Education Leaders | Strategic School Leadership

When Sam Gibbs asked, "Are we any further forward in honestly trusting the teaching profession?", she hit on something uncomfortable. In too many schools, we've slipped into what Sam calls toxic accountability. Sam, Director of Education at Greater Manchester Education Trust and co-author of The Trouble With English, argues that school leaders need to start from one simple assumption: teachers are professionals who want to do right by children. This conversation gets into why we've become unhealthily dependent on external products, how to use evidence without ignoring what teachers know works in their classrooms, and why that matters for actually changing practice. You'll hear why buying a programme before identifying your real problem creates dependency, how Sam's trust builds internal expertise through "mindful practice", and what it means to create a culture where teachers actually think, reflect, collaborate, learn, and develop. Shane and Sam discuss how narrow definitions of excellence hinder schools, why a chat over the kettle can be more effective than another external training session, and how to work with consultants without relying on them indefinitely. If you're trying to build professional development that doesn't just disappear after the initial excitement, this conversation provides a starting point. Resources & Links Mentioned:Sam Gibbs on LinkedInTrust Wide CPD Leaders NetworkThe Trouble With English and How to Address It (Routledge, 2022) Episode PartnersInternational Centre for Coaching in Education (Use discount code SHANE5 for 5% off)International Curriculum Association

When Jo Robinson joins Shane, they focus on a simple, urgent problem: too much of what passes for professional development in schools is one-off, inspirational, and then forgotten. Jo — Chief Programmes Officer at the International Centre for Coaching in Education — gives school leaders practical steps to move from occasional workshops to coaching-led development that actually improves teaching and retention. You’ll learn concrete moves you can make straight away: how to replace single observation feedback with short coaching conversations, how to set small monitored goals that staff will actually keep, and how to gather a fuller picture of practice by triangulating evidence rather than relying on one visit. Shane and Jo discuss examples from international schools, the role of accredited coaching programmes for leaders, and simple templates you can adopt this term to protect staff time while growing expertise. Press play if you want a practical plan for making leadership development stick. Resources & Links Mentioned: International Centre for Coaching in Education (ICCE)Joanne Robinson on LinkedInEEF Guidance: Effective Professional Development (practical evidence for PD design) Episode PartnersInternational Centre for Coaching in Education (Use discount code SHANE5 for 5% off)International Curriculum Association

When someone says “have you got a moment?” your instinct might be to say yes — and then lose 20 minutes, your focus and whatever calm you had left. This solo episode shows you a practical, repeatable way to handle those knocks so you protect your attention and still serve your team. Shane introduces the five-second “doorway decision”, explains how essentialist thinking underpins the approach, and shows how to set a clear 15-minute container for short conversations so they’re focused and useful. You’ll learn a three-step routine you can use the next time someone appears at your door: pause and assess (can you really give them what they need?), set the container (time, outcome, exit strategy) and stay curious rather than rushing to solve. Shane gives exact phrases (for example, “I’ve got 15 minutes now — let’s work out the next step; if we need more time we’ll book it”) and shows how to close with a clear summary, next action and follow-up — so impromptu chats become actionable. This episode uses real school examples (Rachel, a head of year) and short coaching tools you can practise this week. Resources & Links Mentioned:Previous episode: “How To Lead Without Being Needed” (Brett Griffin conversation)Greg McKeown — Essentialism (book / author referenced)Michael Bungay Stanier — The Coaching Habit (book / author referenced) Episode PartnersInternational Centre for Coaching in Education (Use discount code SHANE5 for 5% off)International Curriculum Association

This episode introduces a practical, curriculum-centred approach to student leadership with Maureen Chapman and James Simons of Cor Creative Partners. They explain why leadership should be taught like any other skill (not left to “natural leaders”), share the memorable chocolate-milk classroom story that reveals how students hide emotions, and show how simple classroom routines and roles make leadership visible and teachable.You’ll get clear, immediate methods to use in class: the Leader Profile (motivate, persevere, communicate, collaborate) and four group roles (motivator, project manager, facilitator, advocate); quick reflection + micro-goal routines you can scaffold; and a low-risk pilot strategy (small team doing a lot vs whole-school doing a little). Shane, Maureen and James also name a psychological finding about why reflection is hard for students (many prefer doing something to “just thinking”), and they give pragmatic fixes you can trial tomorrow. LinksCor Creative PartnersLeaders of the ClassMaureen Chapman on LinkedInJames Simons on LinkedInWilson et al. (2014) “Just Think” — why people avoid sitting with their thoughtsEpisode PartnersTeacher Development TrustInternational Curriculum Association

This is our first Education Leaders Live recording, where I sat down with Chris Scorer to reflect on October's episodes. We talked about the difference between administration and leadership, why corridor conversations are actually the big wins, and how brilliant teachers often become exhausted leaders because they're cognitively fried by the basics. Chris shared some honest reflections about his own leadership journey and the things he wishes he'd done differently, particularly around prioritising relationships over processes.We covered solution-focused leadership, the trap of being needed everywhere, getting formative assessment into real classroom action, and the ten leadership levers that can help you reclaim your thinking time. This isn't your typical podcast episode - it's unpolished, conversational, and recorded live with our community. Join us next month, last Thursday at 6pm Shanghai time / 10am London time at educationleaders.live.Episodes ReferencedA Solution-Focused Approach to Leadership with Vicky Essabag and Tara Gretton - Listen hereHow to Lead Without Being Needed with Brett Griffin - Listen hereFrom Formative Assessment to Formative Action with Valentina David - Listen hereBeating Cognitive Overload (solo episode) - Listen hereLearn MoreEducation Leaders Intensive - A leadership intensive program for school leaders who want to master the fundamentals. Learn more at educationleaders.co/intensive

