#5 We need to talk about… the dos and don’ts of leading teaching and learning school-wide
Hello, and thanks for joining me. This week, I'll share some suggestions on what senior leaders responsible for teaching and learning might want to consider doing... and not doing.
Leading teaching and learning as a senior leader presents an opportunity to shape the educational experiences of pupils and to have some level of control over the ebb and flow of classroom-based teacher-pupil interactions; this carries heavy responsibility. Through my experience in leading teaching and learning in two schools, I’ve learned that it’s essential to keep whole-school requirements in their place so as not to jeopardise fidelity to subjects.
Based on these insights, here are several key recommendations for senior leaders to effectively balance whole-school priorities with the unique needs of individual subjects.
Focus on underlying principles, not prescriptions
Crafting a teaching and learning policy requires senior leaders to articulate the relationship between whole-school teaching and the aims of individual subjects. At my previous school, we were inspired by Michael Fordham’s approach, which emphasised setting overarching principles rather than rigid prescriptions. Rather than dictating exactly how every lesson should unfold, we focused on the why behind teaching practice. This approach prioritised subject-specific pedagogy, while still aligning with broader school priorities. A good teaching and learning policy should provide a framework without stifling teacher autonomy.
Consider context
Context is crucial. Every school and classroom has its own unique challenges and opportunities, so “off-the-peg” approaches to teaching and learning will not hold muster. Generic pedagogies overlook the specific needs of pupils, teachers, and the broader school environment, hindering meaningful interactions between pupils and subjects. What works in one context may not succeed in another, so it’s essential to critically assess how research fits the specific needs of your school and students.
Allow subjects to breathe
Leading teaching and learning should never force subjects into a “one-size-fits-all” mould. Each subject has its own unique curricular demands. It’s crucial to give teachers the freedom to plan and deliver their subjects without distortion. Encouraging subject-specific flexibility within a broader teaching and learning framework ensures that teaching remains authentic and effective.
Avoid ‘lethal mutations’
One of the dangers in leading teaching and learning is the imposition of a single method across all subjects. Tom Sherrington writes of ‘lethal mutations’ - when ideas lacking tight definition unintendedly morph into countless different interpretations (Sherrington, 2022). In addition to the risk of lessons becoming a series of performative measures, lethal mutations present a significant threat to the meaningful teaching of subjects. A senior leader whose interpretation of retrieval practice results in ten recall questions at the start of every lesson in every subject has not taken time to understand how knowledge is constructed in different subjects. This senior leader risks enforcing a distortion of subject-specific pedagogy. Therefore, it’s essential that senior leaders consider the potential for lethal mutations when considering approaches to leading teaching and learning.
Don’t treat ‘teaching and learning’ and ‘curriculum’ (and ‘assessment’ for that matter!) as separate silos
Often, schools separate ‘teaching and learning’ and ‘curriculum’ into different areas of focus, with a different senior leader responsible for each area. While arguably this has benefits - three heads are better than one! - it risks fragmenting and simplifying approaches to the development and leadership of curriculum. These elements should be considered as a cohesive whole. Teaching is the implementation of a curriculum, learning curriculum content is the result of effective implementation (DfE, 2023). If schools have separate leaders for each area, alignment must be considered and managed.
Rigid, one-size-fits-all policies, characterised by uncritical adoption of evidence-based practices, and siloed leadership, will not allow subjects to thrive within a whole-school context or contribute meaningfully to the whole school. Effective leadership in teaching and learning is about creating a framework that provides direction while recognising and nurturing subject specificity. By focusing on underlying principles, considering the unique context of your school, and allowing subjects the freedom to adapt, an environment in which subject curricula thrive is possible.
Thanks for stopping by. Until next time, when I’ll be digging deeper into this topic and reflecting on crafting a whole-school teaching and learning policy.
References
Sherrington, T. (2022). When daily quiz regimes become lethal mutations of retrieval practice. [online] Available at: https://teacherhead.com/2022/06/18/when-daily-quiz-regimes-become-lethal-mutations-of-retrieval-practice/ [Accessed 20 November 2024].
Ofsted (2023). Education inspection framework. [online] GOV.UK. Available at: https://www.gov.uk/government/publications/education-inspection-framework [Accessed 20 November 2024].