impact of PRP on student outcomes.