When brilliant teachers become exhausted leaders, it’s usually not because they lack ability — it’s because they’re cognitively overloaded by the basics. In this solo episode Shane explains what that overload looks like (the story of “Sarah” who dreads Monday evenings), why common leadership programmes often skip the fundamentals, and how cognitive load theory helps explain what’s going on. If you’re struggling to hold difficult conversations, run useful meetings, or make decisions without second-guessing, this episode focuses on a practical, sequenced fix rather than another strategic to-do list. You’ll learn concrete strategies you can use tomorrow: how to systematise meeting types and agendas so they stop draining you; simple rehearsal routines and conversation frameworks to make difficult talks less anxious; and decision shortcuts (values + structured choices) that reduce daily friction. Shane outlines ten “leadership levers” (meetings, feedback, delegation, decision frameworks and more) and explains how making a few fundamentals automatic frees your head for real strategic work. Press play if you want immediate, small changes that quickly create more mental space for the leadership you actually want to do. Click here to learn more about Shane's Intensive Leadership Programme Episode PartnersTeacher Development TrustInternational Curriculum Association

This conversation dives into what formative action is, why Valentina Devid and colleagues reframed formative assessment as an action-oriented practice, and why that reframing matters for school leaders trying to get useful classroom evidence turned into immediate, high-impact teaching moves. Valentina walks through the five-step action-oriented investigation process (orient & predict; think & generate; interpret, communicate & decide; informed follow-up; verify, reflect & predict), gives concrete classroom examples (history teachers checking the five causes of the First World War using mini whiteboards), and warns about common “mutations” — for example, when formative work is dumped into a learning management system as a grade with zero weight and loses purpose. You’ll learn practical, leader-level actions you can take this term: how to check whether teachers are acting on evidence (not just collecting it), how to coach teams to set a sharp investigative focus so one question gives clear next steps, and how to avoid the three common implementation traps Valentina names (tool-focus, data overload, and handing premature decision-power to beginners). They discuss specific routines you can request in lesson observations (orient & predict statements, mirror questions for verification). Shane and Valentina give examples of immediate follow-ups you can expect to see in a classroom after a formative action check. If you want a straightforward way to tighten assessment practice so it actually improves learning, press play. Resources & Links Mentioned:Formative Action: From Instrument to Design — book page (The Formative Action School)The Formative Action School (Toetsrevolutie) — main siteHachette Learning — “Formative Action: From Instrument to Design” (publisher / buy)OliCav — Oliver Caviglioli (visual designer of the model)Inside the Black Box — Paul Black & Dylan Wiliam (PDF)LLEARN Podcast (Valentina with René Kneyber & Flemming van de Graaf) — show pageValentina Devid — LinkedIn profile Episode PartnersTeacher Development TrustInternational Curriculum Association

What happens when you take a school leader who's used to timetables, structure, and constant visibility, and drop them into the chaos of running a startup? Brett Griffin made that exact transition, moving from assistant principal to CEO of Pupil Progress, a tech company now used by over 700 schools globally. This conversation reveals something uncomfortable: the very structures that make schools function might be stopping your leaders from doing their best work. Brett shares why 80% of a teacher's day is pre-determined before they even start, and what that means for trust, autonomy, and deep work. You'll learn why Brett used to hide in a secret office to get actual work done, why his old department achieved their best results the year after he left, and what the Lionel Messi analogy teaches us about teacher workload. Brett challenges the assumption that visibility always equals good leadership, and explains why being ruthless with focus (not adding more initiatives) might be the most important thing school leaders can do right now. If you're exhausted by trying to do everything at once, or wondering why your talented middle leaders aren't stepping up, this conversation will make you rethink how you're structuring work in your school. Resources & Links Mentioned:Brett Griffin on LinkedInPupil Progress website Episode PartnersTeacher Development TrustInternational Curriculum Association

Struggling with staff meetings that spiral into problem talk? This episode explores solution-focused communication and how school leaders can transform their school culture by changing the questions they ask. Vicky Essebag and Tara Gretton share practical strategies for shifting from deficit-based conversations to hope-filled dialogue that actually moves your team forward. You'll discover why asking "what's wanted?" instead of "what's wrong?" creates the conditions for real change in your school community. We dive deep into how solution-focused approaches can help school leaders build stronger relationships with staff, students, and parents. Learn about the power of noticing small wins, creating fresh starts each day, and why those quick corridor conversations matter more than you think. Whether you're dealing with challenging parent meetings, staff frustrations, or student behaviour concerns, this conversation offers a different way forward that focuses on strengths, capabilities, and collective vision rather than endless troubleshooting. Resources & Links Mentioned:Solution-Focused Brief Therapy Association (SFBTA) - North American organization offering professional learning opportunitiesSF in Organizations (SFIO) - Resources and examples of solution-focused practice in educationJournal of Solution Focused Practices - Latest research and conversations about solution-focused approaches Vicky Essebag:LinkedIn: linkedin.com/in/vickyessebagWebsite: relationspaces.comTara Gretton:LinkedIn: linkedin.com/in/tara-gretton-b3088b18Website: solutionrevolution.co.uk Episode PartnersTeacher Development TrustInternational Curriculum Association