At Ambition Institute, we have come to hold what we see as a different perspective on school leadership from the orthodoxy – one with an increased focus on the specific educational work of school leaders and the expertise that they need to do it well, and a reduced focus on generic leadership concepts. In this article, we set out four key ideas within this perspective: key idea 1: complexity
key idea 2: domain-specific expertise
key idea 3: knowledge
key idea 4: persistent problems. 1. Complexity
The main purpose of leaders is to enable effective teaching to take place. This sounds simple and yet, in any classroom, we’re attempting to change 30 or so brains belonging to young, immature humans with varying levels of motivation, who are often distracted by a plethora of other things. Considering the work of school leaders through this lens, where leaders’ behaviour and decisions influence multiple classrooms or schools, the relationship between our actions/d
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
