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2011 inFORM 11 (June 2011) Professor Jonathan Jansen: questions and reflections It was a huge privilege to host Professor Jonathan Jansen at the Faculty of Education in April. As the first black Dean of a South African University, he has faced extraordinary challenges. This latest version of InForm seeks to convey something of the impact of his talk, combining questions put to him afterwards by John MacBeath with reflections from many of the people present.
2011 InFORM 10 (April 2011) A Game Changing Summit: The International Summit on the Teaching Profession John Bangs This issue reports on a recent high profile event in New York City in March, attended by a galaxy of international speakers together with teacher unions from around the world. The Teacher’s Summit, organised by Education International (EI), was an arena for discussion and debate, contesting policy direction but, most importantly, reaffirming the pivotal role played by the teaching profession in improving schools. John Bangs, a key player in EI who attended the session, offers his own personal reflections on the achievements and implications of the event.
2010 InFORM 9 (December 2010) 'The Importance of Teaching' An analysis of the Government's White Paper John Bangs In an article for the Times Educational Supplement earlier this year John Bangs asked the fundamental question: ‘what strategy does the Government have for the future of the teaching profession?’ In this edition of InForm John seeks an answer to that question in the Schools White Paper, ‘The Importance of Teaching’ (DfE, 2010). He provides a commentary on key aspects, and would welcome any responses.
2008 InFORM 8 (February 2008) The Legacy of the Carpe Vitam Leadership for Learning project David Frost, John MacBeath, Sue Swaffield and Joanne Waterhouse The Carpe Vitam Leadership for Learning (LfL) project was a three year international research project involving researchers and practitioners in eight different cities – Brisbane, Australia; Innsbruck, Austria; Copenhagen, Denmark; Oslo, Norway; Athens, Greece; London, England; Trenton (New Jersey) and Seattle (Washington) in the United States. It was a collaborative venture between academic institutions and schools within each of those sites, and among those colleagues internationally. The project was planned in parallel with the foundation of the LfL network as a means of exploring ways in which our values could be realised in practice in a range of different cultural and political contexts.
2007 InFORM 7 (March 2007) Schools Facing Exceptionally Challenging Circumstances: A summary of the project evaluation John MacBeath and Sue Swaffield This edition of InFORM draws on the evaluation of a DfES project designed to raise achievement in eight secondary schools 'facing exceptionally challenging circumstances'. A fuller account and more details can be found in the DfES research report RW90. and the book 'Schools on the Edge' by John MacBeath, John Gray, Jane Cullen, David Frost, Susan Steward and Sue Swaffield published in 2007 by Paul Chapman.
2006 InFORM 6 (Sept 2006) Teachers Behaving Badly? Dilemmas for School Leaders Kate Myers Teachers Behaving Badly? Dilemmas for School Leaders was published in October 2004. This InForm discusses some of the issues addressed in more depth in the book. In this paper, which concentrates on relations between adults in schools, some of the issues that leaders may have to address with regard to how sexuality may be manifested in schools are discussed.
InFORM 5 (Sept 2005) A New Relationship with Schools: Inspection and Evaluation John MacBeath This edition of InFORM draws on two recent studies of the relatiosnship between inspection and self-evaluation - for the National College of School Leadership (Self-evaluation: background principles and key learning, and Self-evaluation: models, tools and examples of practice), and Inspection and Self-evaluation: a new relationship? for the National Union of Teachers (MacBeath and Oduro, 2005). Return to top
2004 InFORM 4 (August 2004) What Can Headteachers Do to Support Teachers' Leadership? David Frost We have always known that, whatever schemes and strategies are hatched in the centres of power and in headteachers' offices, it is what teachers do that ultimately makes a difference. Successful headteachers therefore are those who cultivate the capacity of teachers to contribute to the development of the effectiveness of their school. This commitment to the sharing of leadership is one of the cornerstones of the Leadership for Learning network. Return to top
2003 InFORM 3 (October 2003) Critical Friendship Sue Swaffield with a contribution by John Jones Critical friends act as professional sounding boards, ask questions that help you see things in a new light, stimulate your thinking, provide a slightly detached viewpoint, have the best interests of you and your work at heart yet can be very challenging. inFORM Number 3 explores the potentially transforming relationship of critical friendship. It compares critical friends with others in similar roles; considers the characteristics and development of critical friends; suggests ways in which the subject of the critical friendship can and should contribute to the success of the relationship; gives examples of critical friendship from a range of Leadership for Learning activities, and provides suggestions for further reading.
2003 InFORM 2 (January 2003) The Alphabet Soup of Leadership John MacBeath 'Leadership' is a term full of ambiguity and a range of interpretations. inFORM Number 2 is a concise guide to a least 20 'types' of leadership or 'ingredients'in the current 'alphabet soup of leadership'. It explains and explores terms and concepts such as 'moral leadership', 'distributed leadership', 'transactional leadership', 'transformational leadership', and 'instructional leadership'. As well as clarifying many leadership related terms in common usage, this edition of inFORM can be used to support self reflection and development. Return to top
InFORM 1 (June 2002) PISA 2000 Raphael Wilkins and John MacBeath The Programme for International Student Assessment (PISA) is a research project run by the Organisation for Economic Co-operation and Development (OECD). It is an ongoing project, and the first results, 'PISA 2000', were published in autumn 2001. PISA is often quoted and used by policy makers and others to make particular points about how well or badly school students in the UK are doing in relation to other countries. Soundbites need to be understood in the context of how the study was undertaken, the detail of the results obtained, and informed interpretation of those results. InFORM Number 1 provides an accessible synopsis and commentary for PISA 2000. Return to top |
