Workshops | Block C

Select from the following five workshops |

Dame Alison Peacock – A new College, a new collegiality?

Hall 9

The Chartered College of Teaching goes from strength to strength.  Alison Peacock will talk about the ways in which the College seeks to build professional status and recognition both within education and wider society.  She will discuss ways in which schools can become involved to extend the collective knowledge base about research-informed practice and will describe the potential of the Royal Charter as a means to accredit rigorous professional development.

She believes there is an imperative to build a much stronger sense of collective agency and confidence whilst demystifying research.

 

Rob Campbell – ‘Beyond the Liminal’ – Ethical leadership & accountability

Exec 1

Liminal means transitional. In his book, Liminal Leadership, Stephen Tierney introduces the concept of ‘Liminal Leadership’ as standing on the threshold of a different kind of education system and describes his role as one of helping to bridge the past and future: his view ‘from the bridge’ is not one he holds alone. In the Foreword to the (draft) OECD Learning Framework for 2030, Andreas Schleicher notes that the children of 2018 who will be adults in 2030 will need to find their way through uncertainty by developing curiosity, imagination, resilience and self-regulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.

For schools, this will mean developing staff who will feel confident in equipping their children and young people with the (paradoxical) ability to face and live happily with uncertainty and adversity. This session will offer:

  • What we might mean by ‘liminal’ and ‘liminal thinking’ (Gray, 2016) and how these are helpful in thinking about the future
  • Insights into the way schools are constructing an approach to developing their curricula (and hence pupils/students) by identifying the characteristics they hope to see in them (in the present and in the future)
  • How we might navigate ‘beyond the liminal’

It will draw upon cases of current primary and secondary schools who are finding their way to ‘beyond the liminal’ and reclaiming education for schools and their communities.

 

James Eldon – Turnaround – every now and then I fall apart. Leading change under turnaround pressure

Exec 2

This workshop will look at how to cope with the trials and tribulations of change management as a leader. What are the expected stumbles as you seek to ‘turn around’ a team/institution and how do you deal with them as a leader?

 

Sabrina Hobbs – From Leaking Pipes to Pick ‘n’ Mix Inclusion: Thinking Through the Full Spectrum of Needs

Exec 7

Is SEND the problem or part of the solution? Whether you look at this through a mainstream perspective or special, we all know that robbing Peter to pay Paul just perpetuates the funding crisis in our schools… but robbing Peter to pay private provision? What is happening to our money and to our children? This session re-focuses our thoughts on the big society picture; identifies how we can bring back SEND investment; and how we can meet all sorts of needs for free!

 

Raj Unsworth – How to work effectively with your Board, Governing Body and School Leaders to ensure Effective Governance

Exec 8

Effective governance is crucial in an increasingly complex and fragmented education system. How can we as school leaders collaborate to maximise the power of relationships to ensure our school communities value and celebrate the work of our schools. Whilst being clear on our respective roles and the lines of accountability.

Sessions