LfL at ICSEI 2008 Auckland, New Zealand
The 21st International Congress for School Effectiveness and Improvement met in Auckland, New Zealand, 6th - 9th January 2008.
Papers presented in the LfL Symposium
Pressure and Professionalism: The impact of recent and present Government policies on the working lives of teachers in England
John MacBeath and Maurice Galton
This paper presents an overview of series of research projects carried out for the National Union of School Teachers between 2002 and 2007. The four studies assessed the impact of Labour policies on teachers' lives through conversations with teachers, leadership teams, parents and pupils.
Next steps in teacher leadership
David Frost and Gary Holden
The authors review work on teacher leadership and set out a proposal for a research programme that has both local and global dimensions.
The HCD Student Partnership: learning from young leaders of research
Ros Frost
This paper reports on one of the flag ship projects facilitated by the HCD Student Partnership as part of its mission to promote student participation in all its forms. The project involved training students to act as researchers and to support other students in their schools.
Assessment through the lens of leadership for learning
Sue Swaffield
The paper uses the principles of Leadership for Learning as a lens with which to examine the principles, practice, and leadership of assessment for learning. It draws on the ESRC/TLRP Learning How to Learn project and the Nuffield funded King's Medway Oxfordshire Formative Assessment Project.
Distributed leadership revealed: framing the narratives
Joanne Waterhouse
This paper reports on an ongoing doctoral study focusing on distributed leadership. A 'portraiture' methodology is used to develop narratives over time. The emerging portraits of leadership highlight themes of trust, respect, accountability and relationships.
Papers presented in the Carpe Vitam LfL symposium
Leadership for Learning: A matter of principle
John MacBeath and Sue Swaffield
This paper accounts for the theoretical framework that was one of the key outcomes of the Carpe Vitam Leadership for Learning project. This three-year project involved 24 schools and eight higher education institutions from seven countries working in partnership to explore the connections between leadership and learning.
The Leadership for Learning (Carpe Vitam) project: resonances and influences
Joanne Waterhouse with George Bagakis, Neil Dempster, Jorun Møller and Brad Portin
This paper examines some of the ways in which the Carpe Vitam project has influenced educational practice since the conclusion of the project. The paper includes examples of practice from different countries and testimony from colleagues working with professionals in schools.
The legacy of the Carpe Vitam LfL project: helping schools to collaborate in a climate of competition
David Frost with Ozgur Bolat, Ros Frost, and Amanda Roberts
This paper provides an account of the way in which a group of schools in an English town used the legacy of the Carpe Vitam project to aid them in their attempts to collaborate. Taking collective responsibility for educational outcomes in the community is seen in relation to a policy environment which, over time, has worked against collaboration.
Papers presented elsewhere in the conference
Support for school principals and headteachers
Sue Swaffield
This paper looks at the variety and distinctive nature of different kinds of of support for headteachers / principals. Drawing on literature and empirical studies it presents what is known about school principals' preferences for support, and the nature of partnerships that sustain them in their essential work of school improvement.
Nationwide school improvement in Turkey through a partnership between researchers, practitioners, policy makers and business
Darleen Opfer, Ozgur Bolat and David Frost
This paper arises from the current, ongoing evaluation of a national reform project in Turkey, an initiative to introduce project-based learning in secondary schools. The evaluation uses a number of survey instruments administered to gauge teachers' beliefs and instructional practices at the start of the project and the impact of the package of training and support. Interim findings are discussed.
Circle Time: An evaluation of the University of Cambridge/ National Union of Teachers Learning Circles Pilot Project
Gary Holden
The purpose of this paper is to report on the evaluation the pilot of Learning Circles. This continuing professional development (CPD) project is provided through a partnership between the National Union of Teachers (NUT) and the Leadership for Learning (LfL) network at the University of Cambridge Faculty of Education.