So far in this five-part series, I’ve argued that, if schools are to successfully stymie the crisis in staff recruitment and retention, they need to appoint, recognise and reward “architects” – school leaders who quietly redesign their school and transform the community it serves.
What’s more, our schools need leaders who understand that it takes time to improve a school and so take a long-term view. They need leaders who create the right environment for teachers and the right school for its local community by improving student behaviour, increasing revenue and improving teaching and leadership.
In short, our schools need leaders who take a holistic view of their school, its stakeholders, the community it serves, and its role in society.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here