DISPLAYING ITEMS BY TAG: CAREERS

As the debate over single-sex education continues, Karen Raven, headmistress at Chislehurst School for Girls in Bromley, South London, cites the importance she believes all girls’ education plays in preparing young women for 21st century Britain, as well as in closing the careers gap persisting between men and women…

How best to make the most of the individuals and organisations in your local area? We approached a group of community-minded innovators with two big challenges facing schools. First up...

I spent the first years of my teaching career listening to students and parents talk about UCAS. University was the prime route young people took, and that was primarily because there was a limited understanding on the value of an apprenticeship as the first step into a career.

Stephen Logan is both a school leader and an expert on careers education (as director of National Careers Week), so we absolutely had to rendezvous with the Yorkshire-based educator to pick his brain...

Numerous studies indicate that tomorrow’s jobs will demand “creative problem-solving skills”, but what exactly are these skills? Also, are they being taught effectively to the next generation - a group facing a massive shift in job requirements as workplace automation becomes more prevalent?

With the aim for the UAE to be #1 in the Global Innovation Index by the year 2021, it is hardly surprising that there is a heavy focus on innovation as part of the nation’s school inspection framework. However, as with most buzzwords, the term “innovation” has become somewhat debased. Even among experts the term is fiercely debated. This ambiguity leaves the average teacher with a quandary: they are being expected to increase the level of innovation in their practice, as well as helping foster innovation amongst their students, all the while being unclear of exactly what they are working towards.

With resource constraints, schools in the UK will be primarily focusing on their school improvement plans and staff retention. However, there are some edtech trends slightly over the horizon which we will start to see come into play beyond the immediate and day-to-day:

As more teachers have been leaving the workforce before retirement than ever, school leaders are currently facing a difficult time when it comes to filling up vacancies. In September, the National Audit Office (NAO) released a new report which highlighted that 67% of school leaders identify workload as an important barrier to teacher retention. A Department for Education survey found that middle leaders and classroom teachers work on average 54.4 hours per week, including on the weekend.

This article will look at my transition from UK Secondary SLT to becoming an international school educator. Having spent over 10 years working in UK education, with a wide experience-base of whole school, pastoral and SLT responsibilities in different school contexts, as well as two concurrent school governor roles, the following outline pattern may paint a familiar picture to many other senior educators out there:

Leadership – an interesting word with many connotations. Throughout my teaching career, I have experienced a range of leadership styles. Holistic. Volatile. Aggressive. Manipulative. The one thing they all had in common was the fact they were not role models. They didn’t inspire any interest for me to become, or in fact, believe I could be a leader. I didn’t fit the mould:

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